Department of English

Cristina Garcia, bestselling author and National Book Award finalist, reads from her latest novel, The Lady Matador's Hotel, as part of the Buckner Lecture series in March 2012. UNCW Photo by Katherine Freshwater

Undergraduate Course Descriptions

Spring 2019

ENG 202-001 | MW 2:00–3:15, MO 204
ENG 202-003 | MW 3:30–4:45, MO 204
Introduction to Journalism
Shirley Mathews
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 2016 or newer.

ENG 202-004 | TR 12:30–1:45, BR 160
ENG 202-005 | TR 2:00–3:15, MO 204
Introduction to Journalism
Rory Laverty
Prerequisite: ENG 103 or ENG 201, or consent of instructor. Introduction to news values, style, and writing. Focus is on current event literacy, writing news stories under deadline pressure, interviewing, investigating, and feature writing. Partially satisfies University Studies IV: Building Competencies/Writing Intensive. Partially satisfies University Studies IV: Building Competencies/Information Literacy. Satisfies University Studies V: Explorations Beyond the Classroom.

ENG 204-001 | MW 10:00–10:50, BR 202; F online
Introduction to Professional Writing (hybrid)
Ian Weaver
Students in this course will engage core professional writing concepts including audience analysis, document design, usability, and ethical composing practices. Students will produce materials such as public relations documents and technical instructions in multiple formats. Individual and group projects are a feature of this course, as is directed service learning with community partners. This is a hybrid course. During most weeks, students will meet twice in a classroom and have one online instruction session. Students must be comfortable with sustained, independent online interaction to succeed in this course.

ENG 204-002 | Online
ENG 204-007 | Online
ENG 204-008 | Online
Introduction to Professional Writing
Amanda Coyne
Introduction to Professional Writing is an introductory survey of concepts in professional writing, including audience analysis, research methods, visual thinking, and the composing process. This course includes a service-learning component. This is an online course.

ENG 204-003 | T 11:00–12:15, MO 204; R online
Introduction to Professional Writing (hybrid)
Jeremy Tirrell
Students in this course will engage core professional writing concepts including audience analysis, document design, usability, and ethical composing practices. Students will produce materials including public relations documents and technical instructions in multiple formats. Individual and group projects are a feature of this course, as is directed service learning with community partners. This is a hybrid course. During most weeks, students will meet once in a classroom and have one online instruction session. Students must be comfortable with sustained, independent online interaction to succeed in this course.

ENG 204-004 | TR 12:30–1:45, BR 202
Introduction to Professional Writing
Sarah Hallenbeck
Students in this course will learn the rhetorical, ethical, and design considerations that inform effective professional and technical communication. Working in both print and multi-media contexts, they will develop strategies for conducting workplace research, performing audience analysis, and evaluating document usability. Students will produce a range of documents, including memos, proposals, instructions, and public relations materials. Much of their work will be conducted in a service-learning context in which their efforts will engage a wider public beyond the classroom.

ENG 204-005 | Online*
Introduction to Professional Writing
Anthony Atkins
The course will introduce students to strands of Professional Writing like document design, resume writing, and using multimedia. Students will also review and evaluate a number of online and traditional texts ranging from websites to professional reports. While students will work with traditional documents, they will also address multimedia's impact on professional writing. This course also requires a Service/Applied Learning component. This means students will work with a client in the community to apply what they learn in the course. Students should have access to the Internet and Blackboard. Students should have basic technology skills (adept with email, attachments, blackboard, etc.).
*Access to Blackboard and the Internet for the full semester is required.
*There are no required face-to-face meetings.

ENG 204-006 | Online
Introduction to Professional Writing
Christa Weaver
This course will give students an introduction to various areas of professional writing. Using print and online mediums, students will learn how to design persuasive and purposeful texts as they compose, format, research, critique, and revise business documents. This course will also include group collaboration and a service learning component to afford students the opportunity to acquire new perspectives, overcome workplace challenges, and enhance problem-solving skills.

ENG 205-001 | TR 12:30–1:45, MO 202
Introduction to Literary Studies: Ralph Ellison’s Invisible Man
Alex Porco
The purpose of ENG 205 is to teach majors and minors how to write informed, persuasive, and stylish literary and cultural criticism. To that end, we will spend the semester reading in and around Ralph Ellison’s Invisible Man, immersing ourselves in one of the great American novels of the twentieth century. Students will complete a series of reading, research, and writing assignments related to the literary, historical, cultural, and musical contexts of Invisible Man. For example, students will learn about Ellison’s biography, including his early affiliation with the Communist Party; the novel’s publication and reception history, especially the significance of its winning the National Book Award; the novel’s soundscape, including key jazz recordings by Louis Armstrong (“Black and Blue”) and Duke Ellington (“Jack the Bear”); Ellison’s interest in and indebtedness to comic books at mid-century (“a comic-book town on a comic-book day in a comic-book world”); Ellison’s collaboration with photographer Gordon Parks, who produced an interpretation of Invisible Man in a series of black and white photographs that appeared in LIFE magazine in 1952; and, finally, the legacy of Ellison’s novel, including its relationship to Kendrick Lamar’s To Pimp a Butterfly album and contemporary visual artist Jeff Wall’s After “Invisible Man” by Ralph Ellison, The Prologue.

In short, this course will show students multiple ways of approaching and understanding a literary artifact such as Invisible Man. ENG 205 will provide students with an extended occasion to practice skills (research, fact-checking, close listening, interpretation, argumentation, multimodal writing, editing and proofreading) that are essential for success in upper-division literature courses and, equally important, transferable beyond the classroom. Partially satisfies University Studies IV: Building Competencies/Writing Intensive. Partially satisfies University Studies IV: Building Competencies/Information Literacy.

ENG 205-002 | TR 2:00–3:15, MO 202
Introduction to Literary Studies
Lee Schweninger
This course is an introduction to literary studies and will thus offer you the opportunity to develop your knowledge of how to read, interpret and write about literature. The course has four primary objectives: (1) to introduce you to the field of English studies, including discussions of what you can do with an English degree; (2) to provide you with instruction on how to do research and how to write as a literary scholar; (3) to expose you to general overviews of some prominent approaches to the study of literature; and (4) to enable you to critically examine your own approaches to literature through engagement with primary literary texts. Because this is a writing intensive course, you will be asked to write and submit several formal response essays, argumentative research essays, and to keep an informal reading response journal. You will also be responsible for the readings and class discussions and to take occasional reading quizzes. As this will be a discussion based class, attendance, participation, and attention to the readings will of course be required. This course partially fulfills the University Studies writing intensive and the information literacy requirements.

ENG 210-001 | TR 11:00–12:15, MO 100
Mythology
Victor 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 scenes can 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 210-300 | MWF 11:00–11:50, MO 202
HON: Mythology (Honors students only)
Ashley Bissette 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.

ENG 212-001 | TR 12:30–1:45, MO 205
British Literature Since 1800
Lewis Walker
This course is a survey of significant short works of English Literature from roughly the past 220 years. The three periods (Romantic, Victorian, and Twentieth Century and After) into which our book divides this work include poetry and prose of enormous diversity and richness. Types of literature covered include poems, short stories, a short novel, and essays. In addition to analyzing the individual works read, we will give attention to the cultural and historical context of those works. Authors include William Wordsworth, John Keats, Matthew Arnold, Robert Louis Stevenson, Virginia Woolf, Katherine Mansfield, James Joyce, T. S. Eliot., and Seamus Heany. Reading quizzes, class participation, three tests.

ENG 223-001 | MWF 9:00–9:50, MO 210
American Literature to 1870
Mike Wentworth
American Literature to 1870 examines the work of American authors from the 16th through the 19th century from literary, historical, and aesthetic perspectives, noting patterns and breaks in chronological trajectories. While the course focuses on the aesthetics of different literary genres, it also situates texts within historical and national contexts, including exploration and colonization, 18th-century and revolutionary writings, and the Romantic era. Students learn to appreciate and to analyze a variety of American literary texts, hone their critical reading skills, sharpen their essay-writing skills through the practices of outlining, drafting, and revising, creating original, sustained, thoughtful, and persuasive arguments, and improve their communication skills in writing and class discussions.

ENG 223-300 | TR 9:30–10:45, MO 202
HON: American Literature to 1870 (Honors students only)
Lee Schweninger
This course will offer you an overview of American literature from the era of European contact through the late Romantics in the nineteenth century. We will read this literature in its literary, political, historical, and social contexts. As such, we will look at literature of the European Explorers, at some American Indian responses to encounters with Europeans, at the colonial period including Puritan poets and historians, at the writings of some of the founding fathers and mothers, and at the Romantic era writers such as Poe, Irving, Hawthorne, Stowe, Dickinson, and Whitman, as well as Emerson and Throreau, lynchpins of the American literary renaissance, as it has been called. You will be asked to keep an informal reading response journal, to write formal short response essays, to be responsible for the readings and class discussions, to take occasional reading quizzes and mid-semester and a final essay exams. As this will be a discussion based class, attendance, participation, and attention to the readings will of course be required. This course partially fulfills the University Studies writing intensive requirement.

ENG 224-001 | TR 9:30–10:45, MO 210
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 226-001 | MWF 11:00–11:50, MO 206
World Literature Since 1600
Jennifer Lozano
Travel the world through the pages of literature! In this class we will read some of the most acclaimed literary works (in translation) from around the world including Japan, Argentina, France, Germany, Mexico, and beyond. In doing this, students will hone both their knowledge of literary terms and analysis, as well as develop their awareness and appreciation of different histories, political contexts, cultures, and religions. Finally, as a class we will strive to develop and respond to the long debated question: “what is world literature?” This course partially satisfies University Studies II: “Aesthetic, Interpretive, and Literary Perspectives;” it satisfies University Studies II: “Living in a Global Society;” and it partially satisfies University Studies IV: “Writing Intensive.”

ENG 230-001 | TR 2:00–3:15, MO 208
Women (and Transfolk) in Literature: Journeys
Katie Peel
In this course we will examine literary representations of women by authors who at some point identify as women or trans. We will begin with the introduction to Sandra Gilbert and Susan Gubar’s landmark work, The Madwoman in the Attic, as well as Virginia Woolf’s “A Room of One’s Own” and Alice Walker’s “In Search of our Mothers’ Gardens,” and discuss the cultural, economic, and political factors that historically have affected western women’s writing. Our course this semester will explore the theme of journeys (literal and figurative), and how movement and energy are reflected in women’s writing. We will explore multiple genres, and look at how writers create narrative about gendered experiences. We will consider factors including class, sexuality, race, gender identity, modes of production, and social justice activism. Our work together will not seek to reduce women’s writing to a common denominator of qualities, but rather, explode existing categories.

*Our study will be inclusive of trans and nonbinary gender identities. Historically, to not be classified as male in American and British culture tended to automatically mean classification as female. We will bring a broader understanding of gender to our exploration of writing in a patriarchal culture.

ENG 230-002 | TR 9:30–10:45, MO 101
Women in Literature
Amanda Coyne
In this course we will explore classical and contemporary women writers. We will look at a variety of genres, time periods, and perspectives to discuss and analyze the many ways women are represented and represent themselves. Along with looking at more traditional genres such as poetry and novels, we will also explore how popular culture impacts how women are (and are not) represented. As we analyze these texts we will also explore issues such as women in the economy, gender identity, women's rights, motherhood, class, and race (among others).

ENG 231-001 | TR 2:00–3:15, MO 101
Theory and Practice of Hip-Hop
Alex Porco
In the 1970s, hip-hop emerged as a local cultural practice in the South Bronx, a neighborhood devastated by unemployment, drugs, and escalating gang violence, as well as the city’s disinvestment in education. Today, hip-hop’s a multi-million dollar industry with a truly global reach. Everything from haute couture fashion to professional sports and comic books are touched in some way by the music and culture. Our challenge is to think critically about the significant aesthetic, linguistic, economic, political, and technological contributions and transformations of hip-hop music and culture over the last forty years. We will attend closely to hip-hop’s four elements—rapping, turntablism, graffiti, and break dancing—as well as key figures, record labels, performance venues, period styles, and genres. Other topics we will address include: gangsta rap and moral panic in the late 1980s; the contributions of women to the production of hip-hop; the emergence of hip-hop cinema, television, and literature; and hip-hop’s relationship to sports, especially basketball.

It’s an exciting time to study hip-hop music and culture. It is a (relatively) new field of study that continues to grow. Accordingly, we will reflexively deliberate on the condition of hip-hop as a field of study—in particular, we’ll focus on hip-hop’s use and value within the twenty-first century academy. The design of the course is purposefully interdisciplinary because hip-hop is interdisciplinary. Therefore, students from fields as diverse as sociology, history, music, literary studies, cultural studies, education studies, dance, and film are encouraged to enroll.

ENG 232-001 | MWF 1:00–1:50, MO 106
African American Literature
Nathan Ragain
[Email ragainn@uncw.edu for details]

Satisfies/Counts for:
Counts for: Africana Studies Minor. 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. Partially satisfies University Studies IV: Building Competencies/Writing Intensive.

ENG 290-001 | MWF 1:00–1:50, MO 206
Themes in Literature: Music Festivals and Literature – Fabulous, Fanciful, Fascination & Freedom or Locale, Legendary, Love & Loyalty?
Michelle Britt
If music tells a story can a story tell music? In this course we will look at the microcosm of national and international music festivals and their parallels to the “real” world. Are these festivals simply a subculture involving rejection of conventional values? What connections to community, culture, identity, politics, family, history, gender, economy, and literature exist within the gates and parameters of this genre referred to by many scholars as “weekend societies”? We will investigate a variety of fiction, non-fiction, and poetry as well as attend & volunteer at local musical festivals to decipher the music within the story and the story within the music.

ENG 290-300 | MW 3:30–4:45, MO 208
Themes in Literature
Ashley Bissette Sumerel
Vampires. From the ghastly, ruthless monster to the sympathetic version with a conscience, these mythological creatures have fascinated readers for centuries. In this course, students will explore the ways in which the vampire myth has evolved, as well as the common themes that occur throughout every vampire story. Students will study vampires in literature, film, and mythology. They will draw connections between these texts, analyzing the implications of vampires across time periods and cultures and discussing the fascination with these timeless monsters. Readings will include short stories and novels from the 1800’s to present time, as well as select critical articles.

ENG 294-001 | Online with a study abroad component in May 2019
International Study Course: Buenos Aires – Capital of Culture
Paula Kamenish
Prerequisite: ENG 101. This online course explores representative works of twentieth- and twenty-first-century Argentine writers, painters, and musicians. We will study the writings of such authors as Jorge Luis Borges, Julio Cortázar, Ernesto Sábato, and Maria Marta Marciano, the paintings of artists like Césareo Bernaldo de Quirós and Xul Solar, and the music of Argentine folk dance and tango. The class will travel to Buenos Aires for the last two weeks of May to meet authors & musicians and to view world art. Throughout the semester we will look at common themes and how these arts reveal the history of the people of Argentina and enrich the culture of its capital city. Students who enroll in this class must also apply for the study abroad program through the Office of International Programs.

ENG 302-001 | TR 3:30–4:45, MO 204
Journalism Workshop: Sportswriting
Rory Laverty
This class will advance your study of journalism, with a primary focus on sportswriting, including: the reading of sports journalism, current and classic; techniques of game, beat, feature and investigative reporting; professional engagement with sources and subjects on and off UNCW campus; research, writing, and editing for print journalism; and the development of voice, both objective and persuasive. Required readings from David Halberstam’s Best American Sportswriting of the Century and current online sources.

ENG 303-001 | TR 9:30–10:45, MO 204
Reading and Writing Arguments
Jeremy Tirrell
This course asks students to analyze the rhetorical strategies of effective written arguments that address contemporary social and political issues. Students then will compose their own arguments using insights gained from engaging these materials. An argument's effectiveness derives from internal features including structure, language choice, and evidence as well as external aspects such as audience and context. In this course, students will examine these elements and put them into practice by producing analyses and essays refined through drafting, feedback, and revising processes.

ENG 303-002 | Online
Reading and Writing Arguments
Anthony Atkins
This course will address both the interpretation and analysis of written and visual arguments. Students will engage in writing and composing their own arguments using any number of argument structures. Students will also compose and design their own visual argument. Students should have access to the Internet and Blackboard. Students should have basic technology skills (adept with email, attachments, Blackboard, etc.).
*Access to Blackboard and the Internet for the full semester is required.
*There are no required face-to-face meetings.

ENG 304-001 | TR 9:30–10:45, MO 208
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 | MWF 9:00–9:50, MO 204
Professional Review Writing
Kimi Faxon Hemingway
[Course description to be posted soon]

ENG 306-001 | MW 2:00–3:15, MO 208
Essay Writing
Donald Bushman
A writing course focusing on the genre of the essay. The text, which provides a sampling of work from contemporary essayists, will serve as the focus of class discussion and as the springboard for the essays students will write. Required will be five original essays, a reflective reading journal, and participation in peer reviews of written work and in individual conferences. Text: Atwan, ed. The Best American Essays, 7th College edit.

ENG 310-001 | MW 11:00–11:50, BR 160; F online
Editing for Journalism and Mass Media (hybrid)
Shirley Mathews
Meets face-to-face on Mondays and Wednesdays; the other class meeting is online. Instruction in strengthening the backbone of writing with an emphasis on learning state-of-the-industry layout software. Course work includes extensive practice in the fundamentals of punctuation and grammar, editing, copyediting and rewriting, all done with an eye to preparing work for publication. Privacy and libel law are examined. Texts include: Media Writer's Handbook and The Associated Press Stylebook 2016.

ENG 312-001 | MW 10:00–10:50, MO 204; F online
Writing for Business (hybrid)
Anirban Ray
Why enroll in Writing for Business? What do you want, my sixty-second or six-volume answer? You’re right—it depends on how much and what you want to know. Writing for Business is precisely about finding how much your audience in workplace wants and how they want it. It is less about what you know and want to tell and more about what someone else wants to hear. In this sense, the course marks a transition from academic to professional/workplace writing in four major ways:

- Action-oriented: writing that influences actions in your audience
- Collaborative: writing situations will invite you to work in groups to meet real-life workplace challenges
- Genre-orientated: writing that spans across communication channels—memos, resumes, reports, and proposals (traditional); Twitter, podcasts, Wikis, and blogs for business
- Strategic: writing that utilizes various organizational techniques in the writing process

These features will help you to realize and identify the basic goals and objectives of ‘another’ kind of writing that exists when you’re ready to explore the professional space. You will learn to separate between two very important skills in writing: creative and critical skills. According to Peter Elbow, an eminent theorist, we need creative skills to generate ideas, topics, sentences, and words while require critical skills to decide which ones to use. Most often writers are unable to separate the two skills and create miscommunications in reports, proposals, and even in regular emails. Some of the areas we will cover include creating social media resume, writing persuasive messages, and developing social media marketing skills.

ENG 318-001 | TR 11:00–12:15, BR 202
Writing and Activism
Diana Ashe
This course considers the rhetorical power of a wide variety of forms of writing done in the name of social change. We will examine the genres most widely adopted for activist writing, the ways in which context influences and constrains writing, and the impact of motives and audiences upon activist writing. Our primary goal is to discern and analyze rhetorical principles and practices at work in activist writing. Texts include: Stewart, Charles J., Craig Allen Smith, and Robert E. Denton, Jr., Persuasion and Social Movements, 6th ed. Long Grove, Illinois: Waveland Press.

ENG 319-001 | MW 2:00–3:15, BR 160
Document Design
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 include 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 main 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 320-001 | TR 8:00–9:15, MO 106
ENG 320-002 | TR 9:30–10:45, MO 106
Introduction to Linguistics
Addie 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, gender, and sexuality, and language change, with an emphasis on digital communicative practices. 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 325-001 | TR 2:00–3:15, MO 106
Studies in Sociolinguistics
Addie China
In this class we will examine the sociolinguistics of digital communication. We will explore language and multimodal communication in social networking and social media (such as Tumblr, Twitter, Reddit, YouTube, Facebook, & Instagram), gaming, texting, and in other types of mobile and digital discourse practices. 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 333-001 | TR 8:00–9:15, MO 205
Shakespeare’s Later Plays
Lewis Walker
This course will cover six plays selected from the second half of Shakespeare’s career, including representative comedies (Twelfth Night, All’s Well That Ends Well), tragedies (Hamlet, King Lear), classical plays (Timon of Athens), and romances (Cymbeline). Among other things, we will consider issues of genre, gender, historicity, and power. Reading quizzes, informal response papers, midterm and final exams, oral presentation or performance, and critical paper.

ENG 337-001 | TR 12:30–1:45, MO 104
Victorian Literature: Boldly Going Where No Man Has Gone Before (and it makes us really nervous!)
Katie Peel
In this course we will examine British Victorian literature through reading, critical thinking, and writing. The nineteenth century was marked by radical change in many arenas, including science, technology, politics, and class. What began as a time period with gas lamps, horse-drawn carriages, and quill pens, a life we will see in an episode of BBC’s historical reality series Regency House Party, ended with electricity, a subway system, and the typewriter. The literature of this century, of course, also changed. We will begin with the industrial/social problem novel, and end with the “New Woman” writer and character. The nineteenth-century Briton was breaking new ground, and yet along with this pioneering spirit and confidence, according to Walter E. Houghton, came an anxiety that pervaded many aspects of life. While on one hand, the Victorian era became one of opportunity, particularly social mobility, this opportunity was met with fear, doubt, and nostalgia for the past. We will examine these complexities and much more.

ENG 344-001 | MWF 10:00–10:50, MO 206
Latinx Voices in American Literature
Jennifer Lozano
This course will examine literature written by US Latina/o/x authors since 1848, but primarily from the 20th and 21st century. We will begin by reviewing the history and usage of the term “Latina/o,” including the most recent iteration of “Latinx,” to describe America’s largest and highly politicized non-white ethnic group. We then turn to a vibrant selection of short stories, plays, essays, novels, and poetry to consider the way these writings represent a “Latino/a” experience and dialogue with longstanding notions of “American-ness” including individualism, hard work, family, and equality. The texts we study will also highlight the way a growing Latino/a America has impacted discussions of gender, race, and sexuality. This class satisfies University Studies II: “Living in our diverse nation.”

ENG 356-001 | TR 11:00–12:15, MO 101
American Indian Literatures
Lee Schweninger
This course will offer you an in-depth look at several American Indian writers from the 19th through the 21st century. We will look at some early writers such as William Apess (Pequot), Luther Standing Bear (Sioux), and Charles Eastman (Sioux) and at writers of the so-called American Indian Renaissance: Momaday (Kiowa), Welch (Blackfeet/Gros Ventre), Vizenor (Anishinaabe), and Erdrich (Anishinaabe). We will also read some of the younger, more recent writers such as Susan Power (Dakota), Sherman Alexie (Coeur d'Alene), Aaron Carr (Navajo/Pueblo), Sarah Vowell (Cherokee), and Toni Jensen (Métis). We will consider the very important historical and political contexts of the writings and also look at the other arts, especially American Indian painting of the same era and recent American Indian film. For this class, you will be asked to keep an informal reading response journal, to write formal short response essays, be responsible for the readings and class discussions, and to take occasional reading quizzes and mid-semester and a final essay exams. You will also be asked to lead class discussion at least once during the semester. As this will be a discussion-based class, your contributions are critical and thus attendance, participation, and attention to the readings will be required. This course fulfills the departmental non-canonical requirement and the University Studies Living in a Diverse Nation requirement.

ENG 384-001 | TR 2:00–3:15, MO 210
Reading Popular Culture: Politics and Popular Culture
Nick Laudadio
In this class, we will be focusing our attention on the question of pop culture: not just what it is and what it does, but also how we can better understand its place in the human scheme of things. If culture is made up of “the stories we tell ourselves about ourselves,” what role does the truly popular, the everyday, the "easy-to-digest" side of those stories have to offer us? We will begin the course with the general practical and theoretical issues of how to go about answering these questions while also considering the history of the popular as a genre as well as an aesthetic. But one thing that popular culture isn’t supposed to do is “get too political”—or as the current CEO of ESPN noted, “what I’ve heard consistently from day one of getting this job is the more we lean into politically charged commentary, the more we are alienating not just our core fan, but our casual fan.” With attention to this concern in multiple media and genres, this class will investigate the role of the political in the popular, the moments where something that’s supposed to be ‘apolitical’ goes all in on a particular conversation or cause. But while we will explore a broad range of topics and time periods, this class will focus most of its energy on the late 20th/early 21st century in American culture and politics. The readings will draw from philosophy, critical theory, history, literature, and the social sciences while also digging into popular media like graphic novels/(web)comics, Netflix series, YouTube music, and memes.

ENG 386-001 | MW 3:30–4:45, MO 202
Critical Theory and Practice
Meghan Sweeney
ENG 386 will introduce you to some of the major critical and theoretical texts that have influenced our perception of literary and cultural studies since the mid-nineteenth century. Throughout the semester, we will explore notions of difference, intertextuality, ideology, disability, and more, as we read authors such as Roland Barthes, Michel Foucault, and Gloria Anzaldua. This is a challenging class, but it can be rewarding if you are willing to immerse yourself in the material. Active, engaged classroom participation is expected.

ENG 393-001 | MW 11:00–11:50, MO 204; F online
ENG 393-002 | MW 1:00–1:50, MO 204; F online
Writing in Scientific Disciplines (hybrid)
Ian Weaver
This course critically examines the current state of science writing in professional academic contexts and explores the multiple practical strategies scientists use to communicate in professional settings. The course asks students to evaluate and propose best practices for texts in academic contexts such as peer-reviewed journals and professional conferences. Extra attention is paid to how writing and texts act rhetorically as tools of knowledge making rather than simple “products” of science. Students exit the course with a base of knowledge that will allow them to develop and strengthen their own professional science writing practices. This is a hybrid course. During most weeks, students will meet twice in a classroom and have one online instruction session. Students must be comfortable with sustained, independent online interaction to succeed in this course.

ENG 412-001 | MW 3:30–4:45, BR 202
Writing in Intercultural and Global Contexts
Anirban Ray
Are you ready for the global workplace? How do you connect your communication skills to various professional contexts that have global footprints? This course prepares you to become a global knowledge worker with focus on developing 21st century “employability” skills for the global workforce. You will increase your knowledge of the complex structure of communication, understand the codes of engagement between people and cultures, learn the best practices of organizing information, and practice the skills of business presentation using techniques of visualizations. In addition to learning global business English, you will gain understanding of workplace discourse as it relates to strategically communicating with stakeholders located within organizational structures and across cultural contexts. Drawing concepts from cultural studies, intercultural communications, information design, linguistics, project management, rhetorics, and visual communication, the course seeks to strengthen your communicative competence and employability within the hyperconnected global workplace.

ENG 417-001 | TR 2:00–3:15, BR 202
Research Methods in Professional Writing
Jeremy Tirrell
This course prepares students to conduct applied research projects in professional and technical writing. Students will engage foundational and current works that map the discipline's contents, questions, orientations, and practices. They will use this experience to form their own research questions and address them using appropriate qualitative, quantitative, or mixed methods. Students will exit the course with an understanding of the methodological tools available to approach problems in professional and technical writing in both academic and professional contexts.

ENG 495-001 | MW 2:00–3:15, MO 202
Senior Seminar in Literature: The 1960s
Meghan Sweeney
1968 has been called “The Year America Unraveled” (The Washington Post) “The Year that Shattered America” (Smithsonian Magazine) and “The Year that Changed History” (The Guardian). It was a year unlike any other, both in the U.S. and around the world. In this course, we will explore the years that led up to 1968 as well as the year that followed, addressing civil rights, the Vietnam War, student protests, and the feminist movement. We’ll read works by (among others) Martin Luther King, Jr., Malcolm X, Joan Didion, James Baldwin, Gwendolyn Brooks, and Leonard Cohan; listen to radio programs and podcasts; and watch television clips, commercials, and censored cartoons in an effort to better understand this tumultuous decade. Additionally, students will have a chance to see what was happening here at UNCW by exploring yearbooks, newspaper articles, and private journals in the university archives. The hope is that you’ll create meaningful, memorable projects that explore the ways the 1960s shaped the nation, the world, and our community—and is shaping it still.

ENG 496-001 | MWF 12:00–12:50, MO 202
Senior Seminar in Writing/Rhetoric: Advanced Topics in Argumentation
Donald Bushman
A writing course investigating the concept of argumentation through a variety of lenses, both practical and theoretical. The theoretical side will explore ways rhetoricians (from classical times to the present) have described what counts as acceptable and unacceptable argumentation, as well as how changing media and technology have influenced our understandings of argumentation. And because the argument is a pervasive discursive form in schools, jobs, and the civic realm, we will explore the differing emphases placed upon argument in these sorts of cultural contexts. Required will be two lengthy, researched essays, several short, informal papers, and an oral presentation.