This course, not available for credit toward a major or minor in English, satisfies the General Education requirement for three hours in the "Heritage" area of familiarity. The course is an introduction to the study of literature, revolving around the theme of heritage, particularly as that theme is illustrated in Western and non-Western culture through the literature (fiction, drama, poetry) that helps to answer the following question: what has the past bequeathed to me?

Is it true that the first American literature was neither "American" nor "literature"? What relevance can something written in the early 1600s have to life in 1999? Have there been any significant changes in the way colonists and modern Americans view life, love, women, God, nature, family, patriotism? You'll find answers and probably raise even more questions in American Major Authors.

British Literature II is designed to introduce students to men and women authors of British literature from the Romantic through Modern periods, emphasizing primary texts and their political and social significance in Britain and helping students understand the relationship of these writers and their works to the genre, intellectual movements, gender roles, and cultural and class distinction of their period.

Our course will serve as an introduction to world literatures ranging from the ancient Middle East to the contemporary world. We will rely on The Norton Anthology of World Masterpieces, expanded edition in one volume (ISBN: 0393971430). This course will emphasize non-European literature; further, we are not likely to view more than one work originally written in English. The first half of the semester will concentrate on comparative religion; the second half will concentrate on comparative chaos. Come prepared to find familiar ideas in unfamiliar contexts. Students taking either of these two sections of World Literature must complete a service-learning project to fulfill course requirements.

Literature goes global as we consider texts produced by cultures that span both globe and time. We start with Robert Coles' The Call of Stories as we reflect on the way literature speaks directly to our lives. Then we begin with the end: Death, and how various cultures respond to Death in their literature. Following our study of such topics as "Nature and Seasons" and "Time," we move to the beginning: Creation, and the creation myths produced by different cultures to account for the world in which they find themselves placed. We also look at Kirin Narayan's Mondays on the Dark Night of the Moon, a collection of Indian folktales. Throughout the course, we will use the literature that we read to reflect upon our individual journeys through life. Note: This course satisfies the oral communication intensive requirement.

We will study representative works of world literature from antiquity to the present. Emphasis is on the consideration of the literary, cultural, and human significance of selected great works of the Western and non-Western literary traditions. An important goal of the class is to promote an understanding of the works in their cultural/historical contexts and of the enduring human values which unite the different literary traditions.

The Honors Survey of European Literature provides an exciting way to fulfill a heritage requirement in the core. Students will witness the fight between Achilles and Hector, accompany Aeneas to Carthage, and enter the Inferno with Dante. In addition to epics, the course contains drama, poetry, and short stories which form the literary background on which contemporary writers draw. This class is open only to students who qualify for the English Honors Program.

The course will include a traditional approach to the nature of poetry, criticism, and the history of the genre. Sections will range from those generally considered the "masters" to more recent examples including regional and modern writers. Students will examine how a poem means including critical analysis combined with experimentation with the poetic process. Text: An Introduction to Poetry by X.J. Kennedy.

This course is designed primarily for junior-level English majors but is open to qualified non-majors (those who have fulfilled the prerequisites). Our purpose is to help students achieve a thorough understanding of fiction as a genre. While there will be some emphasis on the historical development of the short story and the novel, the main focus will be on the forms of fiction: various types of structure, methods of character development, narrative point of view, setting, style, and theme. The main text, David Madden's The World of Fiction, contains over 100 examples of types of stories as well as a representation of those from other cultures. Most really notable short story writers are included. About half are women. Two novels, Conrad's Lord Jim and Ford's The Good Soldier, have been chosen for their excellence as literature and because to this instructor they represent the highest development of fictional technique. A short supplemental text, R. B. Kershner's The Twentieth-century Novel: an Introduction, provides, despite its title, a compact history of the novel (much of which applies to the short story as well) and an overview of the most important schools of criticism.

Course requirements will include a number of in-class reaction and response papers; two short critical papers (3-4 pages); one major paper (8-10 pages); and a final exam. Class participation is expected.

Prerequisites: English 1110 and 1120 and six hours of English at the 2000 level; rare exceptions may be made with the permission of the instructor.

This course will introduce the participants to personal writing and nature writing, both as creators and interpreters. We will read important texts by later-20th century nature memoirists and write our own personal nature memoirs, based on our experience and observation in environmental spaces of the past and present. A major source of each participant's own writing will be a nature journal of a personally-chosen locale; while being kept continuously throughout the course, the journal will also be revised and condensed at defined intervals into a continuous memoir. As well as completing the memoir at the end of the course, students will be required to submit their completed work to a small-press publisher, and throughout the semester information on publishing and on environmental writing will be discussed.

Language is a fundamental aspect of all social and intellectual activities. A basic knowledge of the concepts of language is of utmost importance to students in a variety of disciplines such as education, communication, sociology, psychology, speech pathology, and artificial intelligence. This course, which introduces the different systems of language, explores phonology, the sound system of language, morphology, the study of word structure, syntax, the rules for sentence structure, and semantics, the study of word and sentence meanings. In addition to these formal aspects, we will also survey social stratification and linguistic differentiation. Some of the questions that will be considered include: How do children acquire their first language? Do animals have "languages"? How does the human brain process language? How did the writing systems evolve? These concepts will be explained through readings, discussions, and videos.

English 3118 is a Honors Focus Course that will take up these questions: What sort of "family values" did Shakespeare have? What did "family" mean to our English and American ancestors? What were the social roles of a mother? A father? How did the sexes court and arrange marriage in the upper classes and the lower classes? Why were "domestic tragedies" so popular at this time? How did women and men reflect differently upon gender roles? How did writers like Defoe and Pepys define not only new literary forms, like the novel and diary, but also new variations on family life? How did the American family in New England depart from European customs? This class is open only to students accepted in the English Honors Program.

Do your participles dangle? Do your commas splice? Are your infinitives split? If you suffer from these or other chronic maladies that plague the writer, a generous dose of English 3130 can provide a relatively painless cure.

Course Description: What are the connections among computers, writing, and literature? That's the focus of this course-the implications that the Internet and computers have for writing, literacy, and uses of texts. We'll begin, using a brief manual, by examining a variety of texts available in full or in part on the Internet; then we'll proceed to the rhetorical and technical aspects of these tests; and we'll conclude with the production, in HTML, of student text resources. Format and layout of documents (whether they're prepared in HTML or as "usual" word-processed texts) are important aspects of this course, and will be considered among the graded activities and in the broader context of good writing.

Requisite Skills: Although students are not required to be intensely computer literate at the beginning of this course, enrollment in this class assumes basic skills in typing, word-processing, and internet browsing. This is a UIT-intensive class-which means that at least one-third of your credit for this course will be based on your use of technology. It also means that class attendance is essential; students will use software that may not be available, locally, outside of the English Department Computer Laboratory. All students will be expected to have established an email account with the university or with another Internet Service Provider by the end of the first week of class (this is NOT negotiable).
Required Text: Carbone, Nick. Writing Online: A Student's Guide to the Internet and World Wide Web. 3d ed.
Required Materials: At least two 3.5-inch high-density computer disks.

How is a computer more than a very expensive typewriter? How does digitally transmitted writing differ from print writing? How can the computer be used as an analytic tool in studying print literature? We will pursue answers to these and other questions in English 3134, Computers, Writing, and Literature, a UIT course. Among the UIT skills that students will master in the course is the ability to write HTML.

Text: Janet Burroway, Writing Fiction (latest edition)

An introduction to the writing of short fiction. The course will begin with a series of exercises designed to focus students' attention on various aspects of the fiction writer's craft: for example, a brief scene in which one character wants something from another character who does not want to give it; or a scene in which two aspects of the student's own personality confront each other as separate characters different from the student in significant ways, such as gender, race, and so on. These exercises lead eventually to the production of full-scale works of fiction which will be read and analyzed in class.

Until students become acquainted with the discipline of regular production, each will be required to submit a minimum of five pages per week.

What does it mean to live an "ethical" life? How might we put into practice Thoreau's observation: "To affect the quality of the day, that is the highest of the arts"? Those are but two of the many questions we will ponder throughout the semester as we read such works as Kesey's One Flew Over the Cuckoo's Nest, McCullers' The Heart is a Lonely Hunter, Welch's Fools Crow, the Dalai Lama's Ethics for the New Millennium, Quinn's The Story of B, and Ackerman's Deep Play. Note: This course satisfies the writing intensive requirement.

In fantasy, science fiction, alternate histories, dystopias, and utopias, speculative fiction asks the question "What if. . . ?" In universes with different "rules" and different boundaries, we will ask additional questions: what is a female hero? how does she differ from a heroine? what does "the hero's journey" mean for female protagonists? Join us as we "boldly go where no one has gone before."

The course will begin with a study of comparative mythology, Joseph Campbell's The Hero With a Thousand Faces, using that text to begin our definition of mythology. We will then study a variety of specific mythological figures, Hermes, Dionysos, and Aphrodite, for example, alternating with readings in literature which develop mythological themes in the context of human stories.

Would you like a change of pace? Then come view a variety of films and learn something about their evolution from entertainment novelties of the silent era to the polished complexities of the present generation.

What do "deconstruct" and "Deconstruction" really mean? Although these phrases have become commonplaces in our culture, many people are unaware of the origin of those phrases in literary and art criticism. English 3300, Literary Criticism, is an oral-intensive course in the theory and practice of interpreting literary texts. Using Steven Lynn's Texts & Contexts, we will survey the major movements in modern literary theory: New Criticism, Reader-Response Criticism, Deconstruction, Historical and Cultural Criticism, Psychological Criticism, and Gender and Race Criticism.

We will study a limited number of representative Shakespeare works in detail, with emphasis on a) reading aloud-oral expression; b) stage and film production of plays; c) culture and history of Shakespearean England; d) Shakespeare's life; e) close textual study. Each participant will prepare a final, formal research paper; reviews and evaluations of Shakespeare sources online; and an in-class "performance" (with assistance from classmates). Lots of emphasis will be placed on the presence of Shakespeare works, mythology, allusion, popular culture manifestations, in the year 2000. This class is open only to students accepted in the English Honors Program.

Twelve English novels, basic and never-to-be-forgotten "reads" for everyone familiar with the history of the novel:

Aphra Behn, Oroonoko
Daniel Defoe, Robinson Crusoe
Henry Fielding, Joseph Andrews, Tom Jones
Jane Austen, Pride and Prejudice
William Makepeace Thackeray, Vanity Fair
Charles Dickens, Hard Times
George Eliot, Adam Bede
D. H. Lawrence, Sons and Lovers
James Joyce, A Portrait of the Artist as a Young Man
E. M. Forster, A Passage to India
Virginia Woolf, To the Lighthouse

The class will read and discuss one novel a week, with the longer works occupying two weeks.

Occasional, open-book questions will be assigned for written answers in class. As a complement to the readings and discussions, the class will see segments of film adaptations, such as Pride and Prejudice, Joseph Andrews, Tom Jones (the Academy Award winner in 1963), and A Passage to India. A course paper (10 pages/2500 words), a mid-term exam, and a final exam.

To be literate in American culture, everyone needs to know mythology, the Bible, and children's literature. This course is well suited to the English major because it provides a foundation for the study of all literature. It also treats genres (picture books, for example) and classics that are not covered elsewhere in a major's curriculum (The Wind in the Willows or Alice's Adventures in Wonderland, for example). For graduate students, children's literature offers excellent opportunities for original research and criticism. If you have ever been a child, if you ever expect to be a parent, (or ever expect to be a child again!), you need this course! Texts: Children and Books, The Great Gilly Hopkins, The Wind in the Willows, Lily's Crossing.

Readings include works by Freud, Virginia Woolf, Thomas Wolfe, Ursula LeGuin, Don Delillo, Kathy Acker, Salman Rushdie. Much of this work is experimental, deliberately genre-busting, often difficult to read. All of it is challenging and exciting. A writing-intensive course.

Bildungsroman, in essence, presents the maturation of a young person; through the African American Bildungsroman we will study this semester, we will consider issues of race, religion, justice, sexuality, and love. We will study the following novels: James Baldwin's Go Tell It on the Mountain (ISBN: 0440330076), Ralph Ellison's Invisible Man (ISBN: 0679732764), Jesse Redmon Fauset's Plum Bun: A Novel without a Moral (ISBN: 0807009199), Ernest J. Gaines' The Autobiography of Miss Jane Pittman (ISBN: 0553263579), Zora Neale Hurston's Their Eyes Were Watching God (ISBN: 0060931418), Charles Johnson's Middle Passage (ISBN: 0684855887), James Weldon Johnson's Autobiography of an Ex-Coloured Man (ISBN: 0679727531), Nella Larsen's Quicksand and Passing (ISBN: 0813511704), Toni Morrison's Song of Solomon (ISBN: 0452260116), Alice Walker's The Color Purple (ISBN: 0671019074), and Richard Wright's Native Son (ISBN: 0060929804). This oral-intensive class will mix the seminar and lecture format; each student will make at least two class presentations during the semester. Students must also participate in the required service-learning project. This class calls for dependable, committed, prepared students who can engage themselves with powerful novels addressing controversial topics.

Students will read about composition and rhetorical theory-from Aristotle to Peter Elbow-and will put the theory into practice: writing essays, participating in workshops and presentations, trying out a range of classroom strategies. The course is good for anyone interested in education, from primary through post-secondary, and will also help students develop their own writing abilities. A writing-intensive course.

Designed for those students at the upper division level who plan to become secondary teachers or librarians, the course offers wide reading of books attractive to young persons from twelve to eighteen. Participants will examine patterns of reading interests, issues and trends in the field, bibliographical materials, and ways to build a literature program beyond the traditional curriculum. Parents and public school teachers are welcome.

Course Description: How does professional writing differ from academic writing? What is the difference between technical and expository writing? In this course, we will investigate these and other questions relative to writing in the workplace. Students will practice types of writing often used in professional settings: definitions; instructions; proposals; reports; resumes; persuasive letters; memos; and newsletters. Students will prepare writing and design portfolios, using electronic media including PageMaker, Microsoft Word, and the Internet, as an "exit project." All the materials for this class will be formatted and transmitted through electronic media-that is, through email postings and collaborative writing software. This is a UIT-intensive class-which means that at least one-third of the credit for this course will be based on use of technology. It also means that class attendance is essential; students will use software that may not be available, locally, outside of the English Department Computer Laboratory. No later than the end of the first week of class, each student must establish email and Internet access (from home or anywhere except the English Department Computer Lab); this is NOT negotiable.

Requisite Skills: Although students are not required to be intensely computer literate at the beginning of this course, we will assume basic skills in typing, word-processing, and internet browsing. Students must be committed to using the computer to read, write, and edit texts; to accessing the internet, and downloading texts and class assignments; and to checking and/or writing email numerous times each week.

Required Text: John M. Lannon. Technical Writing, 7th ed. Longman, 1997.
Required Materials: At least two 3.5-inch high-density computer disks.

The goal of this course is to provide you with a comprehensive understanding of the rules of English syntax, or sentence structure. We will adopt an eclectic approach to explain the basics of grammar and help you appreciate the complexity and the richness of the English language. The knowledge that would hopefully be gained upon the completion of this class is essential to students who want to develop their confidence as English speakers, writers, and teachers. If you think grammar is a boring subject, prove yourself wrong by joining us. Should you need further information regarding Grammar and Usage, you are welcome to stop by, call, or email. Email: Elhindi@Access.etsu.edu

In this course we will study a wide range of literature by some of the major nineteenth and twentieth century writers of the South. Readings in fiction will include George Washington Cable's romantic local color, Ellen Glasgow's sensitive realism, Thomas Wolfe's evocations of North Carolina, and Flannery O'Connor's biting religious satire. At the center of the course will be William Faulkner, the finest American novelist of the twentieth century. We will also discuss fiction by Zora Neale Hurston and Eudora Welty, poetry of the Fugitives, and drama by Tennessee Williams.

Students in this course will read closely significant texts from major literary genres in the Irish and Scottish literary canons. The course will encourage holistic interpretations of this literature by placing literary works in appropriate cultural contexts.

Warning! Harmful! You can't read that. You must not watch that. If you think that censorship is part of ancient history and restricted to fringe groups in certain locales, you may be shocked to discover that it is alive and well and living in the United States and the world today. The course provides historical background on censorship, introduces the censor, examines various rationales and discusses the impact on education. Seven books and films will alternate weeks and include such works as: Lolita, A Clockwork Orange, Lord of the Flies, and Slaughterhouse-Five.

This course will follow, with some degree of chronology, the films of Alfred Hitchcock, emphasizing his stylistic mastery and also his created image of the modern world.

Designed for persons planning to teach English at the secondary level, the course offers an overview of milestones in the history of the field, professional issues, lesson planning and curriculum development, assessment, and contemporary trends in approaches to literature and composition. The philosophical base emphasized for teaching English is the integration of composition, literature, and language study. (Language is the focus for English 4110.) Students will do some teaching before the class.

Interested in graduate school? Preparing for a career in teaching? Thinking about job options like editing or technical writing? Curious about how writing "works" in disciplines besides English?

If you answered yes to any of the above questions, the Writing and Communication Internship course might be for you! In this course, students will be introduced to the basic concepts of peer tutoring as they are applied in writing centers; they will also be exposed the Center's other services, such as writing and oral communication workshops, informal ESL (English-as-a-Second-Language) instruction, and using technology to support oral communication. Attendance at bi-weekly staff meetings is required. Short training assignments will be combined with fieldwork (observation and one-to-one consulting) to give students concrete experiences for reflection and learning. Registration is available only through instructor approval: contact Rob Russell (439-7849) if you are interested in this internship opportunity.

Greed, violence, intrigue, desire and sexual politics-all this and more is transferred from the original 18th-century texts of Defoe, Fielding, Sheridan, Austen and others to recent film adaptations of their works! Students will learn basic definitions and vocabulary necessary for thinking and writing about film; they will read a novel or play one week and see the film adaptation the following week, writing critiques about directorial deviations, cinematic effects, and the overall relationship between film and literature. A final paper will provide a prospectus for an "original" screenplay based on an 18th-century text.

What do a French queen, the daughter of an English country parson, and a New England recluse have in common? They are all women writers with unique and surprising points of view. Some writers we will be studying: Marguerite of Navarre, Jane Austen, Charlotte Bronte, George Eliot, Emily Dickinson, Virginia Woolf, Barbara Pym, and Jean Rhys.

See ENGL-4017-201.

See ENGL-4047-001.

See ENGL-4057-201.

During the fall semester of 2000, this course will concentrate on Appalachian women's writing. Readings will include Jo Carson, Daytrips; Lee Smith, Saving Grace, Jayne Anne Phillips, Black Tickets; Joyce Dyer (editor), Bloodroot; Emma Bell Miles, Spirit of the Mountains, Dorothy Allison, Bastard Out of Carolina; Harriet Arnow, The Dollmaker; and a coursepack of essays, short stories, diaries, and letters from the late nineteenth and early twentieth centuries.

See ENGL-4077-001.

See ENGL-4117-001.

See ENGL-4207-001.

See ENGL-4217-201.

Victorian Literature will cover the major poets (Tennyson, Browning, Arnold) and prose writers (Macaulay, Carlyle, Newman, Mill, Ruskin, and Arnold) of England during the years 1832-1901. The years under Queen Victoria were some of the most troubling, vexing, and fruitful in all of England's history, and the writers who were prominent during this period are some of the greatest in all of literature. The course will attempt to examine these major writers with consideration given to the prevailing ideas of the time and the changes that were occurring. The class will be conducted through lecture and discussion.

See ENGL-4417-001.

See ENGL-4427-001.

"What does the past mean to an American?" An often asked question, and one that 19th century American poets asked, and answered, in a variety of ways, some conventional and some surprising. Why did Morris tell the woodman to spare the tree? Why did Longfellow call the thoughts of youth, "long, long thoughts"? Why did Whittier exclaim, "O Time and Change!" Why did Lowell say that "the past is unforgiving"? We will try to follow the thematic strands inspired by this question from Romanticism, through Whitman and Dickinson, to the end of the century. Text: American Poetry: The Nineteenth Century. Ed. John Hollander. NY: Library of America, 1996. (College Edition)

See description for ENGL-4507-201. Graduate students in this section will be required to prepare a class presentation in addition to the general requirements of the course.

This course will concentrate on three of the most interesting and important works of the twentieth century. When James Joyce wrote Dubliners, A Portrait of the Artist as a Young Man, and Ulysses, he was determined not to write the same kind of book, but rather to develop with each new work a new art and a new technique. Through careful reading, explication, oral reports, and discussion the class will seek to understand Joyce's intent and its application today. At the end of the course we hope you will be able to re(ad)Joyce.

This course will examine the works of major figures in American Romanticism, Emerson, Thoreau, Fuller, Hawthorne, Poe, Melville, and Whitman. If you've any questions, contact Dr. Mark Holland at edshu@mindspring.com

This introduction to methods of research and scholarly writing in the discipline of English studies is required of all graduate students. It should be taken at the beginning of the student's work in the department.

See ENGL-4957-001.