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Department of English

Course Offerings: Spring 2014

Below is a list of Current Upper-Division Undergraduate Course Offerings and our Current Graduate-Seminar Offerings.

Click here for previous semester course descriptions.


ENG 302.0200
T 7:00 - 9:45 PM
Providence Campus


Introduction to film theory and criticism. Emphasis on semiotics, auteur theory, psychoanalysis, genre studies, feminist theory, materialist critique, or cultural studies, with focus on range of popular, experimental, and documentary film traditions. May be repeated for credit when taken with different emphasis.

ENG 305A.0001
Prof. Peter Covino
MW 3:00-4:15 PM


Intensive writing and reading workshop for students at the advanced level who have preferably taken at least one previous class in creative writing. Student may repeat ENG 305 for a total of 16 credits but may not repeat the same letter (A, B, C, D)

ENG 305A.0200
W 4:00-6:45 PM
Providence Campus


Intensive writing and reading workshop for students at the advanced level who have preferably taken at least one previous class in creative writing. Student may repeat ENG 305 for a total of 16 credits but may not repeat the same letter (A, B, C, D)

ENG 305B.0001
Prof. Josie Sibara
MW 4:30-5:45 PM


In a world where our lives are increasingly subject to super-viruses and super-storms, we need some super-stories, too, the kind that contain our experiences as well as show the burst containers. In this course, our primary objective is to discover and invent such stories. In other words, we will engage in the meticulous study of narrative craft and indulge in copious scrivenings upon the page. You will keep a writer’s notebook, using it as a space to try new things and tinker. We will read a selection of published short stories and discuss the ways in which contemporary writers utilize fiction’s tools, particularly in relation to new possibilities offered by the short form. You will give group presentations on two of these stories, focusing on making the elements of fiction visible to your comrades. You will turn in two original pieces to our workshop. You will write detailed responses to the stories of the other writers in the group. For your final project, you will substantially revise your stories based on wisdom gained in workshop. Further, I will introduce concepts in narratology and technologies that will help you advance your writing skills. (On occasion this course focuses on a theme in contemporary fiction.)

ENG 347.0001
Prof. David Faflik
TTH 12:30-1:45 PM

New England Transcendentalism

This course examines the complex cultural phenomenon of New England Transcendentalism in its various phases during the period from 1830-1870. A “moment” rather than a full-fledged movement, the multifaceted reform urge that was Transcendentalism touched literature and liberal religion in the U.S. as much as it impacted philosophy and society. It did so, moreover, through the work of some of the mid-nineteenth-century nation’s most celebrated thinkers and writers, among them Ralph Waldo Emerson, Henry David Thoreau, and Margaret Fuller. We will examine the full historical context of writings by these and other like-minded authors. We also will read deeply from their respective texts, in addition to considering lesser-known works from their friends, neighbors, and detractors. Our larger aim is to assess the importance of this Transcendental “moment” to the regional American past and, by extension, the American present. Please note that this course satisfies the English major requirement for the historical period 1800-1900.

ENG 350.0001
Prof. Stephen Barber
MW 12:30-1:45 PM


In its first half this course offers an extensive overview of theories of literature, from Plato and Aristotle to the present. Our concern here is to master major concepts and concerns of the Western “literary theory” canon. In its second half the course will concentrate on contemporary literary criticism and its relationship to the theoretical/philosophical works we will have by then covered. Finally, the course will focus on one novel and the major critical studies on it. We will learn what it means to read and write critically and closely—and not only literature but literary theory and criticism, as well.

ENG 357.0001
Prof. Mary Cappello
TTH 3:30-4:45 PM

Literature and Medicine: Anatomies

How does medical knowledge of bodies depart from and cross over with literary knowledge of the body? How do writers and doctors produce anatomies and to what end? Literature and Medicine will focus specifically this semester on the history of the anatomy class and dissection in the Western world, with emphasis on the United States. We’ll look at the ways in which the human body has been anatomized, studied, sacrilized, epitomized, treated, and transformed into a body of knowledge. We’ll explore taboos on looking at the body, or inside of the body, of examining the body of an other or of oneself, opening the body, partitioning the body, and the ethics of the use of the live or the lifeless human body (aka the corpse) in medical education. We’ll study the development of a profession that grants its practitioners a specialized relationship to the body, the anatomy class as rite of passage, and, via the history of grave robbing and attendant legislations, discover the ways in which the production of medical knowledge has been gendered, raced, and classed. How do literature and medicine each broach the psycho-social-cultural problems of which the anatomy class is a sign? How do we know if we are in the realm of the grotesque, the pornographic, or the visceral sublime? Whether we are experiencing “fascination” or “morbid curiosity”? We will begin the semester by reading important historical texts alongside theoretical ones, including Jonathan Crary, Thomas Laquer, Michel Foucault, Michael Sappol, and Jonathan Sawday. After establishing the historical context, its vexing questions, implications, and tacit assumptions, we’ll turn to a range of literary texts drawn mostly from the nineteenth and twentieth century United States: from Edgar Allan Poe to Charles Chesnutt’s Marrow of Tradition to a tour of contemporary memoir, including Lucy Grealy’s Autobiography of a Face; Rebecca Skloot’s The Secret Life of Henrietta Lacks, Christine Montross’ Body of Work, and related phenomena including the popular interest generated by Mary Shelley’s Frankenstein and Bram Stoker’s Dracula in the nineteenth century, and Gunther von Hagens’ bodyworlds exhibits, as well as the television serial, Dexter, in the twentieth. This course requires an annotated bibliography; mid-term and final analytical essays, and will introduce students to the methodologies and critical questions that constitute the, by turns, inter- and anti-disciplinary mode known as “literature and medicine,” as well as the work carried out in the name of “medical humanities.” In the course of the semester, students will also have occasion to experiment with writing the body, and creating literary anatomies.

ENG 362.0001
Prof. Gitahi Gititi
TTH 2:00 - 3:15 PM


Study of drama and poetry in the continued oral and written heritage of Africa and America, excepting short story and the novel. Focus on Baraka, Bullins, Dunbar, Giovanni, Hughes, and Walker.

ENG 363.0200
T 7:00-9:45 PM

Providence Campus


Study of formal and thematic developments in the African-American novel and short story. Focus on Baldwin, Chesnutt, Ellison, Gaines, Hurston, Jacobs, Marshall, Morrison, Naylor, Reed, Walker, Wideman, Wilson, and Wright.

ENG 364.0001
Prof. Gitahi Gititi
TTH 11:00-12:15 PM


Study of contemporary African literature by genre, region, or theme, with emphasis on literary traditions, issues, and socio-cultural contexts.

ENG 367.0200
TH 4:00 - 6:45 PM
Providence Campus


Studies in epic literature from Homer to the modern period. Historical emphasis will vary with instructor.

ENG 368.0001
Prof. Karen Stein
TTH 2:00 - 3:15 PM


Betrayal, jealousy, infidelity, theft, murder! The characters in the Bible violate the 10 commandments and then some. These stories have been retold in many versions, and numerous translations, and depicted in TV specials and major motion pictures.Read all about it as we study the bible, the foundational book of western literature. With its tales of passion, of faith and doubt, cowardice and courage, weakness and strength---powerful stories that range over the gamut of all human emotions---the bible has remained a best-seller. Its cadenced language has influenced innumerable authors. Biblical themes resonate throughout our literature. We will read selections from the King James version, mainly from the Old Testament and the psalms, focusing on notable stories and poetry.

ENG 377.0200
Andrea Yates
TH 7:00 - 9:45 PM
Providence Campus

The Monster at the End of the Book

The Sesame Street book The Monster at the End of This Book finds Grover begging the reader not to turn each page, lest they encounter the monster he is certain is waiting there. Each page finds Grover trying to prevent another from being turned. Of course, at the end of the book we discover that Grover himself is the monster. He just didn't recognize himself as such. What, we are left to wonder, makes a monster? The furry face and other corporeal realities, the behaviors, or the naming? And who gets to decide? In this course we will consider these questions in the context of Romantic literature.

From corporeal "monsters" to those created by medical, racial, or class discourse, we will examine the ways and which the "abnormal" is both an invention of and reaction to the "normal," and we will examine the ways in which normality relates to power. "To be called abnormal," Paul Youngquist asserts, "is to become subject to normality—a curiosity, perhaps a freak. Abnormality breeds interest, the kind of interest that circulates power." Over this semester, we will explore what is meant by normality, and how power produces abnormality in order to control or reject it; that is, how it creates monsters. We will see how "monster" is really a codification for "other" (social, sexual, racial) and we will interrogate the ramifications of this classification. At the end of the day, or the book, who is the monster? Is it the grotesque figure wandering the night, or the doctor who created him? Who gets to decide the parameters for normality?

Texts include: Mary Shelley's Frankenstein and Matilda, William Godwin's Caleb Williams, Emily Brontë's Wuthering Heights and Paul Youngquist's Monstrosities: Bodies and British Romanticism.

ENG 379.0001
Prof. Naomi Mandel
TTH 11:00 AM - 12:15 PM


This class will focus on fiction by and about Generation X, the generation born between 1960 and 1980. GenXers came of age in a world marked by the collapse of Communism and the ascendency of the New Right, as the discourse of capitalism, the economic function and social significance of the commodity, replaced the commitment to liberal causes that characterized the 60s and 70s. For Generation X, happiness is the product of Prozac, serenity is elicited by Valium, love is haunted by AIDS. Its catchword is "whatever," its anthem "Nevermind." How does Generation X think about identity (in the heyday of "identity politics"), history (with the collapse of the Berlin Wall and the onset the Gulf War), and violence (before and after the terror
attacks of September 11, 2001 and the global "war on terror")?

ENG 382.0200
M 7:00 - 9:45 PM
Providence Campus


Emphasis on cultural and interdisciplinary issues. May be repeated once with a different topic.

ENG 396.0001
Prof. Martha Rojas
T 3:30 - 6:15 PM

Literature of the Sea: The Rumowicz Seminar
The Oceanic Nineteenth Century

In this course we will read literature that charts the changing role of the sea in American life, shifting from sail to steam, commerce to recreation, whaling to conservation. Together we will explore how viable it is to speak of a maritime literature, as a body of texts and cultural productions that envision the sea (and what lies beneath, within, and beyond it) as a force to be conquered, confronted, negotiated, explored or simply survived. We will read literary texts that challenge our sense of perspective, that ask us to view maritime literature from the shore, from ships in an indifferent ocean, and from the point of view of sailors, adventurers, pilots, merchants as well as fugitive slaves. We will grapple with the fiction of Cooper and Melville but also encounter texts like The Life of John Thompson, a slave narrative that recounts escape from re-enslavement by enlisting on a whaling vessel; Whitman's seaside reveries, which record and contemplate the ocean's movements and emblematic power without taking their narrator or the reader out to sea; and Sarah Orne Jewett's novels, set on the Maine coast with characters that include coastal pilots (male and female), retired ship captains, widows of whalers and enterprising female merchants profiting from maritime trade. In addition to printed texts we will be analyzing visual and sonic ones like Laurie Anderson's Songs and Stories from Moby-Dick, Matt Kish's Moby-Dick in Pictures: One Drawing for Every Page,¬†and the collective Moby-Dick Big Read Project, an online audio version of Melville's novel — each of its 135 chapters read by a mixture of the celebrated and the unknown. In addition the seminar will feature guest lectures and a class trip to New Bedford and/or Mystic Seaport.

This course will satisfy the historical period requirement in 1800 to 1900 upon completion and submission of a Curriculum Modification form. Please see Professor Betensky, Professor Walton or Dr. Hagen.

ENG 447.001
Prof. John Mulligan
TTH 11:00 AM - 12:15 PM

Eighteenth-Century Poetry

This course is a survey of poetic works in the long eighteenth century from the Restoration to the early Romantic period. We will encounter a vast array of poetic genres in the eighteenth century that indicate an ongoing attempt at revising the cultural and compositional modes and standards of poetic writing. Genres may include: the epic, the mock epic, satire, Neoclassicism, the pastoral, the Georgic, the elegy, the sonnet, and the Horatian ode. Much of our focus will be on the formal dimensions of poetry and investigating early modern approaches to rhyme, syntax, and meter. Our reading practices will emphasize such methods of literary explication as exercises in poetic scansion and diction, memorization, and reading poetry aloud. However, we will also consider the cultural and philosophical context that prompted eighteenth-century innovations in poetic form and genre. How did historical movements and socio-political trends regarding the role of the monarchy, sovereignty, libertinism, revolution, the rise of religious tolerance, and the circulation of print impact literary conventions in the rise of modernity? To what extent did modernity complicate poetic standards of inspiration, invocation, and apostrophe? This course will read the eighteenth century's revisionary approaches to poetics and literary philosophies of form as responses to the cultural-historical context of Enlightenment. Authors may include: John Milton, John Dryden, Andrew Marvell, Aphra Behn, Alexander Pope, Lord Rochester, Samuel Johnson, James Thompson, Edward Young, Oliver Goldsmith, Thomas Grey, William Collins, Christopher Smart, William Blake, Charlotte Smith, and Anna Laetitia Barbauld.

Please note: This course satisfies the English major's historical period requirement for 1660-1800.
ENG 478.0001
Prof. Kathleen Davis
MW 2:00 - 3:15 PM

Medieval Authors: Chaucer and Christine de Pizan

Chaucer was a prolific author whose work engaged the most controversial issues of the late fourteenth century: What are the appropriate power relations between men and women? What is the limit of kingship? Can a legitimately crowned king be accused of tyranny? How do issues of political sovereignty pertain to gender relations – especially those between husbands and wives? Through subtle and crafty use of fictional narrators, Chaucer explores what is at stake in these questions and at the same time demonstrates that they are fully interrelated with literary history and interpretation.

Christine de Pizan was the first professional woman writer in Europe, and was extraordinarily successful. A contemporary of Chaucer whose major writings were published shortly after his death, de Pizan took up many of the same issues, particularly the nature of good rulership and the power relations between men and women. In her famous Book of the City of Ladies, she insists that the intellectual differences between boys and girls are not the result of differing intellects but of the limits placed upon girls' education. Just as provocatively but more directly than Chaucer, she engaged in controversial debates with other well-known intellectuals regarding the power of language and literary representation.

In this course we will read these two authors side by side, along with some of the texts that they took as central to literary history and to their arguments, and we will consider the implications of their methods and their texts for our understanding of literary history today.

This course satisfies the pre-1500 requirement for English majors.

ENG 482.0200
TH 4:00 - 6:45 PM
Providence Campus


Studies in works by one or two major American and U.S. authors to 1820. (Seminar) May be repeated once for a total of 8 credits, barring duplication of writers. Not for graduate credit.

ENG 486.0001
Prof. Jennifer Jones
TTH 12:30 - 1:45 PM

Romantic friendship: William Wordsworth and Samuel Taylor Coleridge

THIS COURSE is designed to give you the training required to deepen your journey as a reader through the concentrated study of works by two major English writers - WILLIAM WORDSWORTH (1770-1850) and SAMUEL TAYLOR COLERIDGE (1772-1834).

As young college graduates amidst the revolutionary fervor of the 1790s, William Wordsworth and Samuel Taylor Coleridge began what would become one of the most consequential and impassioned literary friendships of all time. Coming of age and beginning their writing careers in a historical moment defined by the transformations and displacements associated with political revolution, socio-cultural reformation, industrialization, and global war, Wordsworth and Coleridge worked in what one critic calls “close creative tension” in a period of their lives rich in both personal and literary events.

Evidence of their early collaborations includes the friends’ anonymous publication of the avant-garde collection of poems, Lyrical Ballads in 1798, which opens with Coleridge’s riveting tale of woe at sea, The Rime of the Ancient Mariner, and closes with Wordsworth’s sublime masterpiece, Tintern Abbey. A young contemporary, William Hazlitt, likened the experimental qualities of this collection to “the turning up of new soil.” We will study these and many other works that evolve out of this friendship both directly and indirectly, including prose, poetry, and translation-work.

Always attuned to the particularities of the specific texts we read, we will study how the remarkable friendship of these writers affects their respective thought and publications over their lifetimes. We will study how their works helps to define ideals of Romantic politics, aesthetics, and ethics.We will turn to biography to deepen our sense of who these writers were.We will focus on how the study of prosody and rhetoric in English poetry add new layers of complexity to the reading of poetry and poetic theory. We will study satellite texts to deepen our sense of the Romantic era (1785-1832), such as philosophical treatises on the sublime and political treatise on the French Revolution. And we will study major criticism on these writers that influences the reception of Wordsworth and Coleridge today.

*This course will satisfy the 1800-1900 historical period requirement, or if you wish to use it to satisfy the 1660-1800 Period Requirement, you may do so with a curricular modification from an English Advisor. (4 credits)

ENG 487.0200
M 4:00 - 6:45 PM
Providence Campus


Studies in works by one or two major world authors (excepting U.S. or British authors). (Seminar) May be repeated once for a total of 8 credits, barring duplication of writers. Not for graduate credit.


ENG 511.0001
Prof. Libby Miles
Select Wednesdays 7:00-9:45 PM


Orientation to the major discourses, critical frameworks, and databases constituting graduate research in language and literary studies, including computer-assisted research methodologies. (1.5 credits)

ENG 610.0001
Prof. Jennifer Jones
T 4:00 - 6:45 PM


How do we justify — or at the very least endure — suffering? How did Romantic writers grapple with this question, and how did Wordsworth in particular try to console his readers in the face of the sorrows associated with an encroaching modernity? We need to reassess the concept of consolation, because it informs political, ethical, and aesthetic experience in ways that outstrip the scope of understanding currently organizing thought about it. In this course, we will study the concept in an effort to trace how and why it has come to be a common source of embarrassment and derision in the academy; what it is we lose when we assume consolation constitutes the foreclosure of thought; and what we gain by treating consolation as a critical concept with a rich and influential past and a complex present.

This seminar gives students the opportunity to study consolation through the intensive study of the Romantic era and its criticism. Specifically we will study the poetry of William Wordsworth, who functions as a type of lighting rod for the concept. Not only was Wordsworth himself concerned with the idea of consolation throughout his long writing career, but criticism of the past 150 years has valued and devalued Wordsworth by virtue of his association with it. Students will study some of the most influential poems in Wordsworth’s oeuvre alongside some of his most overlooked works in order to apprehend the complexities and contradictions of his writings — prose works, poetry, and translation-work — and to do so alongside a series of supplementary texts (such as Boethius’ post-classical Latin treatise, De Consolatione Philosophiae, Matthew Arnold on Wordsworth, Charles Taylor on secularism, and Derrida on translation) and some of the most influential literary criticism from the post-WWII era to the present moment.

ENG 620.0001
Prof. Ryan Trimm
M 7:00 - 9:45 PM

The Afterlife of Culture:
Narrative, Nation, Metaculture

Culture is famously a slippery word, encompassing a host of different resonances: ethnography, high culture, low or mass culture, etc. Some of the major threads in this complex skein seem to arise out of late eighteenth-century aesthetics but rise to prominence in the twentieth century as modernism and postmodernism explicitly offered culture as both problem and salvation. More specifically, a metacultural tendency, culture aware of itself as culture and foregrounding the same, becomes increasingly prominent. Indeed, battles over cultural politics help obviate a series of tensions within culture itself: culture is offered as a realm separate from politics but helps to embody (and thus police) membership within social groups; in its legacy from the aesthetic, culture seems sundered from partisan interest and yet, through its appeal as something all might potentially share, it offers a utopic (and thus political, quasi-religious) vision.

ENG 620 will explore the issues by tracking culture from the era of Kant and Schiller to that of Jacques Ranciere. We will examine how culture arises as a shared, social bond, one that incorporates the aesthetic as it does more "blood and soil" appeals to the folk ways or civilization of a people. Consequently, we will investigate the social seduction of culture as ersatz religion in Matthew Arnold, as well claims of culture's role in constructing collective imaginaries in figures such as Benedict Anderson and Pheng Cheah. We'll also examine culture's connection with established and authorized canons (Pierre Bourdieu and John Guillory), as well as its traffic in breaking up unified notions of singular culture (Cultural Studies, Fredric Jameson, Jean-Luc Nancy).

Our grounding in these accounts of culture will help reframe an encounter with contemporary fiction and film. If representations of the past and compulsive allusions characterize such texts, perhaps they might be read not as illustration of the same sweeping arguments about postmodernism but more as explicitly engaging specific moments and texts, drawing lines between particular presents and pin-pointed pasts. We will accordingly examine texts by figures such as Helen Oyeyemi, Peter Ackroyd, Julian Barnes, Salman Rushdie, Kazuo Ishiguro, and Zadie Smith.

ENG 650.0001 (Or, may be taken under GWS 500)
Prof. Jean Walton
T 7:00-9:45 PM


In this graduate seminar, we will engage with a range of theoretical works that address questions of feminism, gender, and "the body" as it has been construed in late twentieth and 21st century cultural critique. I am particularly interested in tracing lines of thought from key texts in the modernist era: (Freud on gender and sexuality; Levi-Strauss on kinship; Marx and Engels on class; Fanon on colonialism and race; Havelock Ellis and others on sexology; William James on habit; Virginia Woolf on the material conditions of writing, de Beauvoir on gender, etc) through more recent engagements, ranging from extremely influential post-structuralist work in the seventies and eighties (Michel Foucault, Gayle Rubin, Laura Mulvey, Colette Guillaumin, etc) through the explosion of work in queer theory, bio-power, and post-colonial studies in the nineties (Judith Butler, Eve Kosovsky Sedgwick, Gayatri Spivak, etc) and some recent preoccupations in the post-9/11 age (the "turn" to affect in the work of Lauren Berlant; "Beauty" in Mimi Thi Nguyen's work on imperialism and global feminism, etc.).

Our primary texts are theoretical essays and chapters, and most of our time will be spent establishing a foundational understanding of them, and developing an inquisitive reading practice that leaves aside, for the moment, the question of how theory may be immediately put to use. The "uses" of theory will emerge incrementally within your own intellectual itineraries over time. There is much to be gained, however, in just spending a semester exploring the world of "theory" within a feminist context for its own sake. Our goal will be to overcome resistances to texts that may at first seem overly challenging, irrelevant, outdated, or even "patriarchal;" to develop patience despite what might be an urgent desire to fill up a methodological toolbox with useful tools; and to cultivate a lifelong theoretical curiosity that will stand us in good stead no matter what our immediate practical aims may be.

Our course will be "book-ended" by two key campus visits: Laura Doan (Professor of Cultural History and Sexuality Studies at the University of Manchester and co-director of the Centre for the Study of Sexuality and Culture) will come in early January, to speak on the theoretical challenges of writing a history of the modern sexual past—and we will read from her new book Disturbing Practices: History, Sexuality and Women's Experience of Modern War (University of Chicago Press, 2013). Also, we are hoping that Alison Bechdel will join us in June for the Ocean State Summer Writing Conference—thus we will conclude with her new book, Are you My Mother (Houghton Mifflin Harcourt, 2012), which in addition to offering a fabulous instance of contemporary feminist/lesbian memoir, functions as a kind of primer of psychoanalytic theory.

This course satisfies a core requirement for the Gender and Women's Studies Certificate, and may be substituted for, or taken as, GWS 500; students who have already taken GWS 500 may take ENG 650 as additional credits toward the GWS certificate. While the course is based in the Engilsh department, much of what we are reading has been key to feminists in other disciplines as well such as sociology, anthropology, philosophy, history, area studies, and visual culture.

ENG 635.0001
Prof. Martha Elena Rojas
TH 4:00-6:45 PM


In this course we will ask what happens if our scholarly perspective is reoriented from the perspective of the sea. If the transnational or hemispheric "turns" in U.S. literary studies have offered us land-locked methodologies of the nation and the post-nation, how would an oceanic turn allow us to explore new ways of thinking about familiar and unfamiliar texts in U.S .& American literature pre-1820.

WRT 645.0001
Prof. Bob Schwegler

W 4:00-6:45 PM

Archives and Archival Structure in Rhetoric and Composition

Archives providing records of writing activities over the centuries or providing records of writing instruction offer exciting places for discovery, insight, and revised perspectives on literacy and its consequences. This course uses the National Archives of Composition and Rhetoric NACR), housed at URI, as a focus for the course and as a subject for research. It introduces principles and practices for gathering, arranging, validating, and cataloging archives of print and other material objects. It reviews recent scholarship in rhetoric and composition using archival sources, especially for varieties of history: linear (traditional history), recuperative (recovering the forgotten or ignored), and recursive (bringing prior practices into present use).

In addition to the treating archives as formal collections of material sources, it looks at archives as imagined geographies of resources for scholarship and as cultural presuppositions / predispositions governing action or understanding (Foucault, Derrida and Agamben).

WRT 647.0001
Prof. Caroline Gottschalk Druscke

M 4:00-6:45 PM


This class will feature the advanced theory and practice of orthodox and innovative research methods in rhetorical studies, widely construed. Students will be exposed to and will employ methods and concepts such as archival research, ethnographic studies, interviews and focus groups, discourse analysis, survey design, feminist approaches, collaborative research, and the scientific method.

WRT 691.0001
Prof. Libby Miles

Day and Time TBA

Independent Study in Piloting a Campus-Wide Writing Rubic

As a continuation of WRT 645: Writing Assessment and Curriculum Design, participants will pilot the campus-wide writing rubric created this fall. Enrolling for 1 credit involves the pilot only; enrolling for 2 credits involves the pilot plus a co-authored scholarly article for publication. This opportunity is open only to students enrolled in WRT 645 (Fall 2013). Please contact Libby for a permission number.