Students: Undergraduate Information

HANDBOOK TO
UNDERGRADUATE STUDIES
IN ENGLISH
AT THE OHIO STATE UNIVERSITY

• Director's Letter
• Course Listings
• Declaring the Major
• The English Major
• Worksheet for the Pre-Education English Major
• The Honors English Major, Pre-Education Specialization
• Awards and Scholarships
• Citing Sources in Essays

• Preface: Why English?
• Course Offferings
• Advising
• Worksheet for the English Major
• The Honors Program
• Worksheet for the Honors English Major, Pre-Education Specialization
• The English Undergraduate Organization
• Directory of Useful Names and Addresses

• Overview of English Courses and Programs
• Transfer Credits
• English 398
• The English Major Pre-Education Specialization
• Worksheet for the Honors English Major
• The English Minor
• The Undergraduate Faculty

2006-2007 DIRECTOR’S LETTER

Welcome!

This handbook is an introduction to undergraduate studies in English at Ohio State, one of the most kinetic, vital, and wide-ranging fields of study offered at this University. We are the proud winners of a Departmental Teaching Excellence Award, largely because the more than 100 faculty listed at the back of this handbook teach a dazzling variety of undergraduate courses in a multitude of areas: we teach everything from Beowulf to Virginia Woolf, from rhetoric to Rushdie, from film noir to folklore.

To bring this kaleidoscope into sharper focus, we have prepared this book to take you through our requirements, and to give you a sense of all the things you’ll be able to do during your time here. I hope you’ll attend the many EUGO-sponsored activities, such as play readings, trips to the movies, presentations of scholarly work, and meetings with the faculty and other students in a social setting. I hope you will develop, with the help of your 398 adviser, a program that’s right for you, and that you’ll take advantage of all the opportunities that we provide, from teaching other students, to working on a literary journal, to studying one-on-one with a faculty member on a project of your own. The choices are truly unlimited.

Our Undergraduate Web site (http://english.osu.edu/students/undergrad/) will introduce our undergraduate offerings and programs, and will answer questions you may have in more detail than is possible here. You are also invited to contact Sharyn Talbert, the Assistant Director of Undergraduate Studies (292-6735, 413 Denney Hall, (talbert.2@osu.edu) for help with questions about the major. I am upstairs in 558 Denney Hall; if you need assistance, please don’t hesitate to call or e-mail me (292-1833, highley.1@osu.edu).

Good luck with everything!

Christopher Highley
Director of Undergraduate Studies

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PREFACE: WHY ENGLISH?

The English Department of The Ohio State University offers a varied and comprehensive curriculum in literature, rhetoric, composition, folklore, language study, critical theory, film, and creative writing. The strength of the department rests not only on its regular full-time faculty members, many of whom have won University-wide teaching awards in recent years, but also on its undergraduate students whose interests and gifts are as varied as the curriculum itself. While both students and teachers generally agree that such literary classics as Chaucer’s Canterbury Tales, Shakespeare’s King Lear, Walt Whitman’s Song of Myself, and Virginia Woolf’s To The Lighthouse are great human achievements worthy of study for their own sake, the study of English provides other benefits as well.

The analytical study of literature helps develop a capacity for logical thought, a greater awareness of the complexity of value judgments, and a better understanding of the imaginative possibilities of the mind itself. By exposing us to some of the greatest minds our civilization has produced, the study of literature engages and deepens all our faculties—our minds, our emotions, our ability to make moral and political judgments, and our aesthetic sensibilities. When combined with the study of language and composition, literary analysis can expand our emotional and creative capacities, sharpen our ability to make value judgments, and help us to understand societies and times different from our own. Since the study of literature and language involves learning how to think, the skills it teaches can make us better able to respond to the personal, social, and intellectual problems that confront us throughout our lives.

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OVERVIEW OF ENGLISH COURSES AND DEPARTMENTAL PROGRAMS

The Ohio State University offers an incredible range of resources for its students. As a land-grant institution committed to public service, Ohio State is internationally distinguished for its research, scholarship, and teaching in a wide spectrum of academic programs in the sciences, the professions, and the liberal arts. The University’s library holdings are among the most extensive in the United States, with one of the most comprehensive online databases and catalogs of any library.

Ohio State’s English Department is also large, in the best sense of the word. Students may complete the English major at any of Ohio State’s five campuses. With over one hundred regular full-time faculty members, including a great many nationally recognized teachers and scholars, the English Department offers over one hundred courses beyond first-year composition. After taking the first-year writing requirement, students become eligible to enroll in many introductory literature and writing courses. Representing a few of our diverse offerings at this level are Introduction to Shakespeare, The English Bible, Introduction to Film, Introduction to African-American Literature, and the writing of fiction and poetry.

Soon after declaring the major, students enroll in English 398, the required critical writing course which is limited to eighteen students per section. Throughout their programs, English majors continue to receive a good deal of faculty attention: the advanced literature courses enroll no more than forty students per class; many sections are much smaller.

With its great diversity of course choices, the English major is flexible. Students work closely with faculty advisers to create major programs that combine a solid foundation in a wide range of English studies along with the opportunity to do focused work in an area of special interest. The Department’s course offerings are listed on the Undergraduate website (http://english.osu.edu/students/undergrad/).

Opportunities also exist for individual study programs and participation in a challenging and rewarding Honors program. Our popular summer study abroad program in England sends qualified students to the beautiful city of Bath for six weeks’ study of Shakespeare and contemporary literature; students can also study in Great Britain and Ireland as part of the Literary Locations class.

The students and faculty in our department traditionally form a close social and intellectual community. The English undergraduate organization, EUGO, arranges social events, field trips, lectures, and job information meetings. Students serve as representatives on many departmental committees, and undergraduates represent the English Department Council, the department’s governing body. In the past several years, our undergraduates have played an important part in determining the nature of our curriculum and programs.

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COURSE LIST

Please see Course Offerings Bulletin for more complete information on these courses (i.e., repeatability, GEC course, prerequisites).

101 American Sign Language I
102 American Sign Language II
109 Intensive Writing and Reading
110 First-Year English Composition
.01 Personal Essay
.02 Literary Essay
.03 Writing Workshop
H110Honors—First-Year English Composition (decimalized: .01 & .02 as above)
H167Honors—First-Year Writing Seminar in the Humanities
193.03Individual Studies (with 110.03 only)
201 Selected Works of British Literature: Medieval through 1800
H201Honors—Selected Works of British Literature: Medieval through 1800
202 Selected Works of British Literature: 1800 to the Present
H202Honors—Selected Works of British Literature: 1800 to the Present
220 Introduction to Shakespeare
H220Honors—Introduction to Shakespeare
260 Introduction to Poetry
H260Honors—Introduction to Poetry
261 Introduction to Fiction
H261Honors—Introduction to Fiction
262 Introduction to Drama
H262Honors—Introduction to Drama
263 Introduction to Film
264 Reading Popular Culture
265 Writing of Fiction I
266 Writing of Poetry I
268 Writing of Creative Nonfiction I
269 Digital Media Composing
270 Introduction to Folklore
271 Introduction to English Language Study
275 Thematic Approaches to Literature
276 Introduction to Rhetoric
277 Introduction to Disability Studies
280 The English Bible
H280Honors—The English Bible
281 Introduction to African-American Literature
290 Colonial and U.S. Literature to 1865
291 U.S. Literature: 1865 to Present
294 Group Studies
H296Honors Seminar: Literature and Intellectual Movements
304 Business & Professional Writing
367 Intermediate Essay Writing
.01The American Experience
.02The U.S. Experience as Reflected in Literature
.03African-American Voices in U.S. Literature
.04English in the United States
.05U.S. Folk Experience
.06Composing U.S. Communities
.07Issues of Diversity in U.S. Workplace Communication
H367Honors—Intermediate Essay Writing
.01The American Experience
398 Critical Writing
H398Honors—Critical Writing
405 Special Topics in Professional Communication
467 Writing and Learning
505 Language and the Black Experience
513 Introduction to Medieval Literature
514 Middle English Literature
515 Chaucer
520 Studies in Shakespeare
.01Shakespeare
.02Topics in Shakespeare
521 16th-Century Literature
522 Early 17th-Century Literature
531 Restoration & Early 18th-Century Literature
533 Literature of the 18th-Century, 1740-1800
535 The Early British Novel: Origins to the 1830s
540 Poetry and Poetics of the British Romantic Period
541 Victorian Poetry & Poetics
542 The Victorian Novel
543 20th-Century British Fiction
547 20th-Century Poetry
549 Modern Drama
550 Colonial and U.S. Literature to 1830
551 U.S. Literature, 1830-1865
552 U.S. Literature, 1865-1914
553 20th-Century U.S. Fiction
559 Introduction to Narrative and Narrative Theory
560 Special Topics in Poetry
561 Special Topics in Fictional and Nonfictional Narrative
562 Special Topics in Drama
563 Contemporary Literature
564 Special Topics in a Major Author
.01 Medieval and Renaissance
.02 18th and 19th Century British
.03 American Literature to 1900
.04 20th Century Literature in English
565 Writing of Fiction II
566 Writing of Poetry II
567 Rhetoric and Community Service
568 Writing of Creative Nonfiction II
569 Digital Media and English Studies
570 Introduction to the History of English
571 Studies in the English Language
572 Traditional Grammar and Usage
573 Studies in Rhetorical Theory and Analysis
.01Rhetorical Theory and Analysis of Discourse
.02Rhetorical Theory and Analysis of Social Action
574 Special Topics in the History and Theories of Writing
575 Special Topics in Literary Forms and Themes
576 Studies in Critical Theory
.01History of Critical Theory: Plato to Aestheticism
.02History of Critical Theory: 1900 to the Present
.03Issues and Movements in Critical Theory
577 Studies in Folklore
.01Folk Groups and Communities
.02Folklore Genres: Form, Meaning, and Use
.03Issues and Methods in the Study of Folklore
578 Studies in Film
.01Special Topics in Film and Literature
.02Special Topics in Cinema
579 Special Topics in Nonfiction
580 Special Topics in Gay and Lesbian Language and Literature
581 Special Topics in U.S. Ethnic Literatures
582 Special Topics in African-American Literature
583 Special Topics in World Literature in English
585 Studies In Literacy
.01Topics in Literacy Studies
.02History of Literacy
586 Studies in American Indian Literature and Culture
587 Studies in Asian American Literature and Culture
588 Studies in Latino/a Literature and Culture
H590 Honors Seminars: Major Periods in Literary History
.01The Middle Ages
.02 The Renaissance
.03 Eighteenth-Century British Literature
.04 Romanticism
.05 The Later 19th Century
.06 The Modern Period;
.07 Literature in English after 1945
.08 Colonial and U.S. Literature
H591Honors Seminars: Topics in English Studies
.01 Special Topics in the Study of Creative Writing
.02 Special Topics in the Study of Rhetoric
592 Special Topics in Women in Literature
593 Literature and Law
595 Literary Locations (taught in conjunction with English 697)
596 Studies in Literature and the Other Arts
597 The Disability Experience in the Contemporary World
H598 Honors Seminar: Selected Topics in Literature and Literary Interpretation
662 Literary Publishing
692 Workshop
693 Individual Studies
694 Group Studies
697 Study at a Foreign Institution
H783 Honors Research

Note: 700-level and 800-level courses outside of H783 are designed for graduate students, but are open by petition to qualified undergraduates (see Director or your adviser).

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COURSE OFFERINGS

Detailed course descriptions for each quarter’s offerings are available on the shelf outside the English Department Undergraduate Office (451 Denney Hall), and are posted on the Undergraduate website (http://english.osu.edu/students/undergrad/).

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TRANSFER CREDITS

A frequently asked question is whether a course taken at another university will transfer for credit in the English Department at Ohio State. To receive transfer credit for the first-level composition course (English 110) or for the second-level writing course (English 367), bring your transfer credit report and course information to the receptionist’s desk in Denney 421. For evaluation of transfer credit for courses other than English 110 or 367, see Dr. Sharyn Talbert, Assistant Director of Undergraduate Studies, in Denney 413.

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DECLARING THE MAJOR

To declare the English major, meet with the Director or Assistant Director of Undergraduate Studies, who will review the major requirements and sign the Declaration of Major form. The student will then take the signed form to the Colleges of the Arts and Sciences, 115 Denney Hall.

The Assistant Director holds walk-in hours Monday-Thursday, 9:30-3:30, in 413 Denney Hall. You may also call (614/292-6735) or email (talbert.2@osu.edu) to make an appointment. The Director’s office hours are available on the Undergraduate Bulletin Board, on the English Department’s website (http://english.osu.edu/student/undergrad/), and at the reception desk in 421 Denney Hall.

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ADVISING

The Assistant Director of Undergraduate Studies, 413 Denney Hall, holds walk-in office hours Monday through Thursday, 9:30 a.m. to 3:30 p.m. You may also call (614/292-6735) or email (talbert.2@osu.edu) to make an appointment. The Director of Undergraduate Studies also holds office hours, which are posted on the Undergraduate Bulletin Board, the English Department’s website (http://english.osu.edu/students/undergrad/), and at the reception desk in 421 Denney Hall.

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ENGLISH 398

English 398, the third composition course for English majors, is the gateway to the English major at The Ohio State University. The course builds on the writing skills learned in First-Year Writing and 367 and is often organized around a particular theme, genre, historical or literary period, or critical problem. During the quarter, students will produce 20-25 pages of graded writing assignments, which might include the following: reading responses, research papers, critical exercises, short essays, annotated bibliographies, and library or Internet exercises. A significant number of these assignments should include the possibility for revision. English majors must achieve a grade of C or higher in English 398.

The Department of English recognizes the following goals for English 398:

• Familiarizing students with the scholarly discipline of English, including an awareness of genre and various methods of critical reading and response.
• Assisting students in improving their command of prose style and critical argument.
• Instructing students in the close reading of primary texts and in using that close reading in their writing.
• Developing in students an ability to use both primary and secondary sources in their writing.
• Instructing students in research skills necessary for critical study, including the use of library and computer resources.

English 398 should be taken as early in the student’s program of study as possible. To facilitate the process, declared English majors do not need to wait until their sophomore year to take the second-level writing course (English 367), which should allow English 398 to be taken by the end of the sophomore year. English 398 must be taken by the end of the junior year.

English 398 professors serve as their students’ permanent major advisers and work closely with students in constructing their major programs. With the guidance of the adviser, students in English 398 will complete the major program worksheet in this Handbook. Students nearing the end of their undergraduate programs will, in consultation with the English 398 professor, complete and submit an online major program form.

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THE ENGLISH MAJOR

English Department courses involve many different approaches to the study of literature, language, writing, folklore, and other forms of representation. The department’s offerings have proved useful to students with a variety of goals—from employment in business, to professional preparation in fields such as law and journalism, to graduate work in English.

REQUIREMENTS:

1. Completion of a minimum of 60 hours of course work in the English Department (or in other departments as approved by the major adviser). The first and second GEC writing courses (i.e. English 110 and 367) do not count towards the 60 hours. A minimum of 35 hours must be at the 400-level or above.
2. A cumulative minimum grade point average of 2.0 (C) for all courses in the major program, and a minimum grade of C- for an individual major course. A minimum grade of C is required in English 398.
3. As part of the required 60 hours, completion of the following courses, in any order. Students must take the three required surveys by the end of their sophomore year.
   • English 201: Selected Works of British Literature I
   • English 202: Selected Works of British Literature II
   One of the following:
   • English 290: Colonial and U.S. Literature to 1865
   • English 291: U.S. Literature, 1865 to the Present
   (Note: Honors students are not required to take these courses. See section on Honors major, below.)
4. As part of the required 60 hours, completion of English 398 (Critical Writing). Along with English 110 and a 367 writing course in any department, English 398 is used to satisfy the Writing and Related Skills requirement in the GEC. English 398 should be taken as soon as the second GEC writing course is completed and must be taken by the end of the junior year. This is the course that gives you a faculty adviser who will guide you through the rest of your major. Once you have taken 398, you should consult with your adviser at least once a quarter. Advisers have current information on the courses to be offered the following year.
5. The 35 hours of 400- and 500-level course work must be distributed as follows:
   1. At least two courses in literature written before 1900 (including at least one course in literature written before 1800);
   2. At least one course in literature written after 1900;
   3. At least one course in an area of English study other than literature (e.g., creative writing, critical theory, film, folklore, language, rhetoric).
      (Note: See Undergraduate website each quarter for distribution of courses by these categories.)
   4. At least three elective courses at the 400- to 500-level in English.
6. Up to five (5) hours of English 693 (Independent Study) may be used as part of the required 60 hours. Although English 693 is repeatable to 10 hours, only five hours may be counted towards the major.

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WORKSHEET FOR THE ENGLISH MAJOR

The English major consists of a minimum of 60 hours, excluding First- and Second-Year Writing Courses. In consultation with your major adviser, use this worksheet to plan your courses.

1. General Education Curriculum Prerequisites (Note: GECs do not count toward the major)
   1. First-Year Writing (110 or equivalent)_________________
   2. Second-Year Writing (a 367 from any department)_________________
   3. GEC in Literature____________
2. THE ENGLISH MAJOR
   1. Core Courses

      English 201________________ English 202______________

      English 290 or 291__________

      English 398_________________

   2. Major Elective, 200-500 level______________

      (Note: More than one 200-level course in this category will raise your major above 60 hours.)

3. Major Upper-level Courses (a minimum of seven courses at the 400-level and above)
   1. Two courses in literature written before 1900, including at least one course in literature written before 1800 ________________ ; ________________
   2. Course in literature written after 1900 ______________
   3. Course in an area of English study other than literature______________
   4. (e.g. creative writing, critical theory, rhetoric, film, folklore, language studies)
   5. Three additional 400- and 500-level courses:

      _______________         _______________         _______________

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THE ENGLISH MAJOR FOR PRE-EDUCATION STUDENTS

English majors who are planning an elementary or secondary school teaching career must complete a series of major courses that satisfy State of Ohio licensure requirements. The Department of English prepares students for three kinds of licensure: Licensure in Integrated Language Arts for Adolescence to Young Adult (Grades 7-12); Licensure in Reading and Language Arts for Middle Childhood (Grades 4-9); and Licensure in Early Childhood (Grades PK-3). For additional information about requirements of, and application procedure for, the M.Ed. program, contact the College of Education, School of Teaching and Learning, 227Arps Hall, 614/292-5873, www.coe.ohio-state.edu. Honors students interested in a Pre-Education specialization should consult with their Honors adviser as soon as possible.

1. REQUIREMENTS FOR LICENSURE IN INTEGRATED LANGUAGE ARTS FOR ADOLESCENCE TO YOUNG ADULT (Grades 7-12):
   1. Completion of a minimum of 61 hours of course work in the English Department (or in other departments as approved by the major adviser). The first and second GEC writing courses (i.e. English 110 and 367) do not count towards the 61 hours. A minimum of 36 hours must be at the 400-level or above.
   2. A cumulative minimum grade point average of 2.0 (C) for all courses in the major program, and a minimum grade of C- for an individual major course. A minimum grade of C is required in English 398.
   3. As part of the required 61 hours, completion of the following courses, in any order. Students must take the three required surveys by the end of sophomore year.
      • English 201: Selected Works of British Literature I
      • English 202: Selected Works of British Literature II

      • One of the following:

      • English 290: Colonial and U.S. Literature to 1865
      • English 291: U.S. Literature, 1865 to the Present
   4. As part of the required 61 hours, completion of English 398 (Critical Writing). Along with English 110 and a 367 writing course in any department, English 398 is used to satisfy the Writing and Related Skills requirement in the GEC. English 398 should be taken as soon as the second GEC writing course is completed and must be taken by the end of the junior year. This is the course that gives you a faculty adviser who will guide you through the rest of your major. Once you have taken 398, you should consult with your adviser at least once a quarter. Advisers have current information on the courses to be offered the following year.
   5. Pre-education English majors take 36 hours of upper-level course work distributed as follows. All English courses listed below provide five credit hours:
      1. English 520.01 or 520.02 (Shakespeare)
      2. English 570 (English Language Studies)
      3. English 578.01 or 578.02 (Film Studies)
      4. English 581 or English 582 (Minority Literature)
      5. English 583 (World Literature)
      6. English 592 (Women’s Literature)
      7. One 500-level course in literature written before 1900
         (Note: If English 581, 582, 583, or 592 focused on pre-1900 literature, course 5.g. may be an elective taken at the 200-500 level.)
      8. Education Teaching and Learning 589 (Field Experience) (3 credit hours)
      9. Education Teaching and Learning 656 (Adolescent Literature) (3 credit hours)
      (Note: Course substitutions may be possible. For more information, consult with the Assistant Director of Undergraduate Studies and/or the College of Education Web site [PDF]. See Undergraduate website each quarter for distribution of pre-education courses by category.)
2. REQUIREMENTS FOR LICENSURE IN READING AND LANGUAGE ARTS AS ONE OF TWO SUBJECTS FOR MIDDLE CHILDHOOD (Grades 4-9)
   1. Completion of a regular major program in English (see pages 8-10).
   2. English 570 or 271.
   3. Education Teaching and Learning 467, 656, and 668. These courses comprise ten credit hours, which count toward the 60 hours in the English major.
   4. The following must be included in either the English program or as part of the GECs: Five (5) hours of Film/Media study (e.g., English 263, 578.01, or 578.02); five (5) hours of oral communication (e.g., J.Com 324); and five (5) hours of world literature (e.g., English 583).
   5. See an adviser in the College of Education, School of Teaching and Learning, for requirements outside of English.
3. REQUIREMENTS FOR LICENSURE IN EARLY CHILDHOOD (Grades PK-3)
   1. Completion of a regular major program in English (see pages 8-10).
   2. See an adviser in the College of Education, School of Teaching and Learning, for information about requirements outside of English.

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WORKSHEET FOR THE ENGLISH MAJOR, PRE-EDUCATION SPECIALIZATION (GRADES 7-12)

The pre-education English major consists of 61 hours. In consultation with your adviser, use this worksheet to plan your courses.

1. General Education Curriculum Prerequisites (Note: GECs do not count toward the major)
   1. First-Year Writing (110 or equivalent)_________________
   2. Second-Year Writing (a 367 from any department or equivalent)____________________
   3. GEC in Literature____________
2. THE ENGLISH MAJOR
   1. Core Courses

            English 201________________     English 202______________

            English 290 or 291______________

            English 398____________________

   2. Major Upper-level Courses (a minimum of 36 hours at the 400-level and above)
      1. Shakespeare (English 520.01 or 520.02)___________________________________
      2. English Language Studies (English 570)____________________________________
      3. Film Studies (English 578.01 or 578.02)___________________________________
      4. Minority Literature (English 581 or 582)___________________________________
      5. World Literature (English 583)__________________________________________
      6. Women’s Literature (English 592)________________________________________
      7. 500-level course in literature written before 1900*____________________________
         (*Note: If English 581, 582, 583, or 592 focused on pre-1900 literature, course 2. f. may be an elective taken at the 200-500 level.)
      8. Field Experience (Education Teaching and Learning 589) (3 hrs)_________________
      9. Adolescent Literature (Education Teaching & Learning 656) (3 hrs)_______________

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ENGLISH DEPARTMENT HONORS PROGRAM

Students who fulfill the basic requirements (check with the counselors in the Arts and Sciences Honors office in Enarson Hall) are strongly encouraged to enter the English Department Honors program. The department offers a wide variety of Honors classes—from special sections of regular course offerings to special seminars. All Honors classes are small and challenging.

There are three Honors options available to English majors. Students can work toward (1) graduation with honors in the Liberal Arts with a major in English; (2) graduation with distinction in English; or (3) both of the above.

1. Requirements for graduation with honors in the Liberal Arts with a major in English:
   1. Upon entering the Honors Program in English, each student should contact the Department Honors adviser to develop an Honors major. The student must also meet with the ASC Honors adviser to develop an Honors Contract, a Liberal Arts curriculum of superior strength and breadth.
   2. The Honors major consists of a minimum of 60 hours in English beyond 110 and excluding the second GEC writing requirement (i.e., 367), with a minimum of 40 hours at the 400-level or above. The student will work with the Department Honors adviser in planning a well-rounded and demanding program that meets the following requirements:
      1. coursework covering at least two discrete historical periods, with at least one and normally two courses in pre-1800 literature at the 500-level or above (Note: one 500-level course in pre-1800 literature is acceptable for students who have already taken 201, 220, or H220);
      2. coursework in at least two of the following areas of English studies: literature, film, folklore, writing and rhetoric, creative writing, language, critical theory;
      3. at least three 500-level Honors seminars.
   3. English 398 is required of Honors students. Because Honors students are expected to take more upper- than lower-division courses, they are not required to take English 201, 202, and 290 or 291. They should follow a well-rounded program worked out with their Honors adviser and should take Honors versions of 200-level courses whenever possible. It is not necessary to take the Honors version of 398.
2. Requirements for graduation with distinction in English:
   1. The Department Honors program, leading to graduation with distinction in English, may be pursued with or without entering candidacy for graduation with honors in the Liberal Arts. In either case, the Department Honors adviser will help the student shape a well-rounded major program and will act as the student’s adviser.
   2. Students are required to take a minimum of 60 hours in English beyond 110 and excluding the second GEC writing requirement (i.e., 367). In addition, the student must complete 8-10 hours of Honors Thesis Research (H783), resulting in a minimum of 68 hours of coursework. The non-thesis hours may be freely chosen, but should include a minimum of 40 hours at the 400-level or above. The student is expected to plan for a demanding and well-rounded major that meets the following requirements:
      1. coursework covering at least two discrete historical periods, with at least one and normally two courses in pre-1800 literature at the 500-level or above (Note: one 500-level course in pre-1800 literature is acceptable for students who have already taken 201, 220 or H220);
      2. coursework in at least two of the following areas of English studies: literature, film, folklore, writing and rhetoric, creative writing, language, critical theory;
      3. at least three 500-level Honors seminars; and
      4. 8-10 hours of H783 Honors Thesis Research.
   3. English 398 is required of Honors students. Because Honors students are expected to take more upper- than lower-division courses, they are not required to take English 201, 202, and 290 or 291. They should follow a well-rounded program worked out with their Honors adviser, and should take Honors versions of 200-level courses whenever possible. It is not necessary to take the Honors version of 398.
   4. The student must complete an Honors Thesis, to be written under the supervision of two faculty members chosen by the student, one of whom will serve as director, the other as second reader. The second reader may be chosen from faculty outside the English department if that is appropriate to the subject of the thesis. The thesis will also be read by an outside examiner. Eight to ten hours of course credit are normally given for work on the thesis. When the thesis has been completed, the student will be required to take a one-hour oral exam covering the thesis and its context. All three readers of the thesis will participate in this exam.
   5. To graduate with distinction in English, the student must have an overall CPHR of 3.3 with a PHR of 3.6 in the major.
3. Requirements for graduation with honors in the Liberal Arts with a Minor in English:

   The Honors minor consists of a minimum of 25 hours in English beyond 110 and must include one of the following upper-division writing courses: 304, 398, 405, 467. English 367, the second GEC writing requirement, may be counted as one of the minor courses. Coursework must include at least one literature course. Coursework must also include 10 hours at the 400-level or above and 5 hours of honors courses at the 200-level or above. See the regular English major for additional ASC guidelines.

4. Description of Honors Courses

   H201 Honors—Selected Works of British Literature: Medieval through 1800
   Honors section of a regular course; introductory critical study of the works of major British writers from 800 to 1800.

   H202 Honors—Selected Works of British Literature: 1800 to the Present
   Honors section of a regular course; introductory critical study of works of major British writers of the 19th and 20th centuries.

   H220 Honors—Introduction to Shakespeare
   Honors section of a regular course; study of selected plays designed to give an understanding of drama as theatrical art and as an interpretation of fundamental human experience.

   H260 Introduction to Poetry
   Honors section of a regular course, designed to help students understand and appreciate poetry through intensive study of a representative group of poems.

   H261 Introduction to Fiction
   Honors section of a regular course; intensive study of a number of short stories and novels to acquaint the student with some of the important themes and techniques of fiction.

   H262 Introduction to Drama
   Honors section of a regular course; a critical analysis of selected drama from Greek antiquity to the present, designed to clarify the nature and achievements of western dramatic art.

   H280 The English Bible
   Honors section of a regular course; a study of the Bible in English translation, with focus upon its nature as literature and its historical and cultural setting.

   H296 Sophomore Honors Seminar: Literature and Intellectual Movements
   Studies in the treatment of a given theme, idea, or problem in literature. Topic varies quarterly.

   H367 Intermediate Essay Writing
   Honors section of a regular course; extends and refines expository writing and analytic reading skills, with an emphasis on style and an introduction to documentation, with major topics pertaining to the United States.

   H398 Critical Writing
   Honors section of a regular course; intensive practice in writing various kinds of analyses of literary texts.

   Each seminar provides an intensive study of one of the major periods of English and American literature. Each seminar focuses on the major authors and works which express the period and is designed to give the student knowledge not only of individual authors and works but also of connections among them and of the cultural milieu. Authors separated by the organization of the Department’s regular courses (e.g., Chaucer and Malory, Shakespeare and Donne, Dryden and Johnson, Wordsworth and Emerson) can be studied together. Each seminar has a certain flexibility for the professor—in choice of writers and kinds of emphasis—but no seminar is treated as a “topic” course with a substance that changes radically with each professor. Periods offered vary quarterly.

   590.01 The Middle Ages

   590.02 The Renaissance

   590.03 Eighteenth-Century British Literature

   590.04 Romanticism

   590.05 The Later Nineteenth Century

   590.06 The Modern Period

   590.07 Literature in English after 1945

   590.08 Colonial and U.S. Literature

   H591 Honors Seminars: Topics in English Studies

   591.01  Special Topics in the Study of Creative Writing

   591.02  Special Topics in the Study of Rhetoric

   H598 Special Topics Honors Seminar
   A study of selected problems (themes, movements, genres, styles) emphasizing continuity and development in English and American history. Topic varies quarterly.

   H783 Senior Thesis
   Independent research and writing under the guidance of a professor chosen by the student is required of all Honors students who are candidates for the degree with distinction. As the culmination of the Honors program for the degree with distinction, the thesis is a paper of approximately 8,000-10,000 words. The student defines his or her own topic, usually one on which he or she has done preliminary work in a course, and, in consultation with their Honors Adviser, elects a professor to serve as thesis adviser. The thesis is required to show the skill in expression, organization, and methods of literary study expected of a student graduating “with distinction” in English.

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WORKSHEET FOR THE HONORS ENGLISH MAJOR

The Honors English major consists of two options: (I) Honors in the Liberal Arts with a Major in English and (II) Honors with Distinction in English. Students can do either or both of these. Like the regular English major, the Honors major consists of a minimum of 60 hours (68 minimum for a degree with Distinction). Students are encouraged to use this worksheet to sketch out their ideal major and to consult with one of the Honors advisers as soon as possible after declaring the major.

1. Prerequisites (Note: GEC courses do not count towards the English major)
   1. First-Year Writing (110, H110)_____________________________________
   2. Second-Year Writing (367, H367)___________________________________
2. Required Core Courses
   1. English 398 or H398_____________________________________________
   2. English H783 (8-10 hours) __________ (for Graduation with Distinction only)
3. Other 200-level Courses

           ______________________________________________________________
   (Note: more than 15 hours in this category will raise your major above 60 hours. You may if you wish take more than 8 upper-level courses)

4. Upper-level Courses (a minimum of eight courses at the 400-level and above)
   1. 15 hours of Honors Seminars:

      a) ________________       b) ________________       c) ________________

   2. Courses in literature before 1800 (at least two):

      a)_____________________ b)_______________________

      (Note: can overlap with Honors seminars above)

   3. Courses in literature after 1800 (at least two):

      a)_____________________ b)_______________________

      (Note: can overlap with Honors seminars above)

   4. course in an area of English study other than literature ________________________

      (e.g., creative writing, critical theory, film, folklore, language, rhetoric. Can overlap with Honors seminars above.)

   5. Other courses at the 400-level or above _____________________________________

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THE HONORS ENGLISH MAJOR, PRE-EDUCATION SPECIALIZATION

Honors English majors who intend to apply to Ohio State University’s Master of Education program must complete a series of major courses that satisfy State of Ohio licensure requirements. For information about requirements of, and application procedure for, the M.Ed. program, contact the College of Education, School of Teaching and Learning, 227 Arps Hall, 614/292-5873, www.coe.ohio-state.edu/. Honors students interested in a Pre-Education specialization should consult with their Honors adviser as soon as possible.

REQUIREMENTS FOR LICENSURE IN INTEGRATED LANGUAGE ARTS FOR ADOLESCENCE TO YOUNG ADULT (Grades 7-12):

1. Completion of a minimum of 61 hours of course work in the English Department. The first and second GEC writing courses (i.e. English 110 and 367) do not count towards the 61 hours. A minimum of 36 hours must be at the 400-level or above.
2. Five hours of English 398 or H398 (Critical Writing). English 398 or H398 should be taken as soon as the second GEC writing course is completed and must be taken by the end of the junior year.
3. Five hours of upper-level course work in early British literature, chosen from among the following: English 513, 514, 521, 535, H590.01, H590.02, or H590.03
4. Five hours of upper-level course work in modern British literature, chosen from among the following: English 543, 547, or H590.06
5. Five hours of American literature, chosen from the following: English 550 or 553
6. Five hours of Shakespeare: English 520.01 or 520.02
7. Five hours of English Language Studies: English 570
8. Five hours of Film Studies: English 578.01 or 578.02
9. Five hours of World Literature: English 583
10. Five hours of Women’s Literature: English 592
11. Three hours of Field Experience: Education Teaching and Learning 589
12. Three hours of Adolescent Literature: Education Teaching and Learning 656
13. Honors English majors take a minimum of three English Department honors seminars (courses in the H590 series). Two of these can be satisfied in sections 3 and 4, above.

Course substitutions may be possible; consult with the Assistant Director of Undergraduate Studies and/or the College of Education Web site: http://education.osu.edu/edtl/pdfs/Content-IntLangArts.pdf. See Undergraduate Web site each quarter for distribution of pre-education courses by category.

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WORKSHEET FOR THE HONORS ENGLISH MAJOR, PRE-EDUCATION SPECIALIZATION (GRADES 7-12)

The pre-education Honors English major consists of a minimum of 61 hours. In consultation with the English Department honors adviser, use this worksheet to plan your courses.

1. General Education Curriculum Prerequisites (Note: GECs do not count toward the major)
   1. First-Year Writing (110, H110, or equivalent)_________________
   2. Second-Year Writing (a 367 or H367 from any department or equivalent)___________
   3. GEC in Literature____________

2. THE HONORS PRE-EDUCATION ENGLISH MAJOR
   1. English 398 or H398_________________
   2. Upper-Level Courses:
      1. Early British Literature (English 513, 514, 521, 535, H590.01, H590.02, or H590.03 ________________
      2. Modern British Literature (English 543, 547, or H590.06)_____________
      3. American Literature (English 550, 551, 552 or 553)____________
      4. Shakespeare (English 520.01 or 520.02)_____________
      5. English Language Studies (English 570)_____________
      6. Film Studies (English 578.01 or 578.02)_____________
      7. Minority Literature (English 581 or 582)_____________
      8. World Literature (English 583)______________
      9. Women’s Literature (English 592)_______________
      10. Field Experience (Education Teaching and Learning 589) (3 hrs)__________
      11. Adolescent Literature (Education Teaching & Learning 656) (3 hrs)________
      12. Honors Majors complete at least three honors seminars in the English H590 series. (Two seminar courses may be taken in conjunction with categories a) and b), above.)

          _______________      ______________     _______________

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THE ENGLISH MINOR

Although minor programs are not required for graduation, students are encouraged to pursue them. Minors are especially useful to pre-professional students to indicate a breadth of interest that goes beyond narrow specialization. Students who take a number of courses in a specific area might want to consider completing a minor program.

The minor in English consists of 25 hours at the 200-level or above, which must include the following:

• One of the following upper-division writing courses: English 304, 398, 405, or 467. Since English 398 is required of all English majors, English minors who wish to enroll in 398 must seek permission of the instructor or the Director or Assistant Director of Undergraduate Studies, who will sign the student into the course as space allows.
• At least one literature course.
• At least 15 hours of coursework at the 300-level or above.

Up to 20 hours (four courses) in the minor can count as GECs.

1. Second writing GEC: students may choose any version of English 367.
2. Literature GEC in Arts and Humanities: students may choose one course among the following, which will also satisfy the literature requirement in the minor: English 201, 202, 220, 260, 261, 262, 275, 280, 281, 290, or 291.
3. Visual/Performing Arts GEC: students may choose English 263.\
4. Cultures and Ideas GEC: students may choose English 270, 271, 276, or 277.
5. Issues of Contemporary World GEC: students may choose English 597.

Additional Guidelines: English 110 cannot be counted towards the minor. Any use of English 693 will be in addition to the required 25 hours. No more than 10 hours of transfer credit may be applied to the minor. Although a grade of C- will be permitted in courses comprising the minor, the minimum overall grade point average of the minor is 2.0. Courses taken on a Pass/Non-Pass basis may not be applied to the minor.

The Assistant Director of Undergraduate Studies will approve and sign the minor program form before the student submits it to his or her College Office before graduation.

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AWARDS AND SCHOLARSHIPS 

The following awards are given annually in Spring Quarter to outstanding students in the English Department:

The Denney Award — $500
Given to the outstanding Senior English major. The award carries with it a small personal plaque for the student. In addition, the student’s name is engraved on the large plaque which hangs in Denney Hall 421.

The Honors Thesis Award — $500
Given to the best undergraduate thesis of the academic year.

The Helen Earnhart Harley Scholarship in English — $500
The purpose of this award is to reward and encourage excellence in English studies. The award is to be used toward the tuition of an undergraduate student majoring in English, who is a graduate of a Franklin County High School.

The Rosemarie Sena Scholarship in English — $500
The purpose of this award is to reward and encourage excellence in English studies. The award is to be used toward the tuition of an undergraduate student majoring in English.

The Arnold and Frances Shapiro International Scholar Fund — $1000
The purpose of this award is to encourage study abroad in English studies. The award is to be used toward the tuition and expense of studying in Great Britain or Ireland, either in a summer program or during the regular academic year, by an undergraduate English major.

The Robert E. Reiter Prize for Critical Analysis — $300
For the best critical essay written in an undergraduate English course in the previous year.

The Academy of American Poets Award (The Arthur Rense Prize) — $400
For the best poem or group of poems. Open to graduate and undergraduate students.

Jacobson Short Story Award — $250
For the best short story by an undergraduate.

The Vandewater Poetry Award — $250
For the best poem or group of poems. Open to graduate and undergraduate students.

The Gertrude Lucille Robinson Award — $250
For the best piece of creative writing by an undergraduate woman.

The Citino Undergraduate Poetry Award — $150 (1st place), $50 (2nd place)
For the best poem or group of poems by an undergraduate student.

The Reba Elaine Pearl Burkhardt Roorbach Award in Creative Nonfiction — $50
For the best essay or nonfiction book chapter by an undergraduate student.

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EUGO—THE ENGLISH UNDERGRADUATE ORGANIZATION

The English Undergraduate Organization, or EUGO, sponsors social and academic activities such as career information sessions, lectures, readings, biweekly meetings, movie nights, trips to the theater, and the quarterly schedulathon, where the next quarter’s course offerings are discussed and reviewed. Any undergraduate who has declared an English major is automatically a member. All English majors are welcome to make use of the Undergraduate Lounge on the fourth floor of Denney Hall (Denney 449).

EUGO holds elections in Spring to elect its governing officers. A central function of EUGO is to represent undergraduate interests in departmental decisions. Undergraduates serve alongside faculty and graduate student representatives on several committees as full voting members. They also select the winners for some undergraduate awards.

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THE UNDERGRADUATE FACULTY

OSU— MAIN CAMPUS

LEE K. ABBOTT, Professor. (M.F.A., University of Arkansas) Prose fiction writing. Author of Dreams of Distant Lives, Strangers in Paradise, Love is the Crooked Thing, The Heart Never Fits Its Wanting, Living After Midnight and Wet Places at Noon. Short stories and reviews, as well as articles on American Literature, have appeared in Harper's, The Atlantic Monthly, The New York Times Book Review, and such journals as The Georgia Review, The Kenyon Review, Epoch, The North American Review, and The Southern Review. Fiction reprinted in The Best American Short Stories, The Prize Stories: The O'Henry Awards, and The Pushcart Prizes. Fellowships from the National Endowment for the Arts, the Major Artist Fellowship from the Ohio Arts Council (1991-1992), and the Greater Columbus Arts Council. 2004 Alumni Distinguished Teaching Award. All Things, All at Once: New and Selected Stories, was published by W. W. Norton in June of 2006.

ADÉLÉKÈ ADÉÈKÓ, Humanities Distinguished Professor. (Ph.D., University of Florida) African Literature, African American Literature, and Postcolonial Literatures. Author of Proverbs, Textuality, and Nativism in African Literature, (Univ. Press of Florida, 1998) and The Slave's Rebellion: Literature, History, Orature (Indiana Univ. Press, 2005).

FREDERICK LUIS ALDAMA, Professor of English and Comparative Studies. (Ph.D., Stanford) Chicano/a, Latino/a, and Postcolonial literature and film. Author of Dancing With Ghosts: A Critical Biography of Arturo Islas, Postethnic Narrative Criticism, Spilling the Beans in Chicanolandia: Conversations with Artists and Writers, and Brown on Brown: Chicano/a Representations of Gender, Sexuality, and Ethnicity; he is editor of Arturo Islas: The Uncollected Works, and Critical Mappings of Arturo Islas's Narrative Fictions. His articles and interviews have appeared in such journals as Aztlán, College Literature, Poets & Writers, World Literature Today, Cross Cultural Poetics, Lit: Literature Interpretation Theory, Lucero, Comparative Literature, Callaloo, Nepantla, Journal of Interdisciplinary Literary Analysis, American Literature, Latin American Research Review, Modern Fiction Studies, and Modern Drama.

CHADWICK ALLEN, Associate Professor. (Ph.D., University of Arizona) American Indian and New Zealand Maori literatures and cultures, frontier studies and western literature, postcolonial literatures and theory. Author of Blood Narrative: Indigenous Identity in American Indian and Maori Literary and Activist Texts, and articles on postcolonial theory and popular westerns.

DAVID A. BREWER, Associate Professor. (Ph.D., University of California, Berkeley) Eighteenth-century British literature and culture (including Early America), history of authorship and reading, the methodological challenges of literary history. Author of The Afterlife of Character, 1726-1825 (University of Pennsylvania Press, 2005), along with several articles on eighteenth-century literature, visual art, and material culture. Recipient of a fellowship from the National Endowment for the Humanities. Currently working on a new book: The Work of Attribution in the Age of Anonymous Publication.

BRENDA JO BRUEGGEMANN, Associate Professor, English; Associate Faculty, Women’s Studies, Comparative Studies; Coordinator, American Sign Language Program; Coordinator Interdisciplinary Disability Studies Minor. (Ph.D., University of Louisville) Rhetoric and composition. Author of collaborative and individually authored articles on rhetoric, literacy, deaf studies, disability studies; several essays in literary journals and Lend Me Your Ear: Rhetorical Constructions of Deafness. Editor of Literacy and Deaf People: Contextual and Cultural Perspectives. Co-editor of Disability Studies: Enabling the Humanities (MLA Press). Series Editor, Deaf Lives: Autobiography, Biography, and Documentary (Gallaudet UP). Board of Trustees, Gallaudet University.

GAYLE L. CARPENTER, Instructor. (M.A., The Ohio State University) The Bible in English, general composition and literature, business and technical writing. Teacher/consultant for various OSU colleges and for off-campus businesses and industries.

RAY CASHMAN, Assistant Professor. (Ph.D., Indiana University) Folklore and folklife, performance studies, ethnography of communication, politics of culture, commemoration and collective memory. Author of articles on Irish oral traditions and popular literature, folk drama, sense of place, and material culture. Current book project, Characters and Community: Storytelling on the Irish Border.

ROGER D. CHERRY, Associate Professor. (Ph.D., University of Texas at Austin) History of rhetoric, rhetorical theory, composition research, writing evaluation. Co-author (with K. Halasek) of A Brief Guide to Basic Writing, co-author of Assessing Writers’ Knowledge and Processes of Composing, co-editor of A Rhetoric of Doing: Essays on Written Discourse in Honor of James L. Kinneavy.

MARK CONROY, Associate Professor. (Ph.D., SUNY Buffalo) Comparative literature, film, the novel, critical theory, and late nineteenth- and early twentieth-century literature. Author of Modernism and Authority: Strategies of Legitimation in Flaubert and Conrad and Muse in the Machine: American Fiction and Mass Publicity.

SCOTT LLOYD DE WITT, Associate Professor and Director of The Digital Media Project. (D.A., Illinois State University) Composition and rhetoric. Articles on digital media and composition studies. OSU Alumni Award for Distinguished Teaching (1999). Co-editor of Contexts, Intertexts, and Hypertexts (1999). Author of Writing Inventions (2001), winner of the Computers and Composition Distinguished Book Award (2002). Awarded Battelle Endowment for Technology in Human Affairs Grant (2003). Director of BETHA Institute for New Media and Writing Studies (2004).

FRANK DONOGHUE, Associate Professor and Director of Graduate Admissions. (Ph.D., Johns Hopkins University) Eighteenth-century British literature, social criticism, seventeenth-century British literature. Author of The Fame Machine: Book Reviewing and Eighteenth-Century Literary Careers.

RICHARD DUTTON, Humanities Distinguished Professor of English and Vice-Chair. (Ph.D., Nottingham) Shakespeare, Renaissance literature, and post-1945 literature. Author of Ben Jonson: to the First Folio, An Introduction to Literary Criticism, Modern Tragicomedy and the British Tradition, Mastering the Revels, Ben Jonson: Authority: Criticism and Licensing, Censorship and Authorship in Early Modern England. General editor of the Macmillan Literary Lives series, which contains his own William Shakespeare: A Literary Life. He has recently edited four volumes Companions to Shakespeare's Works (with Jean Howard) for Blackwell, and Theatre and Religion: Lancastrian Shakespeare and Region, Religion and Patronage: Lancastrian Shakespeare (with Alison Findlay and Richard Wilson)for Manchester UP. Editor of Volpone for the new Cambridge Edition of Ben Jonson, and a general editor of the Revels Plays series, for whom he has edited Epicene and is revising The Alchemist. His main current projects are a history of the Shakespearean stage (Blackwell) and a companion to early modern theatre (Oxford UP).

JON ERICKSON, Associate Professor. (Ph.D., University of Wisconsin-Milwaukee) Modern and postmodern drama and performance, literature and the other arts, philosophy and literature, critical and cultural theory. Author of The Fate of the Object: From Modern Object to Postmodern Sign (1995) and articles on drama, performance, theatre and performance theory, poetry and art.

ANGIE ESTES, Auxiliary Professor. (Ph.D., University of Oregon) Creative Writing (poetry) and American Literature. Her most recent book, Chez Nous, was published by Oberlin College Press (2005). Her second book, Voice-Over (2002), won the 2001 FIELD Poetry Prize and the 2001 Alice Fay di Castagnola Prize from the Poetry Society of America. Her first book, The Uses of Passion (1995), was the winner of the Peregrine Smith Poetry Prize. Recent poems have appeared in TriQuarterly, The Paris Review, Ploughshares, FIELD, Boston Review, and other journals, and in the anthologies The Extraordinary Tide: New Poetry by American Women (2001), The Geography of Home: California and the Poetry of Place (1999), and Queer Dog (1997). She is the recipient of a Pushcart Prize and fellowships from the National Endowment for the Humanities, the Woodrow Wilson Foundation, the California Arts Council, the Ohio Arts Council, and the MacDowell Colony.

KATHY FAGAN, Professor. (Ph.D., University of Utah) Creative writing (poetry). Author of The Raft, winner of the 1984 National Poetry Series; MOVING & ST RAGE, winner of the 1998 Vassar Miller Prize for Poetry; and The Charm (2002). Work appears in Under 35, Extraordinary Tide, The Breath of Parted Lips, and American Diaspora, and in The NewRepublic, Paris Review, Kenyon Review, Field, and TriQuarterly. Winner: Pushcart Prize, NEA, Ingram Merrill, and OAC grants. Co-editor of The Journal.

ALAN B. FARMER, Assistant Professor. (Ph.D., Columbia University) Shakespeare and early modern drama, the history of the book, England in the 1630s, seventeenth-century news and religious politics. Author of articles on Shakespeare, Jonson, the early modern news trade, and the publication of Renaissance drama.

STEVEN FINK, Associate Professor. (Ph.D., University of Washington) American literature, Jewish American literature, American studies. Author of Prophet in the Marketplace: Thoreau’s Development as a Professional Writer and various articles on nineteenth-century American literature; co-editor (with S. Williams) of Reciprocal Influences: Literary Production, Distribution, and Consumption in America; co-editor (with S. Williams and J. Gardner) of the journal American Periodicals.

DAVID O. FRANTZ, Professor and Secretary of the Board of Trustees. (Ph.D., University of Pennsylvania) English Renaissance. Author of Festum Voluptatis: A Study of Renaissance Erotica and articles on Renaissance erotica, Spenser, the relationship of Italy and England in the Renaissance.

JIM FREDAL, Associate Professor. (Ph.D., The Ohio State University) Rhetorical history and theory; ancient Greek rhetoric and literacy; performance and space studies; rhetoric and religion. Author of Rhetorical Action in Ancient Athens: Persuasive Artistry from Solon to Demosthenes and articles and papers on rhetorical history, theory, and criticism.

RYAN FRIEDMAN, Assistant Professor. (Ph.D., Northwestern University) American film and film theory, African American literature, nineteenth- and twentieth-century American narrative, critical theory. Author of essays on race in classical Hollywood cinema and on early twentieth-century African American literature and political philosophy.

JILL GALVAN, Assistant Professor. (Ph.D., University of California, Los Angeles) Victorian literature and culture, twentieth-century British literature. Author of articles and papers on Victorian technologies and women’s involvement in the rise of communications media.

AMANPAL GARCHA, Assistant Professor. (Ph.D., Columbia University) Victorian literature and culture, history and theory of the novel, literary theory. Author of essays and papers on Victorian literature and on theoretical and professional issues.

JARED GARDNER, Associate Professor. (Ph.D., Johns Hopkins University) American literature of the early national and antebellum periods, silent and classical Hollywood cinema, cultural and media studies. Author of Master Plots: Race and the Founding of an American Literature: 1787-1845 and articles on American literature, film, and popular culture. Currently writing about the intersection between comics and film in the 20th century.

SARA GARNES, Associate Professor Emeritus. (Ph.D., The Ohio State University) Linguistics, composition. Co-author of “Report of the Writing Workshop: Basic Writing at The Ohio State University,” author of Quantity in Icelandic, co-editor of Writing Lives. Member of Usage Panel, American Heritage Dictionary, 4th ed., and American Heritage Book of English Usage.

VANDANA S. GAVASKAR, Senior Lecturer. (Ph.D., University of Cincinnati) Basic writing, Renaissance, cultural studies. Author of articles on basic writing and Renaissance studies.

HARVEY J. GRAFF, Professor, English and History; Ohio Eminent Scholar. (Ph.D., University of Toronto) Comparative social and cultural history, especially North America and Western Europe; the history and uses of literacy and the relevance of that history to contemporary issues; the history and representation of children, adolescents, youths, and families; urban culture and society past and present; theory and method in humanities and social sciences. Books on these and related subjects include: The Literacy Myth: Literacy and Social Structure in the Nineteenth-Century City; The Legacies of Literacy: Continuities and Contradictions in Western Culture and Society; The Labyrinths of Literacy: Reflections on Literacy Past and Present; Growing Up in America: Historical Experiences; Conflicting Paths: Growing Up in America.

RICHARD FIRTH GREEN, Professor and Director of the Center for Medieval and Renaissance Studies. (Ph.D., University of Toronto) Late medieval English court poetry, patronage and reception, literature and the law, medieval popular culture. Poets and Princepleasers: Literature and the English Court in the Late Middle Ages (1980), A Crisis of Truth: Literature and Law in Ricardian England(1998); articles in Studies in the Age of Chaucer, Speculum, Mediaeval Studies, and other journals. Winner, Killam postdoctoral fellowship, Guggenheim fellowship.

KAY HALASEK, Associate Professor, Vice Chair for Rhetoric, Composition, and Literacy Studies, and Director of the Writing Center. (Ph.D., University of Texas at Austin) Rhetorical theory, composition history and theory, Bakhtin studies. Author of articles on composition, writing, and rhetoric; author of A Pedagogy of Possibility; co-editor (with N. Highberg) of Landmark Essays on Basic Writing. Director, OhioWINS Summer Institute.

MAURA HEAPHY, Senior Lecturer. (B.A., Marymount Manhattan College; M.A., Lancaster University) First Year Writing and Fiction Writing. Author of various short stories, and "Douglas and the Flour Baby," a short film produced and directed by Aimee Jackson of Light Industry Pictures.

DAVID HERMAN, Professor. (Ph.D., University of Pennsylvania) Twentieth-century studies, modern and postmodern narrative, interdisciplinary narrative theory, linguistic and cognitive approaches to literature, critical theory, conversational storytelling, discourse analysis. Author of Narration in Natural Language (in Czech), Story Logic: Problems and Possibilities of Narrative, and Universal Grammar and Narrative Form; editor of Narratologies, Narrative Theory and the Cognitive Sciences, and the forthcoming Cambridge Companion to Narrative; co-editor of The Routledge Encyclopedia of Narrative Theory. Also editor of the Frontiers of Narrative book series for the University of Nebraska Press. Current projects include a number of book-length studies of aspects of narrative and narrative theory.

MICHELLE HERMAN, Professor. (M.F.A., University of Iowa) Fiction and creative nonfiction writing. Author of Missing (1990), A New and Glorious Life (1998), The Middle of Everything: Memoirs of Motherhood (2005), and Dog (2005). Recipient of grants and fellowships from the NEA, the Ohio Arts Council, and the Copernicus Society of America. Winner, University Alumni Award for Distinguished Teaching. Co-editor, The Journal.

WENDY HESFORD, Associate Professor and Director of First Year Writing Program. (Ph.D., New York University) Feminist rhetoric, composition and literacy studies; autobiography; documentary film studies; feminist theory. Author of Framing Identities (1999), W. Ross Winterowd Book Award Winner; co-editor (with W. Kozol) of Haunting Violations (2001); co-editor (with W. Kozol) of Just Advocacy (2005); co-author (with B. Brueggemann) of Rhetorical Visions, forthcoming. Advisory Editorial Board, PMLA. Current book project, Spectacular Rhetorics (on contemporary human rights discourse and documentary film).

ELIZABETH HEWITT, Associate Professor. (Ph.D., Johns Hopkins University) Early American and 19th century American and African American literature and poetry. Author of Correspondence and American Literature, 1770-1865 (Cambridge University Press, 2004). Currently working on the intersection of economics and literature, particularly focused on the relationship between authorship and corporate capitalism, especially in the work of Charles Chesnutt.

CHRISTOPHER HIGHLEY, Associate Professor and Director of Undergraduate Studies. (Ph.D., Stanford University) Renaissance literature. Author of articles on Renaissance literature and culture, and books, Shakespeare, Spenser, and the Crisis in Ireland (1997) and John Foxe and his World, co-edited with J. King (2002). Currently working on English recusant culture in the sixteenth and seventeenth centuries. Teaches classes on Queen Elizabeth I, Early Modern London, and Catholicism and anti-Catholicism.

ANDREW HUDGINS, Professor. (M.F.A., University of Iowa) Modern and contemporary poetry; nineteenth-century American poetry. Author of Ecstatic in the Poison, Babylon in a Jar, The Glass Anvil, Saints and Strangers, After The Lost War, The Never-Ending, The Glass Hammer. Articles on Whitman, Hawthorne, Rich, and others. Poems, short stories, and personal essays in The New Yorker, The Hudson Review, The Southern Review, and others. Recipient of the Writer Bynner Award, the Poets' Prize, the Haines Prize, the Taft Distinguished Faculty Award, the Ohioana Award, two NEA fellowships, and a Guggenheim Fellowship.

PRANAV JANI, Assistant Professor. (Ph.D., Brown University) 20th century postcolonial/world literature, history, and politics, especially South Asia, Africa, Ireland, and the Arab world. Postcolonial theory: Marxism and postmodernism, imperialism and nationalism, class/gender/ethnic relations in the postcolonial world. Author of articles and papers on South Asian literature and history, postcolonial theory, the US media, and academic freedom.

NAN JOHNSON, Professor. (Ph.D., University of Southern California) History and theory of rhetoric, feminist rhetoric, rhetorical analysis, and composition theory. Author of Nineteenth-Century Rhetoric in North America, Gender and Rhetorical Space in American Life: 1866-1910, and numerous book chapters, reviews and articles on rhetoric and composition studies.

CHRISTOPHER A. JONES, Professor. (Ph.D., University of Toronto) Old and Middle English, history of the English language, medieval Latin, manuscript studies, liturgy and ecclesiastical history. Author of Aelfric’s Letter to the Monks of Eynsham and essays on various topics in Anglo-Saxon culture.

MERRILL KAPLAN, Assistant Professor. (Ph.D., University of California, Berkeley) Old Norse-Icelandic literature and culture, folklore and traditional narrative, and the Scandinavian encounter with both these subjects during National Romanticism. Author of articles and papers on Icelandic saga, Ibsen and Dramatic Realism, Icelandic theater history, and runestones and legend tradition.

PATRICIA E. KEDZERSKI, Senior Lecturer, Writing Workshop. (M.A., The Ohio State University) Composition studies, basic writing, service learning, literacies and learning, business and administrative communication, technical writing. Teaching emphasis; interest in assessment and retention, adjuncts as entrepreneurs.

JOHN N. KING, Distinguished University Professor, Humanities Distinguished Professor of English and of Religious Studies, University Distinguished Scholar. (Ph.D., University of Chicago) Renaissance and Reformation literature and culture, the history of the book, manuscript and print studies, early modern women's writing. Author, English Reformation Literature; Tudor Royal Iconography; Spenser's Poetry and the Reformation Tradition; Milton and Religious Controversy; Foxe’s Book of Martyrs and Early Modern Print Culture. Editor, Reformation; Co-editor, Literature and History; editor, The Vocation of John Bale, Anne Askew's Examinations, and Voices of the English Reformation; co-editor (with C. Highley), John Foxe and His World; general editor, John Foxe's Book of Martyrs (forthcoming). Fellowships from ACLS, Folger Shakespeare Library, Huntington Library, NEH, Lilly, Mellon, Rockefeller foundations, and others.

LISA J. KISER, Professor. (Ph.D., University of Virginia) Old and Middle English literature and culture, History of English language. Author of two books on Chaucer (Telling Classical Tales and Truth and Textuality in Chaucer’s Poetry) and essays and reviews about Chaucer, medieval literature, medieval environmental theory, nature in the Middle Ages, and animal/human boundaries in medieval texts. Winner of the Alumni Distinguished Teaching Award, Graduate Professor of the Year Award, and the Exemplary Faculty Award.

ETHAN KNAPP, Associate Professor. (Ph.D., Duke University) Medieval literature and cultural theory. Author of The Bureaucratic Muse: Thomas Hoccleve and the Literature of Late Medieval England and of articles and papers on Heidegger, Lukács, and diverse medieval topics. Currently working on a study of the history of Chaucer criticism.

SUSAN KNEEDLER, Auxiliary Assistant Professor. (Ph.D., University of Southern California) Nineteenth-century British fiction and poetry, gender studies, children’s literature, mysteries, 1930-40s film. Author of articles and papers on Austen’s novels, nineteenth-century novels, and Conan Doyle’s Sherlock Holmes stories.

SEBASTIAN D. G. KNOWLES, Professor. (Ph.D., Princeton University) Twentieth-century literature and comparative literature. Author, A Purgatorial Flame (1990) and The Dublin Helix (2001), awarded the Michael J. Durkan Prize in 2001. Co-author, An Annotated Bibliography of a Decade of T.S. Eliot Criticism, 1977-1986 (1992); editor, Bronze by Gold: The Music of Joyce (1999). College of Humanities Rodica C. Botoman Award for Distinguished Teaching and Mentoring, 2003. ASC Outstanding Teaching Award, 2000. Graduate Teacher of the Year, 2000. Editor, Florida James Joyce Series. Board of Trustees, International James Joyce Foundation.

STEPHEN KUUSISTO, Associate Professor. (M.F.A., University of Iowa) Creative nonfiction, Disability Studies, and poetry. Author, Planet of the Blind: A Memoir—a New York Times "Notable Book of the Year"; and Only Bread, Only Light (poems). Co-editor, The Poet's Notebook: Selected Journals of American Poets (with D. Tall and D. Weiss), contributing editor for Seneca Review. Poems and essays in The New York Times Magazine, Harper's, The Fourth Genre, Poetry, and Partisan Review among others. His poems have been anthologized in This Art (Copper Canyon Press) and Staring Back (Dutton). A frequent essayist for National Public Radio's "All Things Considered," Professor Kuusisto lectures widely on literature, disability, and public policy. He has been the recipient of numerous awards and fellowships including a Fulbright grant and the "Books for a Better Life" Award from the M.S. Society of America. W.W. Norton will publish his lyric memoir, Eavesdropping, in 2006.

VALERIE LEE, Professor and Chair. (Ph.D., The Ohio State University) American literature, African-American literature, feminist theory, folklore. Author of Invisible Man’s Literary Heritage: Benito Cereno and Moby Dick, Granny Midwives and Black Women Writers: Double-Dutched Readings, The Prentice-Hall Anthology of African American Women’s Literature (forthcoming). Articles, book chapters/reviews on feminist/womanist theory, black women’s literary studies, critical race feminism, American literature, and multi-cultural pedagogy. Former Chair, Department of Women’s Studies. Recipient, University Alumni Award for Distinguished Teaching.

LESLIE LOCKETT, Assistant Professor. (Ph.D., University of Notre Dame) Old English and medieval Latin literature, manuscript studies, and intellectual history. Author of essays on vernacular and Latin poetry; currently completing a book-length project on early medieval concepts of mind and soul.

MARLENE LONGENECKER, Associate Professor. (Ph.D., SUNY Buffalo) Romantic literature (English and American), critical theory, women’s studies. Twice winner of the University Alumni Award for Distinguished Teaching.

ERIN McGRAW, Professor. (M.F.A., Indiana University) Creative writing, fiction; American literature. Author of The Good Life (2004), The Baby Tree (2002), Bodies at Sea (1989), Lies of the Saints (1996). Author of short stories, novels, personal essays, and essay-reviews on contemporary fiction. Stories in The Atlantic Monthly, The Georgia Review, The Kenyon Review, and other magazines. Fiction reviewer for the Raleigh News & Observer and The Southern Review. Work in progress: Ain’t We Got Fun (a novel, scheduled for release in 2007) and Bad Eyes (a collection of personal essays and memoirs). 2004 Nancy Dasher Award for The Good Life.

BRIAN McHALE, Professor. (D.Phil., Oxford University) Postmodernism, cultural studies, American literature. Postmodernist poetry, especially the postmodernist long poem; modernist and postmodernist fiction, including Joyce, Dos Passos, Pynchon, and others; narratology; and science fiction. Author of Postmodernist Fiction (1987), Constructing Postmodernism (1992), and The Obligation toward the Difficult Whole: Postmodernist Long Poems (2004). Co-editor (with Randall Stevenson) of The Edinburgh Companion to Twentieth-Century Literatures in English, forthcoming in July 2006.

ROBIN BELL MARKELS, Auxiliary Assistant Professor. (Ph.D., The Ohio State University) Rhetoric, technical and business writing, English linguistics, and sports literature. Author of articles and papers on cohesion and women’s sports history, and A New Perspective of Cohesion in Expository Paragraphs.

LEE MARTIN, Professor and Director of Creative Writing Program. (Ph.D., University of Nebraska-Lincoln; M.F.A., University of Arkansas) Creative nonfiction and fiction. Author of The Bright Forever, Turning Bones, From Our House, Quakertown, and The Least You Need To Know. Co-editor of Passing The Word: Writers On Their Mentors. Essays and short stories in Harper's, Creative Nonfiction, The Georgia Review, The Southern Review, River Teeth, Fourth Genre, Story, The Kenyon Review, DoubleTake, and Glimmer Train. Winner of the Mary McCarthy Prize in Short Fiction, the Nancy Dasher Award, and fellowships from the NEA and the Ohio Arts Council. Recipient of the 2006 Alumni Award for Distinguished Teaching. Finalist for the 2006 Pulitzer Prize in Fiction for his novel, The Bright Forever.

MANUEL LUIS MARTINEZ, Associate Professor (Ph.D., Stanford University) Chicano/a literature, postwar American literature, creative writing. Author of Countering the Counterculture: Rereading Postwar American Dissent from Jack Keroauc to Tomas Rivera (2004), Drift, a novel (2003), and Crossing, a novel (1998).

JEREDITH MERRIN, Professor. (Ph.D., University of California, Berkeley) Poetry, poetic theory, creative writing (poetry), modernism. Author of articles on Moore, Bishop, Herbert, Mew, Amichai, Jarrell, Collins, and others as well as numerous poetry reviews; poetry published in The Hudson Review, Ploughshares, The Kenyon Review, The Paris Review, Sewanee Review, The Southern Review, The Yale Review and other journals. Author of An Enabling Humility: Marianne Moore, Elizabeth Bishop and the Uses of Tradition, and two books of lyric poetry from the Phoenix Poets Series, University of Chicago Press, Shift (1996), and Bat Ode (2001).

KORITHA MITCHELL, Assistant Professor. (Ph.D., University of Maryland, College Park) African American literature at the turn of the 20th century, black drama, performance studies, racial violence in American literature and culture. She has held fellowships from the David Driskell Center for the Study of the African Diaspora and the Ford Foundation and is author of papers on lynching, theater, and pedagogy.

LINDA MIZEJEWSKI, Professor of English and Chair of Women’s Studies. (Ph.D., University of Pittsburgh) Film and literature, feminist film theory, American culture studies. Author of Divine Decadence: Fascism, Female Spectacle, and the Making of Sally Bowles, and Ziegfield Girl: Image and Icon in Cinema and Culture, and Hardboiled & High Heeled: the Woman Detective in Popular Culture (Routledge, 2004). 2004 Alumni Distinguished Teaching Award.

GABRIELLA MODAN, Associate Professor. (Ph.D., Georgetown University) Sociolinguistics, discourse analysis, ethnography, place and space theory, ethnicity, Jewish studies.

DEBRA A. MODDELMOG, Professor and Associate Dean of the College of Humanities. (Ph.D., Pennsylvania State University) Twentieth-century American literature and sexuality studies. Most recent book, Reading Desire: In Pursuit of Ernest Hemingway. Articles on various twentieth-century authors, multiculturalism, and coming-out pedagogy.

BEVERLY J. MOSS, Associate Professor and Director of the Center for the Study and Teaching of Writing. (Ph.D., University of Illinois at Chicago) Composition and rhetoric. Editor of Literacy Across Communities (1994), Writing Groups Inside and Outside the Classroom (with M. Nicolas and N. Highberg, 2004); author of A Community Text Arises (2003) and several essays.

DOROTHY NOYES, Associate Professor and Director of the Center for Folklore Studies. (Ph.D., University of Pennsylvania) Folklore, performance, cultural politics, Mediterranean cultures. Author of Fire in the Plaça: Catalan Festival Politics After Franco (University of Pennsylvania Press, 2003) and articles on folklore theory, festival, Spanish and Catalan cultural politics, international regimes for the protection of local traditional, and the social organization of creativity.

TERENCE ODLIN, Associate Professor. (Ph.D., University of Texas) Linguistics, rhetoric and composition. Author of Language Transfer and articles on second language learning and on the English language in Ireland and Scotland. Editor of Perspectives on Pedagogical Grammar.

SEAN O'SULLIVAN, Assistant Professor. (Ph.D., Yale University) Film, especially British film; the British novel; narrative and the visual arts; serial fiction across media. Author of Mike Leigh, forthcoming from the University of Illinois Press series on Contemporary Film Directors. Articles on British television drama, Krzysztof Kieslowski, Deadwood, and Charles Dickens.

JAMES PHELAN, Humanities Distinguished Professor of English. (Ph.D., University of Chicago) Narrative and narrative theory, British and American fiction, critical theory, twentieth-century literature. Author of Experiencing Fiction, Living to Tell about It, Narrative as Rhetoric, Reading People, Reading Plots, Beyond the Tenure Track, and Worlds from Words; editor of Narrative; co-editor of the OSU Press series on the Theory and Interpretation of Narrative. Editor of Reading Narrative; co-editor of the Blackwell Companion to Narrative Theory, Understanding Narrative, Adventures of Huckleberry Finn: A Case Study in Critical Controversy and The Tempest: A Case Study in Critical Controversy. Current projects include a handbook to narrative theory, and co-editing The Blackwell Companion to Narrative Theory. 2004 OSU Distinguished Scholar Award.

MARTIN JOSEPH PONCE, Assistant Professor. (Ph.D., Rutgers University) Anglophone Filipino, Asian American, and African American literatures and cultures; postcolonial and diaspora studies; queer literature and theory. Author of articles and papers on Filipino and African American literatures.

JESSICA PRINZ, Associate Professor. (Ph.D., University of Southern California) Twentieth-century literature, interdisciplinary art, and postmodernism. Author of Art Discourse/Discourse in Art, and essays on modern and contemporary literature.

ELIZABETH RENKER, Associate Professor. (Ph.D., The Johns Hopkins University) American literature, the nineteenth century, poetry, literary criticism, the history of higher education. Author of articles on American literature, the introduction to the Signet Classic edition of Moby-Dick, and Strike Through the Mask: Herman Melville and the Scene of Writing (1996).

DAVID RIEDE, Professor. (Ph.D., University of Virginia) Victorian and Romantic poetry and poetics. Author of Swinburne: A Study of Romantic Mythmaking, Dante Gabriel Rossetti and the Limits of Victorian Vision, Matthew Arnold and the Betrayals of Language, Oracles and Hierophants: Constructions of Romantic Authority, Dante Gabriel Rossetti Revisited, and articles and reviews on Victorian literature. Editor of D.G. Rossetti: Critical Essays.

ROSEANNE RINI, Auxiliary Assistant Professor. (Ph.D., The Ohio State University) Women’s oral history and nineteenth- and twentieth-century American women writers, folklore studies, nineteenth- and twentieth-century American and British literature, Woolf studies, critical writing, Italian American studies.

JOHN W. ROBERTS, Professor and Dean of the College of Humanities. (Ph.D., The Ohio State University) African-American literature and folklore, American fiction and folklore, folklore theory. Author of From Trickster to Badman: The Black Folk Hero in Slavery and Freedom; From Hucklebuck to Hip: Social Dance in the African American Community in Philadelphia; African American Folklore in a Discourse of Folkness (in progress); many articles, book reviews, and papers on African-American literature and American folklore.

JACQUELINE JONES ROYSTER, Professor and Executive Dean of the Colleges of the Arts and Sciences and Senior Vice Provost. (D.A., University of Michigan) Rhetoric and composition, women’s studies, African-American and African studies. Author of articles and reviews in composition studies, African-American women’s rhetoric. Co-editor of Double-Stitch: Black Women Write About Mothers and Daughters. Consulting author of Writer’s Choice. Editor of Southern Horrors and Other Writings. Consulting editor of Glencoe Literature: The Reader’s Choice. Editor of Critical Inquiries: Readings on Culture and Community. Author of Traces of a Stream: Literacy and Social Change Among African American Women and Profiles of Ohio Women, 1803-2003. Co-editor of Calling Cards: Theory and Practice in the Study of Race, Gender, and Culture.

CYNTHIA L. SELFE, Humanities Distinguished Professor (Ph.D., The University of Texas) People and their digital literacy practices; how literacy practices and values in digital environments shape—and have been shaped by—historic, economic, social, cultural, material, educational, and personal factors; computer use in educational settings.

AMY E. SHUMAN, Professor. (Ph.D., University of Pennsylvania) Folklore, critical theory, ethnography of communication, and cultural studies. Author of Storytelling Rights: The Uses of Oral and Written Texts by Urban Adolescents, Other People's Stories: Entitlement Claims and the Critique of Empathy, and articles on conversational narrative, literacy, ethnic studies, feminism, folklore, and critical theory.

ANTONY SHUTTLEWORTH, Auxiliary Assistant Professor. (Ph.D., University of Warwick) Modern and contemporary British and American writing, especially poetry, writing of the 1930s, and literary theory. Author of articles and papers on Auden, Isherwood, MacNeice, Woolf, modern and contemporary poetry. Editor of And in Our Time: Vision, Revision and British Writing of the 1930s (2003).

CLARE A. SIMMONS, Professor and Director of Graduate Studies. (Ph.D., University of Southern California) Nineteenth-century British literature, Romanticism. Author of Reversing the Conquest: History and Myth in Nineteenth-Century British Literature, Eyes Across the Channel: French Revolutions, Party History, and British Writing 1830-1882, and papers and articles on nineteenth-century British literature and medievalism. Editor of The Clever Woman of the Family by Charlotte Mary Yonge, and an essay collection, Medievalism and the Quest for the “Real” Middle Ages. Co-Editor of Prose Studies.

ANN MARIE MANN SIMPKINS, Assistant Professor. (Ph.D., Purdue University) Rhetoric and composition. Book in progress, Rhetorical Invention and the Writing of Abolitionist Black Women Publishers. Professor Simpkins is co-editor with Jacqueline Jones Royster of Calling Cards: Theory and Practice in the Study of Race, Gender, and Culture.

MARTHA SIMS, Senior Lecturer. (M.A., The Ohio State University) Basic writing, folklore, folklore and composition. Author of papers on ethnography and composition, folk art and folk artists, and service learning. Developed and taught a service-learning composition course focusing on collecting oral history in Columbus' Mt. Vernon Avenue neighborhood. Co-author of Living Folklore: An Introduction to the Study of People and their Traditions, from Utah State University Press.

PHOEBE S. SPINRAD, Associate Professor. (Ph.D., Texas Christian University) English Renaissance literature. Author of The Summons of Death on the Medieval and Renaissance English Stage; poetry; articles and a book on database programming; and articles on Shakespeare, medieval and Renaissance drama, sixteenth- and seventeenth-century poetry, and Vietnam War literature and history.

LESLIE TANNENBAUM, Associate Professor. (Ph.D., University of Wisconsin) Romantic literature, literature and art. Author of Biblical Tradition in William Blake’s Early Prophecies: The Great Code of Art, and articles on Blake, Byron, and Mary Shelley.

NATALIE C. TYLER, Senior Lecturer. (Ph.D., The Ohio State University) Nineteenth- and twentieth-century British literature, poetry, Shakespeare. Author of a book on Jane Austen.

H. LEWIS ULMAN, Associate Professor and Assistant Dean for Research and Instructional Technology. (Ph.D., Pennsylvania State University) Rhetorical history and criticism, American nature writing, ecocriticism, and computers and literacy. Editor of The Minutes of the Aberdeen Philosophical Society, 1758-1773 and author of Things, Thoughts, Words, and Actions as well as articles on American literature, eighteenth-century British philosophy and rhetoric, American nature writing, and hypertext.

ROXANN WHEELER, Associate Professor. (Ph.D., Syracuse University) Eighteenth-century British literature, postcolonial and feminist theory. Author of The Complexion of Race: Categories of Difference in Eighteenth-Century British Culture, and essays on Defoe, travel narratives, intermarriage novels, slave narratives, natural history, physiognomy, and the novel.

ANDREA N. WILLIAMS, Assistant Professor. (Ph.D, University of North Carolina, Chapel Hill) African American Literature and Culture; American Literature to 1900. Publications and presentations address 19th-century U.S. women's writing, slave narratives, and black periodical fiction. Her current research examines social class and intraracial stratification in postbellum African American literature.

SUSAN S. WILLIAMS, Professor. (Ph.D., Yale University) American literature before 1900, women writers, history of the book. Author, Confounding Images: Photography and Portraiture in Antebellum American Fiction (1997) and Reclaiming Authorship: Literary Women in America, 1850-1900 (2006); articles on Maria Cummins, Hawthorne, James, and Susan Warner. Co-editor of Reciprocal Influences: Literary Production, Distribution, and Consumption in America and of the journal American Periodicals. Editor of Hawthorne's The Scarlet Letter (2006). Contributor of chapter on authorship to the Cambridge History of the Book in America, Volume 3. Recipient of the 2005 0SU Alumni Distinguished Teaching Award.

LUKE WILSON, Associate Professor. (Ph.D., University of California, Berkeley) Renaissance literature. Author of Theaters of Intention: Drama and the Law in Early Modern England, and of articles and papers on Shakespeare and Renaissance literature.

KAREN A. WINSTEAD, Associate Professor. (Ph.D., Indiana University) Late medieval literature and culture. Author of articles on medieval literature and of Virgin Martyrs: Legends of Sainthood in Late Medieval England, editor of John Capgrave’s Life of Saint Katherine, and editor/translator of Chaste Passions: Medieval English Virgin Martyr Legends.

AMIE WOLF, Senior Lecturer. (PhD., Bowling Green State University) Basic writing, computers and composition, writing program administration, technical communication, British literature. Author of articles and papers on computers in basic writing, computers and composition, teaching English online, teacher training, and Anne Bronte.

CHRISTIAN K. ZACHER, Professor, Director, Institute for Collaborative Research and Public Humanities, and Secretary, Faculty Senate. (Ph.D., University of California, Riverside) Medieval English literature. Author of Curiosity and Pilgrimage: The Literature of Discovery in Fourteenth-Century England, section on "Travel and Geographical Writings" in A Manual of the Writings in Middle English, and essays and reviews on medieval literature; co-editor, Critical Studies of Sir Gawain and the Green Knight and The Idea of Medieval Literature; co-general editor, Basic Readings in Chaucer and His Time; and co-editor of the forthcoming Encyclopedia of the Midwest. 2005 OSU Distinguished University Service Award.

OSU— LIMA CAMPUS

DAVID ADAMS, Associate Professor. (Ph.D., City University of New York) 20th-century studies; critical theory. Author of Colonial Odysseys: Empire and Epic in the Modernist Novel and a variety of scholarly essays; translator of essays by Hans Blumenberg.

DEBORAH BURKS, Associate Professor. (Ph.D., Rutgers University) Early Modern literature and culture. Author of Horrid Spectacle: Sexuality and Violation in the Theater of Seventeenth-Century England (Duquesne University Press, 2004), plus articles on Middleton and Rowley's The Changeling, Shirley's The Cardinal, Foxe's Acts and Monuments, and Cavendish's "Assaulted and Pursued Chastity."

JOHN HELLMANN, Professor. (Ph.D., Kent State University) Twentieth-century American literature, film, and cultural studies. Author of The Kennedy Obsession: The American Myth of JFK (1997), American Myth and the Legacy of Vietnam (1986), and Fables of Fact: The New Journalism as New Fiction (1981).

KAREN LEICK, Assistant Professor. (Ph.D., Northwestern University) American modernism, twentieth-century literature and culture, poetry, critical theory, and gender studies. Author of articles on Ezra Pound and H. L. Mencken. Books in progress: Gertrude Stein: the Making of an American Celebrity; (co-editor) Modernism on File: Modern Writers, Artists, and the FBI: 1920-1950.

WILLIAM J. SULLIVAN, Associate Professor Emeritus. (Ph.D., University of Wisconsin) Author of articles on nineteenth-century fiction and psychoanalytic interpretation.

BETH SUTTON-RAMSPECK, Associate Professor. (Ph.D., Indiana University) Nineteenth-century British literature and culture; women writers; editing. Editor of Marcella by Mary Ward (Broadview), and Raising the Dust: The Literary Housekeeping of Mary Ward, Sarah Grand, and Charlotte Perkins Gilman (Ohio University Press), as well as articles and reviews on Victorian topics.

OSU— MANSFIELD CAMPUS

J.F. BUCKLEY, Associate Professor. (Ph.D., The Ohio State University) Nineteenth-century American literature and culture, literary theory, and representations of sexuality in American culture. Author of Desire, The Self, The Social Critic, and articles on Rebecca Harding Davis, Melville, Hemingway, and the pedagogy of teaching LGBTQ literature in secondary schools.

CYNTHIA CALLAHAN, Assistant Professor. (Ph.D., University of Delaware) Late nineteenth and twentieth century literature, African American and multi-ethnic American literatures. Reasearch on kinship, race, and identity in American literature.

DION CAUTRELL, Assistant Professor. (Ph.D., University of Florida) Stylistics, classical rhetoric, and writing theories and pedagogies. Author of reviews and articles on stylistic and material rhetorics, and the relationship between organization and revision. Book project, Retrofitting: Style in the Writing Classroom, under development. Current scholarship investigates ethics as a network of rhetorical relations.

SUSAN H. DELAGRANGE, Assistant Professor. (Ph.D., The Ohio State University) Rhetoric and Composition, Digital Media and Visual Rhetoric, Writing Technologies, Feminist Rhetoric, Composition Studies, Teaching with Technology, and Business and Professional Communication. Associate editor of Rhetorical Visions (forthcoming).

HANNIBAL HAMLIN, Associate Professor. (Ph.D., Yale) Renaissance literature and culture, Shakespeare, Milton, Donne, the Bible. Author of Psalm Culture and Early Modern English Literature and articles and reviews on Renaissance literature; editor, first correspondence of Robert Lowell and Ezra Pound. Book Review Editor,<