Autumn 2018: 5000-Level and Above Courses

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English 5191—Internship in English Studies: Promotional Media Internship
Instructor: Scott DeWitt
 
This internship opportunity will offer students experience in creating timely, relevant and compelling short-form promotional media (primarily video and audio) for the Department of English. Students will work closely with their supervisor as well as with key communications personnel to develop projects and set priorities and deadlines. English 5191, Promotional Media Internship, will be intensely hands-on and focus almost exclusively on digital media production and related work-management skills in professional settings. This internship site requires students to work both independently and collaboratively. This internship opportunity is especially applicable to English majors who would like to develop their digital media skills in a workplace setting and for those who have digital media skills with nowhere to apply them.  
 
Students with digital media skills are encouraged to enroll.  However, media skills are NOT a pre-requisite; students will learn all media skills necessary for the class. (This internship does not fulfill the digital media requirement for the Writing, Rhetoric and Literacy concentration in the English Major.)
 
***Advanced undergraduate students are encouraged to enroll in 5000-level courses***

English 5194.01/.02—Group Studies: History of the Book in Modernity
Instructor: David Brewer
 
This pilot course will investigate books (and similar artifacts, such as periodicals) as physical objects and explore how they have functioned in the modern world--say, between 1830 and today.  The course will be completely embedded in Ohio State's Rare Books and Manuscripts Library and will culminate in a public exhibition of artifacts from our collections selected and curated by you.  Among the issues we'll consider are how books are made, how publication format shapes the ways in which books are read, the uses to which books can be put other than reading, and how books fare when other media (radio, film, the internet) emerge as potential rivals. So come explore objects ranging from serialized nineteenth-century novels to contemporary queer zines and learn how to judge a book by its cover in the most rigorous and far-reaching ways possible.
 
***Advanced undergraduate students are encouraged to enroll in 5000-level courses***

English 5710.01/02—Introduction to Old English Language and Literature
Instructor: Christopher Jones
 
Introduction to Old English language, followed by selected readings in Anglo-Saxon prose and verse texts. 
 
***Advanced undergraduate students are encouraged to enroll in 5000-level courses***

English 6410—Introduction to Graduate Study in Medical Humanities and Social Sciences
Instructor: James Phelan
 
This core course for the Interdisciplinary MA in Medical Humanities and Social Sciences addresses the question of how our understanding of medicine alters when we shift from conceiving it primarily as a science to conceiving it as a cultural practice, something that inevitably has political, ethical, ideological, sociological, psychological and even aesthetic dimensions. We will divide our inquiry into the following units: historical foundations, cultural critiques of medicine, disability studies, and narrative medicine.

English 6662—Literary Publishing 
Instructor: William White
 
This omnibus seminar designed especially for first-year Creative Writing MFA students means to do many different things at once. From the first day, we will examine the very idea of "literature," and in addition to launching you into the three years or writing and workshopping ahead, this seminar's primary purpose is to bridge the gap - to begin the bridge the gap - between your education as writers and the real-world concerns of literary editing and publishing (from both ends of the spectrum--that is, as writers who are being published and as editors discovering, helping to shape, and disseminating new work). Since editors don't read in precisely the same way that "civilian" readers or writers do (or for that matter the way writing instructors do), we will work toward an understanding of what it means to read as an editor. We will all become editors, at least for the time being. We'll look at what editors do and how and why they do it; we will ask the questions that most readers don' t - but that editors must--ask themselves. 
 
We'll also talk about the slippery terms "popular" and "literary" (and the slipperiest of all: "popular literary"). And even as we figure out who we are - or might be someday if it comes to that - as editors, we will try to make sense of what other editors are looking for, what the literary market is like right now, how it works, and where it's headed (because the world of publishing has changed a great deal, particularly over the last fifty years - and even more particularly over just the last few years - and no doubt will continue to change just over the course of this semester).
 
This course includes a "laboratory component" of hands-on editorial experience in addition to the assigned reading. You will all serve (in most cases, you will continue to serve after this semester, but this autumn you will receive course credit for your service and will be expected to fulfill your weekly reading responsibilities) on the editorial staff of The Journal, evaluating submissions with an eye to their publication; participating in editorial meetings if you uncover any stories, essays, or poems that are potentially publishable; and working together to suggest changes as necessary in a manuscript that needs work. You will also be reading and evaluating book-length works of poetry, helping to screen for a distinguished annual poetry book prize. In other words, the "lab" will give you hands-on experience in both literary magazine and literary book publishing. We will talk about taste and about what we're talking about when we talk about "good" (or "great" - or "good but not great" and the difference been "good" and "I like it" and the difference between "bad" and "I don't like it." I am especially interested in the category of "I recognize that this is good, but "ugh").

English 6700.01/.02—Introduction to Graduate Study in English 
Instructor: Amanpal Garcha

To introduce you to graduate study in English, this course will help you understand some answers to a number of large questions: What are some of the main theoretical assumptions that underlie the field's practices?  What counts as research in English studies? What counts as knowledge?  What are some of its concrete, lived realities - in terms of its system of graduate education, the job prospects of its scholars, and its mechanisms of publication and advancement?
 
We will approach these questions in a variety of ways - through close readings of literary texts, discussions of essays in literary theory, reviews of recent and past examples of criticism in English studies, and analysis of research by Ohio State faculty members.

English 6716.01/.02—Introduction to Graduate Study in the Middle Ages
Instructor: Karen Winstead
 
In this course you will sample the rich corpus of Middle English literature in light of current critical issues and approaches.   We will consider how legends of dragon-slayers, virgin martyrs, and holy transvestites variously enforced and repudiated norms of gender and sexuality.  We will examine the eccentric “autobiographies” of London bureaucrat Thomas Hoccleve and Norfolk wife and visionary Margery Kempe.  We will consider experiments in narrative form and voice in Malory’s Le Morte d’Arthur and the eruption of social tensions into Salvation History in the Mystery Plays.  We will reflect on how the Middle Ages, reincarnated in poetry, novels, movies, TV series and video games, continues to capture our imagination and shape the ways we think about our present.  Requirements include three short response papers and a final project that you develop in consultation with me.  That project may well take the form of a seminar paper, but alternatives options are available, depending on your interests and expertise.

English 6750.01/.02—Introduction to Graduate Study in Literacy
Instructor: Beverly Moss
 
The study and understanding of literacy has changed dramatically in recent decades. Although the term literacy is widespread and often unquestioned as to its importance, literacy in actual use emerges as a much more complicated, mediated, and context-dependent subject than previously appreciated. Writing and reading now are seen as pluralistic cultural practices whose forms, functions and influences take shape as part of larger social, political, historical, material and ideological contexts. Literacy studies thus require new, interdisciplinary, comparative and critical approaches to conceptualization, theories, analysis and interpretation. This course examines these currents as they take shape, and seeks to understand how a field of study is created among the disciplines of linguistics, anthropology, psychology and history, among others.

Toward that end, our topics include: ”great debates” over literacy, its uses, impacts and meanings; theories of literacy; histories of literacy; literacy and literacies; reading and writing and beyond; ethnographies of literacy in everyday life; academic and school literacies; literacy and language; literacy and schooling; literacy and social order—class, race, gender, ethnicity, generation and geography; literacy and collective and individual action; recent research; research design and methodologies.  

English 6761.01/.02—Introduction to Graduate Study in Narrative and Narrative Theory
Instructor: Amy Shuman
 
An introduction to the foundations of narrative study. The course provides the tools necessary to do narrative analysis for a thesis or dissertation on any sort of narrative text, including both narratives collected in interviews or on the web or in published fiction. We will discuss a wide variety of narratives including folk tales, everyday conversational narratives, stories about illness and disability, refugee stories, and stories about the ordinary and extraordinary experiences of everyday life. We will analyze narratives from a variety of sources, including published fiction and non-fiction, internet blogs and other media, and stories recorded in everyday life.

English 6763.01—Graduate Workshop in Poetry
Instructor: Kathy Fagan Grandinetti
 
A graduate-level workshop in the writing of poetry. 

English 6765.01—Graduate Workshop in Fiction
Instructor: Michelle Herman
 
This is the workshop for MFA students in fiction. MFA students in creative writing (in other genres) with significant background in the writing of fiction may also enroll (for poets and nonfiction writers with limited experience, 6765.02 is the appropriate course; it will be offered in the spring this year). We will begin with a number of short writing exercises and readings and soon progress to workshopping your stories.

English 6766.01/.02—Introduction to Graduate Study in 20th Century Literature, 1900-1945
Instructor: Jesse Schotter
 

This course will give students an introduction to the approaches, debates, and topics in contemporary modernist studies by centering around the Modernist Studies Association Conference, to be held in November in Columbus. Based on the fact that the MSA provides the most up-to-date sense of the field, the syllabus will focus on the topics, texts, and methodologies that are most prominent in submissions to the conference. Students will read texts by MSA presenters and attend the MSA to listen to their talks. Course requirements will include brief response papers and a final conference-length paper. Topics may include media, transnationalism, periodicals, war, and travel; authors may include Conrad, Woolf, Faulkner, Hughes, Barnes, Rhys, and Tawfiq al-Hakim.


English 6768—Graduate Workshop in Creative Nonfiction
Instructor: Lee Martin
 
This is a writing workshop intended primarily for students enrolled in our Master of Fine Arts program. The focus of the workshop will be on the students' own writing. Each student will present two pieces of nonfiction to the workshop for critique. Each student will significantly revise one of those pieces to present at the end of the semester.

English 6778.01/.02—Introduction to Graduate Study in Film and Film Theory
Instructor: Jared Gardner
 
An advanced survey of the methodologies, contexts and development of film and film theory. 

English 6779.01/.02—Introduction to Graduate Study in Rhetoric: Renaissance to 20th Century
Instructor: James Fredal
 
Provides foundational study in the history and theory of rhetoric from the Renaissance to the present. 

English 6781— Introduction to the Teaching of First-Year English
Instructor: Edgar Singleton
 
Introduction to the theory and practice of teaching first-year English. Required of new GTAs in English. 

English 7350.01/.02—Theorizing Folklore II: The Ethnography of Performance
Instructor: Amy Shuman
 
Performance as a heightened mode of communication characteristic of vernacular cultural process, studied in the context of ongoing social interaction. 
 
Folklore GIS course. 

English 7827.01/.02—Seminar in English Renaissance Literature
Instructor: Luke Wilson
 
Milton usually gets taught as a course in Renaissance literature, and there are good reasons for this: his work represents the glorious culmination and transformation of English and European Renaissance literary culture.  At the same time, Milton – and especially his Paradise Lost – was to become the very foundation of the literature that was to follow in his wake.  This influence is of course particularly evident in the Romantic writers, from Blake to Mary Shelley to the American Transcendentalists; but Milton is everywhere and touches everything.  And that’s just the half of it.  For all his stodgy reputation, Milton was a political and religious radical, a Republican and a regicide, a champion of companionate marriage and the right to divorce.  He lived and wrote through the English Civil Wars, and he engaged the issues of his time, more profoundly than any other writer, in both poetry and prose.  Paradise Lost will take up perhaps a third of our time, but, as extraordinary as this poem undeniably is, Milton is so, so much more.  We’ll begin with some of the more important of the poems published in the 1645 Poems of John Milton, and we’ll also cover at least one of his two major late works, Paradise Regained and Samson Agonistes.  This course should be of interest to anyone interested in English and American literature.  Our emphasis will be on reading Milton himself, but we’ll also read selectively in the abundant secondary literature.  Topics of discussion may include: Milton’s complicated sexual politics; his blindness; his revolutionary politics; his radical biblical hermeneutics; his “poetics of choice” (the “Miltonic ‘or’”); his generic and modal experimentation; his engagements with classical epic.  Several short response papers; a substantial final research paper; a class presentation.

English 7864.01/.02—Postcolonial/Transnational Literatures
Instructor: Adeleke Adeeko
 
Topics include postcolonial and transnational literature in English; theories of colonial, postcolonial and transnational literature and culture. 

English 7871.01—Seminar in Forms of Literature: Sentiment Without Sentimentality
Instructor: Michelle Herman
 
The autumn "forms" seminar in prose will look at both fiction and nonfiction. In this course for MFA writers, we will read and write about "big feelings" and the kinds of experiences that can be difficult to wrestle with on the page: grief, loss, debilitating illness, heartbreak— and great joy, for that matter. The reading list is still in flux but will include novels, memoirs, stories, and essays. I can promise that Joan Didion's Year of Magical Thinking, Sigrid Nunez's The Friend and Gail Caldwell's Let's Take the Long Way Home will be on it.

English 7895.01/.02—Seminar in Research Methods in Rhetoric and Composition
Instructor: Christa Teston
 
By the end of the course, students will become adept at describing the current methodological state of one's discipline, and be able to articulate their scholarly place therein; know how to work with IRBs and compose a research protocol; feel confident when writing a methods section or chapter; and through an 8-week pilot study, understand the iterative nature of: asking a researchable question, designing a study, collecting data, analyzing data, drawing conclusions and drafting a publishable manuscript.
 
In class, students will negotiate how these learning objectives will be achieved (i.e., either through collaboratively or individually written reports/disciplinary maps).
 
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