Department of English

Undergraduate Course Descriptions
FALL 2022

ENG 101-101/102  | Michelle Manning

If writing makes you uncomfortable, if you have struggled in English or previous writing courses, if English is not your first language, if you have been out of school for some time, if you lack confidence about writing at the college level, or if you think of writing as "not your thing," consider taking this resource-supported class. While you will complete the usual types of papers and tasks assigned in all ENG 101 courses, builds confidence and improves reading and writing skills and provides a veteran instructor with 30+ years of teaching experience, a smaller class size for more individualized instruction and interaction (capped at 15), strategies and methods to improve reading, writing, and annotating skills, an embedded writing mentor who attends each class and is available for outside assistance, a designated Writing Center tutor who will work with students to address individual concerns, and workshops and real-time grading opportunities for intensive feedback on your papers. Instructor Approval Required. Contact your advisor or Michelle Manning at manningm@uncw.edu for an override into the course. 

 

ENG 110 – 001 and 002 Dr. Allison Harris 

This course is designed to use literature as a tool for practicing analysis and critical thinking. The goal is to get comfortable presenting plausible interpretations of different genres using literary and rhetorical terminology. The course will require a significant amount of reading, writing, and critical thinking. We will focus on literature written in the context of the Black Lives Matter movement. This offers us a cohesive theme and historical frame to guide our analysis. Along with formal literary studies, we will consider the role of literature in society through careful individual introspection related to our own privilege and complicity in systems of power. 
 

ENG 110.003   | Dr. Maia Butler 

Hybrid course: Face to Face Weds. 2:00 p.m. - 2:50 p.m., Fri. Online 

“Many Voices, Many Souths”  
What is the South? Where is it? Is Texas the South? Virginia? What happens when we expand our notions of what is included in the South to the hemispheric-- Is Louisiana the North Caribbean? This semester we will encounter a broad survey of Southern literature, broader than you might have expected. We will interrogate our presuppositions of what Southernness is and who Southerners are. We will ask ourselves what literary representations of the American South and connected Souths work to create, reveal, or even obscure for us? We will consider politics of representation; who gets to represent the South, and how and for whom do they represent it, and to what end? In this course, we will read fiction, nonfiction, drama, poetry, and engage with tv/film and music. We will read for constructions of nation and region, city and country, contested histories, and space and place. We’ll read for constructions and performance of identity: race and class, gender and sexual orientation, and the intersections thereof. 
 

ENG 110  |  Dr. Mark Boren  borenm@uncw.edu                                                                                         

This is an introduction to literature. We’ll look at texts from a range of genres—poetry, drama, and short stories—and learn to discuss them intelligently and write about them clearly. To do so, we’ll need to acquire the proper analytical tools and a working vocabulary of literary and critical terms. What you learn to do the work in this class is directly transferable to the larger text in which you live; not only will you be a better reader by the end of the term, but you will be equipped to be a more thoughtful and engaged citizen. In understanding how texts generate their (often contradictory) meanings, we’ll also see how those texts are themselves “written” by both the texts before them and the cultural contexts in which they are inscribed. Some of the work we’ll tackle this semester is difficult, but our discussions will be as “down to earth” as possible; by the end of the semester, we all should be sophisticated readers, able to insightfully negotiate complicated texts with clarity and grace. Please note that some of these texts deal with mature themes and content, including depictions of violence and sexuality.
  

ENG 190: Adventures in Literature: “Video Killed the Literature Star”
TR 12:30-1:45 p.m. MO202  | Dr. Nicholas Laudadio 

In this class, we will be studying the cultural history of the music video and do so using the same tools with which we consider the literary arts. We will trace the evolution of the music video as an artform as well as industry marketing tool–all the while focusing on the form’s political and social impact, its relation to aesthetics and the avant-garde, and its framing of celebrity and stardom in the triumph of visual culture. All texts and screenings will be online. 
  

ENG 202-001 Introduction to Journalism | Shirley Mathews
MWF 10:00-10:50
a.m. Bear 160  

Go beyond the mundane "who, what, where, when and why" of journalism and, over the semester, discover the fact that remains as true today as when the Founding Fathers raised Freedom of Speech as a fundamental right: One person telling the truth can indeed change the world. Extensive practice in the basics of writing news stories, instruction in how a newsroom works, training in how to look for stories and the importance of accuracy, accuracy, accuracy. Roll up your sleeves, put on your good shoes and prepare to walk in the footsteps of giants. Texts include Melvin Mencher’s News Reporting and Writing and The Associated Press Stylebook 2018 or newer.  

 

ENG 204: Introduction to Professional Writing | Dr. Anthony T. Atkins 
 
This course will introduce students to the basics of technical writing and communication.  In addition to exploring traditional texts (memos, reports, etc.), students will produce documents for the web.  Students will also gain some experience with various writing spaces. Resumes and Career Documents, document design, and applied learning are features of the course. All work (assignments and exams) for the course will be completed electronically using Canvas.  Students should have some knowledge about the basics of computing like email, sharing documents and using Canvas. See the bookstore for required texts. 

ENG 204-002/003: Introduction to Professional Writing (hybrid) | Dr. Anirban Ray 

This course prepares you to face workplace challenges that require professional communication skills in terms of writing and presentation. It will enable you to develop critical appreciation for core technical concepts including audience, context, persuasion, and purpose in writing situations with an emphasis on ethics in communication. You will be exposed to writing a variety of business collaterals, such as resumes, memos, proposals and reports in different contexts and for different purposes. Additionally, this course puts a huge emphasis on information design from a visual communication framework and challenges students to create technical documents from a defined visual perspective. Most importantly, you will find opportunities to collaborate with peers to share expertise, knowledge, and experience in a service-learning framework. By the end of this course, you will learn to design effective technical documents to solve problems with attention to text, visuals, format, usability, and citation. Since this class is a hybrid, we will meet face-to-face twice a week and online (asynchronous) once a week. 

 

ENG 204-003: Introduction to Professional Writing | Lance Cummings  

In this class, you will reflect on how rhetoric and visual design can inform effective communication in collaborative and technologically diverse contexts. Using print and online tools, you will explore the composing process through invention, collaboration, audience analysis, and revision. Besides composing traditional professional genres, like memos, proposals, instructions, and public relations materials, you will also reflect on how these can be redesigned and delivered in digital and networked contexts. Consequently, you will be required to experiment with various emerging Web 2.0 technologies, culminating in a major design project purposed for a specific professional audience. This course will enhance your ability to compose well-designed, persuasive, and purposeful texts in a variety of professional and academic contexts.  
  

ENG 205-001: Introduction to Literary and Cultural Studies | Blevin Shelnutt   

This course introduces you to literary and cultural studies, focusing on joining the careful analysis of textual detail with attention to the cultural, historical, and critical contexts that shape our ideas about what literature is and does. Our work will center around one of the most enduring texts in American popular culture: Louisa May Alcott’s Little Women (1868). We’ll explore related primary readings and examples of literary criticism as a way of gaining exposure to the diverse methods that can be used in interpreting literary texts. Over the course of the semester, you’ll be expected to actively participate in discussion, to work collaboratively with peers, and to practice researching and writing through a series of response posts and essay assignments. Topics to be discussed include Alcott’s famous reluctance to write a “girls” book; the challenges that women writers met in navigating the nineteenth-century literary marketplace; the text’s changing material forms; and the relationship between popular culture and literary art. At the end of the semester, we’ll examine contemporary literary and film adaptations of Little Women, which raise questions about the novel’s continuing legacy in the twenty-first century.  

 
ENG 205-002: Introduction to Literary StudiesMark Boren  

In this course we’ll refine our critical reading skills, sharpen our research, writing, and speaking skills, and be introduced to a range of theoretical approaches to written texts, such as psychoanalysis, feminism, and deconstruction. We will look deeply at specific texts and approach them from different angles. Significant energy also will be devoted to learning how to conduct research, come up with original ideas, and write essays of literary criticism. Through the analysis of poetry, of fiction, and of non-fiction, and through the methodical study of critical essays on primary texts, we’ll learn the intricacies involved in negotiating the world through language.  

 
ENG 205: Introduction to Literary and Cultural Studies - Little Women  | Dr. Blevin Shelnutt 

This course introduces you to literary and cultural studies, focusing on joining the careful analysis of textual detail with attention to the cultural, historical, and critical contexts that shape our ideas about what literature is and does. Our work will center on one of the most enduring texts in American culture: Louisa May Alcott’s Little Women (1868). We’ll explore related primary sources and examples of literary criticism to learn the diverse methods that can be used in reading literary texts. Over the semester, you’ll be expected to actively participate in discussion, work collaboratively with peers, and practice researching, writing, and revising through discussion posts and essay assignments. Topics to be discussed include Alcott’s famous reluctance to write a “girls” book; the challenges that women writers met in the nineteenth-century literary marketplace; the text’s changing material forms; and the relationship between popular culture and literary art. At the end of the semester, we’ll examine a contemporary film adaptation of Little Women, which raises questions about the novel’s continuing legacy.   

 
ENG 210-001: MythologyVictor Malo-Juvera  

Obi-Wan Kenobi, Dumbledore, and Gandalf the Grey all die in almost identical scenes. In Harry Potter, Fluffy is lulled to sleep by music. In Game of Thrones, Lyanna Stark is abducted by a Targaryen prince, and Stannis Baratheon sacrifices his daughter on advice from the Red Woman. All of the aforementioned scenescan be traced back to ancient myths and this course will examine the underlying mythic structure of modern works of literature and popular culture. Specifically, we will study of the mythic structure of the hero’s journey and through readings of Greek, Roman, and Norse mythology, critically interrogate multiple myths.  

 

ENG 210: Mythology | Ashley Sumerel 

In this course, students will become familiar with Greek, Roman, and Norse mythology. In addition to critical analysis of the myths, students will learn different approaches to the study of mythology. They will also explore how mythological narratives affect our own culture and can inform our reading of literature. This is a fully online course. Assignments may include various weekly online activities, quizzes, and exams. 

  

ENG 211 British Literature to 1800: Magic and Mysteries from the Middle Ages to the Early Modern Period | Dr. Katherine Montwieler 

One thousand years ago bards and poets looked at the night sky, their lovers beside them, and the forest beyond their village walls with a sense of awe and wonder that still resonates today. Monsters, saints, and mystical visions permeated their world and survived on parchment scrolls—we’ll read some of the poems, songs, dream-visions, and other narratives that survived famines, revolutions, fires, and wars and ponder what connects us to their creators. How have civilizations and people changed over the eons? How have our dreams, our hopes, our insecurities, and our desires stayed the same? We’ll tease out answers to these questions and others in this survey of British literature that ideally will offer us both a look back into history and into the mirror of our present moment.  Partially satisfies University Studies II:  and Perspectives/Aesthetic, Interpretive, and Literary Perspectives and Building Competencies/Writing Intensive. 

 

ENG 224-001: American Literature Since 1870 | Keith Newlin  

In this course, we will read representative fiction, plays, and poems in American literature from the late 1900s to the present. We will discover how and why each story “works”—how it captures the reader’s interest, the aesthetic methods the authors use to tell their story. We will also look at the political, social, and cultural context; and we will discuss such issues as emerging feminism, critical responses to racism, the literature of propaganda, alienation and literary experiment, and why some writers get represented in anthologies and others do not. This section will also emphasize critical discussion and writing. Text: Cain, American Literature, Vol. 2, 2nd ed. (Penguin Academics).  

 

ENG 230-001 and ENG 230-002: Women in Literature: Contemporary Women’s Mysteries

What’s the connection between mystery and modern femininity? Why do violence, secrets, masquerade, and performance permeate contemporary representations of women? We’ll plumb some of those depths in our exploration of contemporary women’s fiction, as we seek to untangle the enigmatic modern woman. At a moment when women seem to have it all, we’ll try to tease out why mysteries so alluring. How does this genre and the questions it raises speak to us today? The novels we’ll read suggest that the mysteries of femininity are, variously, psychological, suspenseful, supernatural, biological, cultural, historical, sociological—and, always, entertaining. Novels we’ll read include Silvia Moreno-Garcia’s Mexican Gothic, Attica Locke’s The Cutting Season, Christine Mangan’s Tangerine, Jesmyn Ward’s Sing, Unburied, Sing, and Celeste Ng’s Little Fires Everywhere.

ENG 230 Women in Literature: Transgressive Women | Dr. Katherine Montwieler 

In this course, we’ll explore contemporary representations of women who transgress boundaries, upset conventionalities, misbehave, and generally force readers to reckon with their own understanding of gender, identity, and sexuality.  We’ll explore connections between femininity and feminism, wanting it all and having it all, disease and wellness, self-destruction, and self-care.  When is transgression liberatory?  When is it dangerous?  In an age of censorship, we’ll consider the nuances, benefits, and dangers of reading fiction, discussing critical issues in university settings, and reflecting privately and publicly on literature.  Many of the books we’re reading address difficult themes, including sexual abuse, mental illness, domestic violence, and addiction.  Books we’ll read may include Roxane Gay’s Hunger (2017), Jesmyn Ward’s Sing, Unburied, Sing (2017), Akwaeke Emezi’s Pet (2019), Raven Leilani’s Luster (2020), Leigh Stein’s Self Care (2020), Kristen Arnett’s With Teeth (2021), Rachel Yoder’s Nightbitch (2021), and Zakiya Dalila Harris’s The Other Black Girl (2021).  Partially satisfies University Studies II: Approaches and Perspectives/Aesthetic, Interpretive, and Literary Perspectives. Satisfies University Studies II: Approaches and Perspectives/Living in Our Diverse Nation. 

ENG 230: Women in Literature: Women’s Writing and Storytelling from the 20th Century to the Digital Age | Dr. Jennifer Lozano 
MW 12-12:50 (face-to-face; Friday online)
 MO 206 

This class will take a critical look at how women have regularly sought out the solace of the page and the so-called autonomy of authorship as a way to critique or re-envision the societal constraints placed upon them. This relationship to authorship has been even more pointed in the lives of working class, women of color, and queer women--all of which will receive substantial attention in the class. In addition to paying attention to the creative work (essays, poetry, short stories) produced by women across the 20th and 21st century, we will also spend time studying the different multimedia “technologies” women have turned to (small presses, anthologies, spoken word poetry, Instagram poetry, etc.) in order to produce and circulate their expressive work, and the impact it has had on literary traditions and reception. Partially satisfies University Studies II: Approaches and Perspectives/Aesthetic, Interpretive, and Literary Perspectives. Satisfies University Studies II: Approaches and Perspectives/Living in Our Diverse Nation. 

 

ENG 232 African American Literature: “Black Women Writers” | Dr. Maia Butler 
MW  10–10:50 a.m. Face to Face  
 
Black women writers have always (re)written themselves, their communities, and their place in America and the broader African diaspora. From Phillis Wheatley’s 1773 Poems on Various Subjects (slavery, religion, and the burgeoning republic), to Claudia Rankine’s genre-bending meditation on the hyper/in/visibility of black women in Citizen, black women have detailed their experiences in private and public spheres. They construct and challenge conceptions of gender, race, class, nation, sexualities, and their interstices, speaking truth to power in a range of genres from the poetic to the fictional, the autobiographical and the dramatic, writing for print and film and other media. Black women writers have recorded and imagined pasts, they will project and conjure futures, and their work influences other cultural productions, thought, and activity. In this class, we will think, talk, and write about representation, identity and performativity, and speculative visioning work.  
 

 ENG 286-001: Critical Theory and Practice | Dr. Meghan Sweeney

Theory involves, Jonathan Culler writes, “a questioning of the most basic premises or assumptions of literary study, the unsettling of anything that might have been taken for granted: What is meaning? What is an author? What [does it mean] it to read? What is the ‘I’ or subject who writes, reads, or acts? How do texts relate to the circumstances in which they are produced?” (4-5). In this class, we'll delve into these challenging questions, reading, discussing, and writing about theorists from the 19th century to today, including Roland Barthes, Gloria Anzaldua, Audre Lorde, and many others. It's a challenging course, but the conversations we'll have together should make it worthwhile.

 

ENG 290: Food Writing | Kimi Faxon Hemingway 

 “When I write of hunger, I am really writing of love and the hunger for it…I tell about myself, and how I ate brown bread on a lasting hillside, or drank red wine in a room now blown to bits, and it happens without my willing it that I am telling too about the people with me then, and their other deeper needs for love and happiness.” – M.F.K. Fisher (Forward to The Gastronomical Me, 1943)   

“Tell me what you eat, “and I will tell you what you are.” Jean-Anthelme Brillat-Savarin, 

Hunger, sustenance, gluttony, nourishment. We must eat to survive, but the consumption of calories and nutrients is just part of our relationship with food. This class examines how identity and culture are tied up with diet, how what we and our families have eaten in the past shapes who we become, and how memory can shape our understanding of ourselves. Simply, this class is about stories and food. We will explore many of the fascinating issues that surround food as both material fact and personal and cultural symbol. We will read works by Toni Morrison, MFK Fisher, Diana Abu-Jaber, Michael Pollan, Eric Schlosser, Wendell Berry and others on such topics as family meals, food's ability to awaken us to "our own powers of enjoyment" (M. F. K. Fisher), and eating as an "agricultural act" (Berry). Course readings will consider the various symbolic functions of food associated with images of cooking, eating, drinking, and feasting presented in literary works, while also contemplating contemporary food issues (sustainability, food security, ethnicity, national identity, etc.). The course will include a food tasting and a visit with food producers and chefs. Assigned essays will grow out of personal experience and the texts we read, and will include narratives, analytical essays, and a final researched project. 

 

ENG 303: Reading and Writing Arguments | Dr. Anthony T. Atkins 

This course examines argument structures, rhetoric, critical thinking using current issues and topics in the word today. Students will write traditional essays, making claims, analyzing the claims of others while also improving writing skills using style guides, and evaluating both online and traditional sources. Students will also conduct rhetorical analysis and experience composing multimedia texts that reflect current trends in writing and composition.  
Students should have some basic knowledge of computing skills and know how to use the Canvas online course delivery system provided by UNCW. 
See the bookstore for required texts.  

 

ENG 304-001: Writing for Teachers | Victor Malo-Juvera  

This course will introduce theoretical foundations and instructional strategies for teaching writing in secondary schools. We will begin by examining skills such as vocabulary, grammar, brainstorming, prewriting, and basic paragraph structures. We will then address the most frequently encountered/tested writing in secondary schools: narrative, expository/informational, argumentative, and research papers. Techniques such as scaffolding instruction, peer editing/review, alternative forms of assessment, and culturally relevant instruction will play a critical role in this course. We will also examine requirements for on demand standardized writing assessment and discuss how the Common Core State Standards and the new trend in using End of Course tests may impact writing instruction in the future.  
 

ENG 305-001: Professional Review Writing: Everybody’s a Critic! | Shirley Mathews   

And in this course, everyone is a critic. Students will have an intensive hands-on experience in the fundamentals of how to think and write critically – and fairly – about plays, restaurants, concerts, music, photography, movies and other creative endeavors, all with an eye to producing professional-quality – and publishable – work. Emphasis is on background research that will strengthen the perspective and credibility of the student’s finished review.  Students do not need experience in any of the areas they will review, but all students will need a willingness to learn about unfamiliar topics and to think about them analytically. Only formal text required is the Associated Press Stylebook, 2018 edition or newer. Students will need to budget about $60 (or more) for expenses involved in reviewing assignments.  

 

ENG 306 Essay Writing | Dr. Lance Cummings 

Essay writing has a long history, but shifts and changes with our history and culture. What does essay writing look like in the 21st century? We will explore this question by examining essay forms circulating in online environments, like Medium.com, where writers of all types share long-form writing for wide audiences. You will learn what it takes to develop online audiences, while also testing out your own ideas on a public platform. Though this course does not require a textbook, you will need to subscribe to Medium.com for four months ($5 per month). 

English 308: Grant and Proposal Writing | Dr. Sarah Hallenbeck 
TR 11a.m.-12:30 p.m. BR 164 

In Grant and Proposal Writing you will be introduced to the practical, nuts-and-bolts processes of finding funding to make change happen in the world—whether that change involves sustaining a non-profit organization or funding academic research. You will research, compare, and analyze different potential funding sources in order to write effectively on behalf of an area non-profit organization with which we will partner. Additionally, you will conduct an interview with a grant writer or reviewer, reporting your findings to the class to broaden our sense of the ecology of grant and proposal writing, a precise and useful form of writing that will benefit you no matter where your future leads you.
 

ENG 309-001: Technical Editing | Dr. Colleen Reilly 
MW 2-3:15 p.m. HO 145 

Students in this course develop strategies to improve documents and to explain their plans for revisions orally and in writing. In the process, students acquire proficiencies in the conventions of English grammar, punctuation, and usage. Students work on the fundamentals of effective writing, organization, and design to develop the knowledge and skills necessary to edit technical documents, which include forms, manuals, policy handbooks, and websites, and to argue successfully for the changes they make or recommend. Projects prompt students to edit documents comprehensively, addressing the clarity of sentences, overall structure and organization, and visual design. 
  

ENG 312: Writing Strategies for Business and Innovation | Dr. Yeqing Kong  

This course will enhance students’ ability to compose well-designed, persuasive, and purposeful texts in a variety of professional contexts. Students will discuss and practice communication tasks that they can expect to perform in the workplace. Students will consider how to write and speak for various professional audiences, how to adapt their communication organization and style to those needs, and how to enrich their written communication with oral reports and visual aids through the consideration of the rhetorical situation. Students will develop a portfolio that demonstrates their intercultural competence in writing and collaboration.  

 

ENG 313: Writing for the Sciences | Dr. G. Edzordzi Agbozo 

Science writing is a bridge between two communities: the scientific and the civic. Doing it well means knowing how to tell a compelling story and how to do the research that makes the story authoritative and credible. Doing it well also depends on an awareness of complex audiences, some of whom love to learn about science and others who use scientific information to enhance their lives or apply it practically. This course critically examines the current state of science communication and explores diverse heuristic devices by which technical communicators can accommodate science for experts and non-experts. This course will prepare students to help society meet the challenges and opportunities of the current moment such as climate change, vaccine hesitancy, and other issues that can only be understood through effective audience-centered communication. This course will develop students’ skills to become science writers. 

 

ENG 314-001: Digital Composing | Dr. Jeremy Tirrell
TR 12:30–1:45 p.m.

Students in this course will explore how digital technology shapes composition practices through critical engagement with new media formats. Students will have the opportunity to use a variety of design applications and network services to analyze and produce multimedia works, including interactive maps and podcasts. This course has no required text to purchase; readings that explore new media theory and practice will be provided electronically. 

ENG 314 | Dr. Lance Cummings 

Digital technologies are changing the way we think about composing. The art of writing is not just about text and paragraphs but includes everything from sound to images to video. Accessibility of creation and distribution tools has also given rise to what many call the creator economy -- people who earn money from making their own content online. This course will explore how creators create "micro-content" to develop new audiences and ideas.  We will play with several genres like Twitter essays, micro-podcasts, and TikTok videos and discuss how they change the way we think about composing. Due to the digital nature of this course, you will be required to experiment with various emerging web technologies and digital design software. No required textbooks.
 

English 315: Topics in Writing and Rhetoric: Entertainment Journalism | Ashley Sumerel 

In this course, students will learn the basics of writing entertainment news articles, television and film reviews, and editorials as well as gaining an understanding of how to conduct interviews with talent and creatives, both in written form and on video. In addition, students will learn best practices for pitching articles, working with entertainment publicists, and ethical citation of sources and use of photography. There will also be some focus on use of social media as an entertainment journalist. 

316-001: Style Analysis | Don Bushman
MWF 11:00 – 11:50 a.m.                                     

An analytical writing course concerned with an awareness of written style, in order to be able to speak with specificity about what makes an effective prose style. We will apply grammatical and stylistic concepts to written texts, and we will look in detail at the prose style of various authors, both contemporary and historical, both literary and non-literary. Required will be several written analyses and a final project. Texts include: Corbett and Connors, Style and Statement; Hale and Gordon, Sin and Syntax. 

ENG 318-001: Writing and Activism: Cyberactivism | Dr. Colleen Reilly
MW 3:30-4:45 p.m. HO 145 

Activists rely on electronic spaces, tools, and applications to communicate their messages, attract adherents to their causes, and monitor or even disrupt the activities of their adversaries. In this course, we will examine the range of forms that cyberactivism can take, from tweeting to signing online petitions to using digital spaces to raise awareness and generate funds or other support. We will consider the practical, functional, and ethical aspects of pursuing activism in digital spaces. Additionally, we will investigate the recent past and potential futures for cyberactivism. Part of the work for the course will involve students in developing cyberactivist campaigns for causes in which they are invested.
 

ENG 319-01 Document Design (hybrid) | Dr. Anirban Ray 

The course is built upon the idea of understanding our everyday visual culture through design and critical analyses of documents. Although conventional definition of documents includes print-based texts, the ubiquity of multimodal digital artifacts has occupied our contemporary visual and cultural landscape. For this purpose, a significant portion of the course will involve hands-on activities for developing effective digital artifacts by integrating texts, images, sounds, and videos. The focus will be on creating compelling user-centered artifacts and messages in electronic and physical contexts, using theories of document design in visual rhetoric, visual literacy, visual culture, interaction design IxD, color theory, visual ethics, and design thinking. You will spend time individually and in groups to apply the varied principles and strategies of document design to produce usable documents. By the end of this course, you will be confident in analyzing and creating a wide range of document types for any given audience, purpose, and context.

 

ENG 319-001: Document Design | Dr. Lance Cummings  

In this class, you will explore the connections between visual rhetoric, design principles, and problem-solving. In other words, how do we solve problems, persuade people, or simply do things with well-designed documents in the 21st century? We will also explore the intersections between print and digital media using Adobe Creative Cloud (design software used in most professional contexts). This class will include an applied learning project and visits from design professionals in various industries. Past collaborations have included nCino, Wave Transit, and Meredith Publishing. This class will give you both practical and theoretical experience in document design, along with a portfolio of work that can be used on the job market. 
 

ENG 320-001: Introduction to Linguistics | Addie Sayers China  

This course will introduce students to the basics of linguistics, the study of human language, with an emphasis on applying linguistics in the everyday world. We will explore such topics as language structure, language variation, language and society, and language change, with an emphasis on practical application of language study. Students will interact with several types of language data and will have the opportunity to connect linguistics to their own personal interests and areas of study.  
  

ENG 324-001: Topics in Linguistics: Instalinguistics - Language, Memes, and Media | Addie Sayers China  

In this class we will examine the language of digital communication. We will explore language and multimodal communication in social networking and social media (such as Tumblr, Twitter, Reddit, YouTube, Snap Chat, & Instagram), memes, gaming, texting, and in other types of mobile and digital discourse practices. We will question if digital communication is destroying language, whether we will all end up speaking in emojis, how memes function as modern folklore, and how we interpret visual communication, such as Instagram and Snapchat posts. We will also connect user practices to concepts of identity, society, and community. Students will have the opportunity to analyze and research their own areas of interest in the digital domain. 
 

ENG 324: Topics in Sociolinguistics: Language, Gender, & Sexuality (Cross-listed with WGS) | Dr. Addie Sayers China 

In this class we will examine the connections between language, gender, and sexuality, and how language constructs sexual differences and power relationships across various groups. We will explore social constructions of gender through language, and gender and sexuality as sociolinguistic variables, with an emphasis on linguistic approaches to feminist theory, hegemony, performativity, identity, and intersectionality. Coursework will be inclusive of trans folk and nonbinary gender identities.     

 

ENG 333-001: Shakespeare’s Later Plays | Professor Lee Schweninger
CRN 13486 TR 12:30-1:45 p.m. MO 104 

“All the world's a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts.” (As You Like It). This course will offer you an in depth look at several of Shakespeare’s “later” individual plays. We will read each play in its literary, historical, political, social and even philosophical contexts. And we will also look at how this early modern drama still speaks to us today. We will read from the Bard’s comedies, tragedies, a romance, and (and maybe throw in a history) in order that you come away from the course with a well-rounded and good familiarity with Shakespeare’s body of works. You will be asked to keep an informal reading response journal, to write formal and informal short response essays, to be responsible for the readings and class discussions, to take occasional reading quizzes and mid-semester and final essay exams. As this will be a discussion-based class, attendance and attention to the readings will of course be required.

 

ENG 336-001: British Romanticism: Reading, Writing, and Revolution | Dr. Katie Peel
TR 3:30-4:45 p.m.

The period from about 1780-1830 was a time of new ideas and freedoms, social and political upheaval, and great expectations. Marked by sex, drugs, and revolution, this era had pretty much everything but Fabio. The French Revolution shook Europe in 1789, and only a few miles away, the citizens of Great Britain nervously watched, debated, championed, and condemned the actions of their sister nation. How do people with Enlightenment ideals and hopes for an exciting, new future respond when crisis (the Reign of Terror) strikes? Throughout the dawn of the nineteenth century, writers explored the rights of men, the rights of women, slavery, and ever-expanding urbanization and industrialism, in pamphlets, poetry, and novels. While traditionally, Romantic subjectivity privileges the white, able-bodied man walking alone in nature while considering a transcendent experience, we will also explore how women, enslaved people, and the “Others” of Empire exist in the English landscape and imagination of its inhabitants. This means that we will read this literature with an eye towards intersections of gender, race, class, sexuality, and ability in Romantic experience and writing. Given that this literature is so much about perspective, we will strive to be more inclusive in our considerations of subject positions, and discuss issues including privilege, education, living conditions, and sex work. Ultimately, we will be looking at how Romantic writers between 1780-1830 conceptualize what it means to be human in a beautiful and terrifying world. 

 

ENG 336-001: British Romanticism | Dr. Mark Boren  

Traditionally, Romantic subjectivity privileges the individual walking alone in Nature considering a transcendent or sublime experience.  This cultivation of a solitary, particularly masculine Romantic ego dominates the genre, and we’ll explore that, but we’ll also see how women, slaves, and soldiers exist in the English landscape and the imagination of its inhabitants as well.  In this course, we’ll look at how Romantic writers living in England between 1780-1830 conceptualize what it means to be human in a beautiful if terrifying world. We’ll read a number of canonical and non-canonical texts, including work by Wollstonecraft, Wordsworth, Byron, the Shelleys, Hemans, and Landon.

ENG 350: Nineteenth-Century Women Writers and the Literary Marketplace (under American Romanticism) | Dr. Blevin Shelnutt 

Women wrote some of the bestselling books of the nineteenth century, but popular works by women frequently get overlooked in the literature classroom. This course considers why that has been the case and what we gain by taking seriously nineteenth-century American women’s writing. While studies of American Romanticism have emphasized the constraints of commerce on literary artistry—particularly as resisted by canonical male writers—we’ll examine how women authors successfully navigated the literary marketplace and made the challenges they faced a source of creative inspiration in works of fiction, non-fiction, and poetry. Readings include works by Margaret Fuller, Harriet Jacobs, Fanny Fern, Frances Ellen Watkins Harper, Louisa May Alcott, and numerous anonymous and pseudonymous periodical writers. The course investigates how such authors formulate reflexive artfulness by drawing attention to the economic contingencies of their writing, whether cultivating authorial personas as marketable brands, channeling the renown of celebrity authors and bestselling texts, or embracing the periodical format’s intensifying association with mass production.
 

ENG 351-001: American Realism | Keith Newlin  

William Dean Howells called it “the truthful treatment of material” and the highest form of art.  Frank Norris belittled it as being about “tragedies of an afternoon call, crises involving cups of tea.”  American realism lies somewhere between those two assessments, and this course will give you a generous sampling of the best writing of American realism.  Realists explored such issues as unbridled capitalism, urban poverty, rural opportunism, gender conflicts, and social conformity.  We’ll encounter corrupt businessmen, wayward strumpets, social-climbing nouveau-riche, naïve observers, and even an immense but stupid dentist.  The realists’ legacy is significant, for the narrative techniques realists developed influenced all subsequent writers who aim to delineate life accurately.  Texts include Nagel & Quirk, The Portable American Realism Reader (Penguin); Twain, The Adventures of Huckleberry Finn (Broadview); Howells, The Rise of Silas Lapham (Penguin); Norris, McTeague (Norton); Dreiser, Sister Carrie(Norton); Wharton, The House of Mirth (Penguin)  

 

ENG 362: The Gothic Novel | Dr. Mark Boren  borenm@uncw.edu

This class will explore the rise of the Gothic novel from the late eighteenth century to the present. The selections describe a trajectory of cultural fascination with mental and behavioral aberration, documenting the “dark side” of the evolution of the Romantic “ego” and the maturation and commercialization of the Gothic as they appear in myriad “disturbed” characters, written by authors often popularly believed to be at least momentarily “insane,” if not pathologically perverse. In addition to discovering the nature of the “madness” at work in each of these texts, we’ll see how the aesthetics of the Gothic have evolved from Walpole to Westworld and seek insight into the secrets of how Gothic works have come to define the “normalcy” of any current historical moment.  

 ENG 363: 1898: Writing & Recovering | Joshua Roiland

This course will focus on the role that journalism played in the prelude, execution, and aftermath of the 1898 Massacre in Wilmington, NC. Students will have the unique opportunity to research and recover history through the primary study of the eight surviving copies of the Wilmington Daily Record, the only Black daily newspaper in the South after Reconstruction. This newspaper was central to Wilmington’s Black community formation, protest, and advocacy, and as such it was also the target of white supremacist disinformation campaign, terroristic threats, and, ultimately destruction during the massacre and coup. 

Students will research digitized versions of these papers, which were recovered by the local nonprofit The Third Person Project. You will produce annotations of notable people, places, and events in Wilmington as documented by the newspaper. These annotations will be part of the 1898-focused book If You Would Know Us As We Are by John Jeremiah Sullivan and Joel Finsel. Students will be credited as Special Researchers in the book.

 

ENG 364: Studies in Poetry—Sound and Visual Poetry | Dr. Alex Porco 

This course will introduce students to the international, eclectic, and heterodox avant-garde traditions of sound and visual poetry. First, students will learn about sound poetry associated with and extending from Dadaism, Futurism, Artaud’s “theatre of cruelty,” and Fluxus. In addition, students will consider the roots of sound poetry in chants, incantations, curses, song (e.g., Inuit throat singing), babble, laughter, and glossolalia. Students will also have the opportunity to practice “close listening” with recordings of twentieth-century poetry, including jazz poetry produced during the Black Arts Movement. Second, students will learn about the concomitant history of visual poetry. Poets of the twentieth century initiated a revolution in language as visual material, transforming the traditional poem (i.e., the left-justified, lineated, syntactic, subject-centered emotive/epiphanic lyric) into a multidimensional and multidirectional rhythmic, affective, and expressive space. We will consider visual poetry in relationship to various developments in and experiments with typography, notation, advertising and design, sculpture, alternative writing systems/literacies, and technologies of writing (i.e., from handwriting to the typewriter to Letraset). In addition, students will consider the roots of visual poetry in petroglyphs, hieroglyphs, ideograms, pattern poems, emblem poems and books, illuminated texts, sigils, sewing, macramé, and artists’ books, as well as altars, grave stones, mandalas, hip hop graffiti, and public monuments. We will conclude the semester by studying Jordan Scott’s book, Blert, which explores the poetics of stuttering, and Kate Siklosi’s Leavings, a book of visual poetry that relocates language to the natural world, i.e., leaves, plant stems, and sea shells. 

Note: Throughout the semester, in the spirit of play and exploration, students will have multiple opportunities to apply what they learn by composing and performing sound poems and by writing/designing visual poems.

 

372 Postmodern Literature | Dr. Maia Butler 
MW 12:00-12:50 p.m. Face to Face 

“The Family Saga, the National Allegory: Nations and Postnations in Postmodern Literature” 
 
In this course, we will engage the counternarratives of many families making home and community both within the US and also across the broad expanse of the nation’s imperial reach. We will consider the slide between the domestic and the trans/national, the personal and the political. Toni Morrison’s novel Paradise is at once a cautionary tale about the nationalism inherent in Black nationalist placemaking and also a model of the possibilities of diasporic identification for Black and Indigenous folks making home in the Americas. Rosario Ferre’s The House on the Lagoon relies on the family tree and the private diary to take up politics of historicity (who gets to write and rewrite history and to what ends?) and the contested nature of the complex colonial relationship between Puerto Rico and the US. Leslie Marmon Silko’s Almanac of the Dead is a sprawling argument for postnationalism that blends the contemporary with the speculative; Indigenous and multiply marginalized people across the world employ their ways of knowing and being in various collectivities to resist the colonial domination that persists in our present landscape of what adrienne maree brown and others have termed the “climate apocalypse.” These three novels will ground our work to explore issues of race, class, gender, and power in the context of narratives and counternarratives of the nation and empire, though we will also engage with shorter pieces. We will especially consider the ways of knowing crucial to the project of revisioning our collective histories and imagining our most essential futures. 

  

ENG 376: Environmental Literature | Dr. Melissa Sexton

MWF 10:00-10:50 a.m. 

In this course, we will explore how literary texts reflect and influence the ways we imagine the natural world. At the heart of our discussions will be two related questions: first, how has the natural world shaped our stories; and second, how have our stories shaped our treatment of the natural world? 

In the first part of the course, we will establish some historical grounding, tracing how certain attitudes towards nature show up in various literary genres. We will study pastoral, Romantic, Transcendental, and naturalistic ideas about the environment. In the second part of the course, we will explore how recent literature continues to challenge ideas about the natural world and push for environmental change. We will discuss magical realism, dystopian narratives, and environmental justice approaches in literature. Ultimately, by exploring these texts, we will think about how cultural imagination influences our ability to work towards a more sustainable world. 

  

ENG 377-001: Queer Literature | Katie Peel 
TR 9:30-10:45 a.m.

As Kath Weston notes in her article “Get Thee to a City,” an element often cited in coming-out narratives is the discovery and understanding of queer identity via reading. We see this in the literature itself, from Stephen Gordon in Radclyffe Hall’s The Well of Loneliness to Alison in Alison Bechdel’s Fun Home: A Family Tragicomic. We will spend the semester reading both historical and contemporary queer literature and discussing the relationships between narrative and identity. Our focus will be on the narrative production of gay, lesbian, bisexual, transgender, and queer identities and communities, and the production of queer narrative. If “queer” can mean that which challenges the norm, what does this mean for narrative? 

  

ENG 382 Ways of Teaching Literature |  Michelle Manning 

Although part of the teacher education requirements, this course is open to all majors and to those who plan to teach (regardless of grade level), those who plan to become a TA in graduate school, or those who would like to explore the field of teaching. You have acquired all this expertise in literature or other majors, but how do you take that knowledge and create engaging, appropriate and meaningful lessons?  In a hands-on, student-centered environment, you will learn how to strike a balance between pedagogy and the practical concerns of teaching as you enter the classroom as a new teacher. 

  

ENG 384-001: American Bestsellers Blevin Shelnutt  

There have been bestselling books since long before the term “bestseller” was created in the late nineteenth century. And although in the twentieth century bestsellers became associated with the novel, in the American colonies and early United States the books with the biggest sales included not just works of fiction but also almanacs, textbooks, and the Bible. This course examines books that have captured the American popular imagination over the past four centuries. In approaching the study of literature through the history of its reception—thinking about which texts were popular and why—we’ll go beyond considerations of literary value to explore the cultural contexts that have made bestsellers possible. Through readings of canonical and lesser-known works, we’ll investigate changing ideas about audience, taste, reading, and “literature” in American culture. On the way, we’ll encounter a range of genres, such as the reform tract, seduction tale, and slave narrative. Topics to be discussed include the construction of high and low cultural forms, the adaptation of bestsellers to and from various media, and the significance of the material text. By the end of the course, students will be able to research and analyze the relationship between a text and its audience, the cultural dimensions that shape a work’s success, and some of the ways that reading and literature fit into American cultural history. 
 
 

ENG 388-001: Rhetorical Theory to 1900 | Dr. Jeremy Tirrell
TR 2:00–3:15 p.m.

This course is a survey of the significant works, figures, and trends in rhetoric theory and practice before 1900. Students will read primary texts and commentary and engage in class discussion to examine the relationships among language, meaning, and institutions. The course will identify the historical roots of contemporary conversations and controversies in classical sources. Required text: Herrick, The History and Theory of Rhetoric: An Introduction, 7th ed.  

 

ENG 390-001 (team-taught with English 313) Ghost Maps: Visualizing Disease Narratives | Katie Peel  

While today we have disciplines such as the medical humanities and disability studies, and better understandings of both trauma and mental health, Victorian England had different ways of articulating how disease worked and what it meant. Not only were interpretations of disease different in the 19th century—germ theory was not widely accepted until near its end—but Victorian ideology frequently aligned illness with factors of class and morality, casting criminality and vice in the language of disease.  

In the name of public hygiene, illness became the site of imposed religious, social, national, and medical discourses, as well as an aesthetic and literary device. Dr. John Snow and Reverend Henry Whitehead fostered modern epidemiology through their quantitative approach to London’s mid-century cholera epidemic and the creation of the “Ghost Map,” which demonstrated that the disease stemmed from contaminated water rather than moral failings and miasmas. In contemporary literature including industrial novels, symbols such as coughing emerged to mark characters with consumption or byssinosis (fiber in the lungs from working in textile mills), and (spoiler alert), not long for this world. And although Tiny Tim’s wasting disease is unnamed, his health serves as an indicator of Scrooge’s moral redemption.  

This is a team-taught, cross-listed course that blends ENG 313: Writing About Science, Medicine, and the Environment and ENG 390: Studies in Literature. Using the 19th-century cholera epidemic as our touchstone, we will spend a semester investigating disease’s literary, rhetorical, and visual dimensions. We will explore the role of narrative in disease—in case studies, rhetoric, ideology and literature—and vice versa. How do we use narrative to understand and speak of disease? How does medical discourse shape our understandings? What does this tell us about the given culture, and how might this help us read texts historically and in the light of our current pandemic era?  

Required Texts:  

Johnson, Steven. The Ghost Map: The Story of London's Most Terrifying Epidemic—and How It Changed Science, Cities, and the Modern World. Riverhead, 2006.   

Vinten-Johansen, Peter. Investigating Cholera in Broad Street: A History in Documents. Broadview Press, 2020.  

 

ENG 393: Writing in the Scientific Disciplines | Dr. G. Edzordzi Agbozo 

Contemporary technology-mediated communication about science demand multiple strategies for scientific writing and communication. For instance, social media users are learning about the implications of climate change on their health, while, at the same time, encountering misinformation about climate change on the same platform. How can scientists communicate credible information to varied audiences? In this introduction to writing for scientific fields, students will use the tools of rhetoric to analyze and practice contemporary genres of writing about a variety of scientific topics. Students will examine how to select topics, how to research, and write complex information in plain language, how to edit for clarity and tone, and how to think critically about how to communicate through different multimodal genres to the public. This course will strengthen students’ competencies in academic and scientific writing and enhance their public communication through audience-centered design. 

 

ENG 393-02: Writing in the Scientific Disciplines | Dr. Sarah Hallenbeck
TR 12:30-1:45 p.m. MO 204 

In this course, we’ll consider how scientists communicate among themselves within and across disciplinary divides, as well as among various publics. We'll experiment with the genres they use in imagining and conveying their research, examining both the affordances and the limitations these textual norms and expectations create for scientists and for their research. Among many other questions, we will ask: What role does writing play in the ways that we “do” science? What are the genres in which science occurs and is reported? Why does it matter whether or not—and how--the public understands science? 
What practical, rhetorical, and research strategies can we use to write ethically and usefully about science, regardless of our audience? 

 

ENG 418 Research Methods in Literary and Cultural Studies | Dr. Alex Porco 

The purpose of this course is to introduce students in the Literary and Cultural Studies track to a wide variety of research methods, expanding the purview of literary and cultural studies beyond the limits of “close reading” and serving as a complement to students’ various theoretical attachments. Students will read about, and encounter examples of, archival studies and genetic criticism (i.e., the study of the making of a work of literature via notes, manuscripts, drafts, and editions); material culture studies (from book history and various examples of print ephemera to thing theory and object-oriented ontology); digital humanities projects; literary sound studies (e.g., students will read from Jennifer Lynn Stoever’s work on the “sonic color line” and also think about “close listening” via audio archives of poetry in performance); the literary interview, oral history projects, and biography; thin (or surface) reading, distant reading, and distracted reading; and the new sociology of literature via works by James English, Rita Felski, and Pascale Casanova. Students will learn to be more self-reflexive about methodology. What are the affordances of certain research methods when reading and writing about literature? What is lost or obscured, perhaps, by certain methods? Students will also consider the future of literary and cultural studies: what kinds of knowledge do we, as a discipline, want and need to produce? How might we develop and practice research methods that open new possibilities for the forms of literary and cultural studies—and, by extension, for the forms of our individual and collective lives? 

The course is intended as methodological preparation and practice in advance of the senior seminar; as such, it is strongly recommended that students complete ENG 418 prior to enrolling in ENG 495. 

 

ENG 495–001: Black Women Write the Post-1898 South | Dr. Allison Harris   

This course is part of the 1898 curriculum initiative. Highlighting the work of black feminist authors and locating inquiry particularly in the South, this course will ask students to interrogate how the emphasis on integration has overshadowed the rise of all-black or black-majority communities as spaces of possibility and growth beyond double consciousness. Through a lens of black cultural studies, students will situate narratives of black communities as sites of resistance to the white rage represented by the 1898 massacre and coup. To integrate applied learning and develop students’ professionalization, students will produce a standard conference paper or poster presentation which will be presented at SAMLA 2022’s Undergraduate Research Forum and organize a symposium for research on racial violence and 1898 for the UNCW and Wilmington public.  

  

ENG 496-001: Visualizing Information | Dr. Jeremy Tirrell
TR 12:30–1:45 p.m.

Students in this course will practice telling effective stories through information. We will examine the theory and practice of data collection and presentation in the service of advancing effective arguments. Students will have the opportunity to engage multiple software applications. Required text: Schwabish, Better Data Visualizations. 

 

ENG 501: Introduction to Research Methods in English | Dr. Blevin Shelnutt 

This course offers an introduction to English studies, with a focus on the methods of research necessary for graduate students. Our readings will introduce us to various subfields of English, including rhetoric, professional writing, and literary studies, and we’ll engage with members of the department who work in those areas. Students will complete a variety of assignments that ask them to become more aware of—and able to articulate—what they do as practicing scholars.   

   

ENG 502-001: Introduction to Literary Theory | Dr. Meghan Sweeney

All literary activity is underpinned by some form of theory; part of what this class will do is enable us to examine more deeply the variety of assumptions that we make when we encounter texts. In Literary Theory: a Very Short Introduction, Jonathan Culler says that theory is not “a set of methods for literary study but an unbounded group of writings about everything under the sun, from the most technical problems of academic philosophy to the changing ways in which people have talked about and thought about the body” (3-4). Theory involves “a questioning of the most basic premises or assumptions of literary study, the unsettling of anything that might have been taken for granted: What is meaning? What is an author? What [does it mean] it to read? What is the ‘I’ or subject who writes, reads, or acts? How do texts relate to the circumstances in which they are produced?” (4-5). The theorists you read and the work you do in the class will help you formulate a variety of answers to those questions.
 

ENG 511 Studies in the Novel: Hunger, Gender, and Novel Desires | Dr. Katherine Montwieler 

In this class, we’ll look across three centuries’ representations of women’s desire, hunger, and appetites.  We’ll begin with two nineteenth-century triple-deckers, Jane Austen’s 1814 Mansfield Park and Charlotte Brontë’s 1853 Villette, novels that put women’s wishes, frustrations, and anger front and center.  Unlike their writers’ more popular creations, Elizabeth Bennet and Jane Eyre, Fanny Price and Lucy Snowe are deeply troubled heroines; we’ll try to unpack why they’re still so troubling to contemporary audiences before we turn to recent novels that historicize women’s hunger, probably including Emma Donoghue’s The Wonder (set in Ireland in the 1850s) and Laura Esquivel’s Like Water for Chocolate (set in Mexico in the early twentieth century).  Along the way, we’ll attempt to untangle how fiction (and possibly film) constructs gender, longing, and transgressions, and we’ll look at embodied and cerebral feelings’ connection to the novel. We’ll draw on the insights of affect theory as we explore whether the novel is uniquely suited to represent gender and desire.   Following our look back, we’ll explore how contemporary writers represent sexualities, ambition, and relationships, and particularly how hunger functions metaphorically in the twenty-first century.  Books we’ll read may include Ottessa Moshfegh’s Eileen (2015), Roxane Gay’s Hunger (2017), Jesmyn Ward’s Sing, Unburied, Sing (2017), Raven Leilani’s Luster (2020), Chelsea Summers’s A Certain Hunger (2020), Kristen Arnett’s With Teeth (2021), Silvia Moreno-Garcia’s Velvet was the Night (2021), Elizabeth Strout’s Oh William! (2021), Rachel Yoder’s Nightbitch (2021), and Julia May Jonas’s Vladimir (2022).

 

ENG 551 - Rhetoric and Technical Communication in the Age of Misinformation/Disinformation | Dr. Ian Weaver 

Rhetorics of misinformation and disinformation pose a challenge for ethical communication, exacerbating the already misunderstood workings of technical knowledge making. The rhetoric of expertise is in constant flux, prompting writers and citizens to ask, how can we assess the trustworthiness of information, and what strategies help writers compete in context of mis/disinformation? Surveying scholarship in technical communication, this course considers the communicative assumptions behind these labels and their impact on how we understand knowledge making in communication contexts. We will look at technical reports, cooperate and government policy changes, chatter in social media and op eds., scholarship, historical documents, and other texts. The course will cover topics such as COVID, climate change, and issues of social justice. Students will learn strategies for both analyzing and producing texts that challenge and work within the milieu of mis/disinformation. 

 

ENG 575: Professional Science Writing (EVS students only; online) | Dr. Yeqing Kong  

This course examines the current state of science writing in professional academic contexts and explores the multiple practical strategies scientists use to communicate in professional settings. This course mimics the general research and communication process scientists follow: ask questions, conduct research, communicate findings with peers, communicate findings to the public. To practice this process, students write texts common in scientific work, specifically: literature reviews, scientific reports, conference presentation, and public documentation.  

 

ENG 578: Science Writing for Cross-Cultural and Global Audiences (online) | Dr. G. Edzordzi Agbozo 

The rhetorical construction of “modern science” subtends the contextual nuances that shape science writing and communication within global multi-cultures. How do students prepare for taking up the challenges of science communication in our time? In this course, students will enhance their analysis and composition of scientific texts for audiences within multi-culturally and multi-linguistically diverse environments through practicing critical models and theories about symbols, languages, and rhetorical styles used in writing and communicating various genres of science. Students will examine reports, controversies and conspiracies, abstracts, op eds, podcasts, documentaries, movies, Trevor Noah’s comedy monologues etc. located in Africa, the Americas, Asia, and Europe. Students will design science communication for some of those contexts including voice-overs, social media videos and graphics, digital posters, and researched reports, paying attention to the role of World Englishes in the global distribution of scientific ethos. 

   

ENG 580: Community Archives, Storytelling, and Ways of Knowing in the Digital Age | Dr. Jennifer Lozano
Monday 3:30-6:15 p.m. MO 202 

Can groups who are traditionally underrepresented (particularly women, Latinx, Black, Asian, and Native) by institutions of knowledge making (universities, museums, institutes) use digital tools and technology to reclaim knowledge making practices? In the process, can they expand the accessibility and purpose of the knowledge being created? This class takes these as our central questions and explores the way marginalized communities have long been makers and users of technology--itself a challenge to dominant histories of technology and even to the field of digital humanities which seeks to bridge the gap between humanistic inquiry and digital tools and methods. As we study both digital community archives and their theoretical underpinning, we will also explore and critique different digital tools and assess their usability and functionality for the purposes of recovering, documenting, and analyzing underrepresented voices. The class will culminate with the creation of a research-based digital resource in collaboration with an established feminist digital community archive, as well as an opportunity to present the project to community members who are key stakeholders for the archival project. No prior experience with digital tools or archives necessary!