*Please note that this schedule is still subject to change. The definitive schedule will be released later in the fall semester.
DRAFT of English Course Offerings for Spring 2019* [PDF]
Baldoni-Rus, Gina, M/W, 3:05 - 4:20 pm;
Posusta, Rebeca, M/W, 12:15-1:30 and T/R, 9:25-10:40am.
Fundamental literary analysis of poetry, drama, and fiction.
Posusta, Rebecca. T/R, 9:25-10:40 and 12:15-1:30
Fundamental literary analysis of poetry, drama, and fiction.
Phillip Heasley, T/R, 8:00-9:15
This course introduces the fundamentals of English grammar in order to help students become better writers. Students will apply their new grammatical knowledge from the course directly to their own writing in order to write more effectively and more persuasively. The course is designed for students outside of the English degree, but may be taken by English majors as an elective credit.
David Diamond, M/W, 9:25-10:40 & 10:50-12:05
This course introduces students to the steep pleasures of British literature from the long eighteenth century (c. 1660 to 1800). It is a remarkable period in the history of Anglophone culture--remarkable for its volatility, its unanticipated resonances with contemporary life, and its juxtaposition of humor and cruelty. Readings encompass an array of genres, from poetry and plays to fiction and periodical essays, but cohere around a single idea: fallenness. In the hands of such such disparate writers as Mary Astell, Jonathan Swift, and William Cowper, fallenness provides a framework through which to reckon with a suddenly modern world.
Suhaan Mehta, Mon/Wed, 12:15-1:30 and 1:40-2:55
This class will cover nearly 100 years of British literature, from the start of the 20th century through the present. You will study some key novels, plays, poems, and short stories from the ‘modern’ and ‘postmodern’ literary periods. Possible readings include works by Angela Carter, Benjamin Zephaniah, George Orwell, Joseph Conrad, Samuel Beckett, and Virginia Woolf among others.
Sarah Treschl, M/W 9:25-10:40
What is the relationship between housing and social problems like addiction, mental illness, domestic abuse, and self-harm? How might rising rents and surprise evictions affect not just individual families but whole communities, including our community in Colorado Springs? English 2920 will invite students to read, interview, and write about a range of people who are impacted by the costs of daily living. How can we make individual lives more sustainable, and our community more sustainable?
Phillip Heasley, T/R, 9:25-10:40
Language and communication are inextricably bound to human society. Humans across the globe use language in many ways and for many purposes. These differences often relate to the societies in which we live. This course investigates the connections between language use and identity, gender, ethnicity, social class, and geographic region in order to help each of us better understand and communicate with those different from ourselves.
Suhaan Mehta, T/R, 10:50 a.m.-12:05 p.m.
In this course, you will study different theoretical approaches to fiction. These critical lenses emerge from diverse disciplines such as psychoanalysis, linguistics, political theory, gender studies, and literature. You will not just look at these frameworks in isolation but also examine how they’ve influenced each other. Furthermore, in order to learn how theory can be applied to fiction you will read a variety of scholarly essays on Mary Shelley’s novel Frankenstein.
Carter, Steven. T/R, 1:40 - 2:55 pm This course offers an introduction to key thinkers, texts, and concepts in critical theory from the twentieth century. If the study of culture can be compared to an ongoing conversation, this class provides a survey of the central threads and perspectives in this conversation (for instance: marxism, formalism, psychoanalysis, feminism, structuralism, postcolonial criticism, new historicism, deconstruction). By giving opportunities to examine and use the critical tools developed in these approaches, the class also introduces students to the basics of theoretical writing, providing powerful new ways of interpreting texts, culture, and society.
Laura Collins, T/R, 3:05pm-4:20pm
Advanced Rhetoric & Writing is a junior-level, upper division course in which you will develop practices that aid you in thinking about and responding to any writing opportunity. To accomplish this, we will turn away from “academic” genres and, instead, write for an array of occasions, contexts, and audiences. The ultimate goal is that, through mindfully responding to these various situations, you will cultivate habits that enable you to address any future rhetorical situation.
Johnson, Kathleen Kay, M/W, 1:40-2:55
This section of Advanced Rhetoric and Writing is called “Writing Situation: Versatility and Style.” We will focus on writing in a variety of genres—academic and other—and on effectively developing writing skills and rhetorical awareness in each writing situation. This is a multi-disciplinary course taught in a workshop format.
Johnson, Kathleen Kay, MW, 8:00-09:15 and 9:25-10:40
Advanced Grammar is a practical course that focuses on developing an understanding of syntax and sentence development options. Over the semester, we will work on descriptive grammar through diagramming, prescriptive grammar through learning traditional rules, and rhetorical grammar through learning how to structure sentences for specific audience effects.
Ortega, Kirsten. Thurs, 10:50AM-1:30PM
The riverrun course produces the campus's literary and arts journal. The selection of submissions for publication, the editing, and the design of the journal are all student-led. You will integrate your English Studies skills in analysis, creative writing, and about aesthetic theory with the publication process and have a hard copy proof of your efforts to share at the end of the semester.
Carter, Stephen. T/R, 12:15 - 12:30 pm
This course provides a framework and forum for studying US cultural production across a range of genres and modes between 1880 and 1960. Class discussions and lectures will focus on the intersection of content, context, and form—that is, on the way writers in this period work to comprehend their distinctive historical situations by crafting new sentences, forms, and selves. Course assignments (essays and in-class tests) foreground three primary aspects of literary and cultural analysis: the skill of close reading, the effective incorporation of critical or contextualizing secondary sources, and the importance of basic historical and reading-based knowledge drawn from assigned texts and class lectures.
Ortega, Kirsten. T/R. 9:25-10:50.
This section is offered fully online. The course traces developments in American literature after WWII. The topics reflect the dynamic social and cultural developments of the last 70 years, including Civil Rights, Postmodernism, and the effects of technology on our individual lives. The readings are multi-genre, including everything from novels and poetry to essays and graphic novels.
Ortega, Kirsten. Online.
Black writers have been in conversation about their styles, forms, aesthetics, politics, and their social and cultural obligations for at least the last hundred years. In this course, we will analyze those conversations to ask questions about the impact and value of studying "African American Literature" separately from "American Literature." We will read literature that asks us to interrogate American cultural norms, and to witness American history through perspectives not widely represented elsewhere. We will take up the challenges posed by the writers and analyze how they help us understand and respond to the ways we inherit a history of conflict in America.
Lesley Ginsberg, Mon,1:40PM-4:20PM
Fairy Tales have been told, loved, shared, and passed down for hundreds of years across cultures and continents; their legacy attests to the human need for narratives and to our delight in the transformative, the magical, and the strange. This course examines the Euro/American Fairy Tale heritage through traditional and modern versions of Fairy Tales using a variety of theories and perspectives. The course materials include film, art, theory, and a wide variety of literary sources.
Napierkowski, Thomas J., MW: 12:15PM-01:30PM
Study of major works of Geoffrey Chaucer, “the father of English poetry,” with emphasis on The Canterbury Tales. Readings will be in middle English; short introduction to the language will precede study of the poetry. Prer., ENGL 1310 or validated equivalent, ENGL 2000, and either ENGL 1900 or ENGL 2010.
Lesley Ginsberg, Wed, 1:40PM-4:20PM
The Colorado Springs Pioneers Museum (CSPM) is the home of Helen Hunt Jackson’s personal library, a collection of hundreds of books. HHJ’s papers are at Colorado College (CC). In this course we will read HHJ’s famous novel, Ramona, in the context of other 19th century American women writers she read and knew (Stowe, Dickinson) while diving into the archives. Each student in this senior seminar produces a detailed paper/digital project on one of HHJ’s books suitable for display at the museum and framed in the context of 19th century American women writers and readers. Students must be able to meet at the CSPM and at CC (both downtown) on occasion (designated field trips take place during regularly scheduled class time).
Michelle Neely, Fri, 9:25-12:05
Research is formalized curiosity. It is poking and prying with a purpose. --Zora Neale Hurston, anthropologist and novelist
In this class, we will explore how scholars in writing research make knowledge. How do researchers construct arguments from data, then present these arguments to audiences in journals, at conferences, and in other venues? How do researchers build on the work of other researchers, weaving together a tapestry of knowledge that crosses space and time? How does that tapestry of research find its way to classroom practice? What about the way it may help adults to enter new discourse communities as they begin or change jobs?
To better understand concepts such as “research,” “knowledge,” and “theory,” we’re going to get our hands dirty by building our own research proposals, collecting our own data, and conducting our own analyses, and making our own arguments. This course is designed to support every step of this process, from brainstorming to data analysis to presentation to reflection. We will present our research projects at the Colorado Springs Undergraduate Research Forum on Saturday, April 6 at UCCS.
Napierkowski, Thomas J., MW: 08:00AM-09:15AM
Outline of the history of the English language including a survey of sound changes, of grammatical forms and of the vocabulary.
Laura Collins, Wed, 10:50am-1:30pm
In this seminar-style course, we will consider antidiscrimination laws and claims as rhetorical phenomena. We will examine the development of U.S. race and sex antidiscrimination law through a rhetorical lens to consider how the harm and harmed of discrimination are variously figured and the social, political, and material implications of these figurations. We will analyze both primary sources (court cases, statutes) and commentary about antidiscrimination law and will use rhetorical theory to refine our approach to rhetorical analysis and intervention.
Ann Amicucci, Mondays, 10:50 a.m. – 1:30 p.m.
How do Instagram, Twitter, Reddit, Facebook, and Snapchat construct users’ experiences rhetorically? How does social media shape public writing related to activism, trolling, and personal and brand identities? This course will investigate constructions of ethos and audience online; the structure of social media platforms and their shaping of users’ discourse; and the rhetoric of digital writing and technology access. Students will learn and apply social network rhetorical theories, conduct research based on their curiosities about social media, and hone their abilities as public writers. *This course counts as a “summit” course for Rhetoric and Writing students.
David Diamond, Friday, 9:25-12:05
Organized around writings by Ignatius Sancho, Olaudah Equiano, Ottobah Cugoano, and Mary Prince, this seminar explores constructions of race and power in the eighteenth-century British Atlantic. How do these authors, born in West Africa or the Caribbean, position themselves with respect to British national identity? As they argue for abolition or emancipation, how do they respond to Britain's unabashedly imperialist global vision?