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31 - 40 of 72 results for: ENGLISH

ENGLISH 119: Pitching and Publishing in Popular Media (FEMGEN 118)

FOR UNDERGRADUATES ONLY (grad students enroll in 318 in the winter) Most of the time, writing a pitch for a popular outlet just means writing an email. So why be intimidated? This course will outline the procedure for pitching essays and articles to popular media: how to convince an editor, agent, or anyone else that your idea is compelling, relevant, and deliverable. We'll take a holistic approach to self-presentation that includes presenting yourself with confidence, optimizing your social media and web platform, networking effectively, writing excellent queries and pitches, avoiding the slush pile, and perhaps most importantly, persevering through the inevitable self-doubt and rejection.We will focus on distinguishing the language, topics and hooks of popular media writing from those of academic writing, learn how to target and query editors on shortform pieces (personal essays, news stories, etc.), and explore how humanists can effectively self-advocate and get paid for their work.
Terms: Win | Units: 1 | Repeatable 3 times (up to 3 units total)
Instructors: Goode, L. (PI)

ENGLISH 124: The American West (AMSTUD 124A, ARTHIST 152, HISTORY 151, POLISCI 124A)

The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI

ENGLISH 131D: Imagining Adaptive Societies (CSRE 161, CSRE 261, POLISCI 131, POLISCI 331D, SUSTAIN 131, SUSTAIN 231)

The ecological, social, and economic crises of the Anthropocene suggest it is time for us to re-imagine how best to organize our communities, our institutions, and our societies. Despite the clear shortcomings, our society remains stuck in a rut of inaction. During periods of rapid social and economic change, segments of society become gripped by a nostalgia for idealized pasts that never really existed; such nostalgia acts as a powerful force that holds back innovation and contributes to a failure of imagination. How, then, might we imagine alternative social arrangements that could allow us to thrive sustainably in an environment of greater equity? Moshin Hamid reminds us that literature allows us to break from violent nostalgia while imagining better worlds, while Ursula K. Le Guin notes that "imaginative fiction trains people to be aware that there are other ways to do things, other ways to be; that there is not just one civilization, and it is good, and it is the way we have to be more »
The ecological, social, and economic crises of the Anthropocene suggest it is time for us to re-imagine how best to organize our communities, our institutions, and our societies. Despite the clear shortcomings, our society remains stuck in a rut of inaction. During periods of rapid social and economic change, segments of society become gripped by a nostalgia for idealized pasts that never really existed; such nostalgia acts as a powerful force that holds back innovation and contributes to a failure of imagination. How, then, might we imagine alternative social arrangements that could allow us to thrive sustainably in an environment of greater equity? Moshin Hamid reminds us that literature allows us to break from violent nostalgia while imagining better worlds, while Ursula K. Le Guin notes that "imaginative fiction trains people to be aware that there are other ways to do things, other ways to be; that there is not just one civilization, and it is good, and it is the way we have to be." There are - there has to be - other and better ways to be. In this multi-disciplinary class, we turn to speculative fiction as a way of imagining future societies that are adaptable, sustainable, and just and can respond to the major challenges of our age. In addition to reading and discussing a range of novels and short stories, we bring to bear perspectives from climate science, social science, and literary criticism. We will also be hosting several of the authors to talk about their work and ideas.
Terms: Win | Units: 3

ENGLISH 133B: Storytelling and Mythmaking: Modern Odysseys

In 1923, the poet T.S. Eliot wrote an essay in praise of James Joyce's Ulysses' a novel that adapted episodes of Homer's Odyssey into the daily life of twentieth-century Dublin. "It has the importance of a scientific discovery. No one else has built a novel upon such a foundation before: it has never before been necessary, In using the myth, in manipulating a continuous parallel between contemporaneity and antiquity, Mr. Joyce is pursuing a method which others must pursue after him, Instead of the narrative method, we may now use the mythical method. "In this class, as both readers and writers, we will make use of this "mythical method" ourselves, as critical readers and creative writers. Using the same ancient material as a foundation, we'll follow a host of modern writers and critics who have been inspired by Homer to create new stories and to theorize narrative itself. These writers include Joyce, Franz Kafka, Derek Walcott, Junot D¿az, Margaret Atwood, Louise Gl¿ck, and Daniel Mendelsohn.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II
Instructors: Osgood, M. (PI)

ENGLISH 152G: Harlem Renaissance (AFRICAAM 152G, AMSTUD 152G)

Examination of the explosion of African American artistic expression during 1920s and 30s New York known as the Harlem Renaissance. Amiri Baraka once referred to the Renaissance as a kind of "vicious Modernism", as a "BangClash", that impacted and was impacted by political, cultural and aesthetic changes not only in the U.S. but Europe, the Caribbean and Latin America. Focus on the literature, graphic arts, and the music of the era in this global context.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-EDP

ENGLISH 160: Poetry and Poetics

Introduction to the reading of poetry, with emphasis on how the sense of poems is shaped through diction, imagery, and technical elements of verse.English majors must take this class for 5 units.
Terms: Aut, Win, Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II

ENGLISH 161: Narrative and Narrative Theory (COMPLIT 161E)

An introduction to stories and storytelling--that is, to narrative. What is narrative? When is narrative fictional and when non-fictional? How is it done, word by word, sentence by sentence? Must it be in prose? Can it be in pictures? How has storytelling changed over time? Focus on various forms, genres, structures, and characteristics of narrative. nEnglish majors must take this class for 5 units.
Terms: Aut, Win, Spr | Units: 5 | UG Reqs: WAY-A-II, GER:DB-Hum

ENGLISH 175: Chaucer's Canterbury Tales

Embark on an engaging journey through medieval literature with Geoffrey Chaucer's "The Canterbury Tales," along with the works of Marie de France and Boethius. This course offers a vibrant exploration of storytelling, featuring interactive discussions, multimedia resources, and creative projects. Discover the rich tapestry of medieval thought, culture, and philosophy through a diverse range of texts. Dive into the world of knights, love, betrayal, and philosophical quests, making connections to contemporary issues. Ideal for anyone interested in the roots of modern literature and storytelling and the fascinating world of medieval society.
Terms: Win | Units: 3-5
Instructors: Vermeule, B. (PI)

ENGLISH 184F: Literary Text Mining 2: Studies in Cultural Analytics

In this course, students will learn how to apply quantitative and computational methods for analyzing text to questions that are of significance to Literary Studies, and the humanities more broadly. Beginning with a series of readings and discussions on the theoretical implications of using quantitative methods for literary analysis, we will move to in-depth instruction in more advanced methods for computational text analysis, including topic models, word embeddings, and large language models. Students will not only become familiar with training and querying these models, but, more importantly, will gain hands-on experience in how to build these analytical techniques into humanities-based research.
Terms: Win | Units: 3-5 | UG Reqs: WAY-AQR, WAY-FR

ENGLISH 190: Intermediate Fiction Writing

Intermediate course in the craft and art of fiction writing. Students read a diverse range of short stories and novel excerpts, complete writing exercises, and submit a short and longer story to be workshopped and revised. Prerequisite: 90 or 91. NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Aut, Win, Spr | Units: 5 | UG Reqs: WAY-CE | Repeatable 2 times (up to 10 units total)
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