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71 - 80 of 149 results for: ENGLISH

ENGLISH 168: Imagining the Oceans (COMPLIT 168, FRENCH 168)

How has Western culture constructed the world's oceans since the beginning of global ocean exploration? How have imaginative visions of the ocean been shaped by marine science, technology, exploration, commerce and leisure? Authors read might include Cook, Equiano, and Steinbeck; Defoe, Verne, Stevenson, Conrad, Woolf and Hemingway; Coleridge, Baudelaire, Moore, Bishop and Walcott. Films by Painlevé and Bigelow. Seminar co-ordinated with a spring 2015 Cantor Arts Center public exhibition. Visits to Cantor; other possible field trips include Hopkins Marine Station and SF Maritime Historical Park.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
Instructors: Cohen, M. (PI)

ENGLISH 171A: English in the World

In this course we shall try to sample a small selection of the richness and the complexity of English as a language of world literature outside its canonical location of England and the US. We will focus on the variations in language-use and cultural contexts, the relationships of such Anglophone literatures with western and indigenous cultural forms, and the complex histories that have formed the contexts of such literary productions.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum
Instructors: Majumdar, S. (PI)

ENGLISH 172: Modernity and the Vernacular in Indian Literature

This course will seek to get a sense of modern India through its various rich literary traditions, including, vernacular literatures in English translation in addition to the Anglophone tradition. What is gained, and what is lost for the large and complex phenomenon of modern Indian literature, when its most visible representative, Anglophone fiction, threatens to overshadow the rest and sits easy with the new image of rise and growth that engulfs the nation and its diaspora today?
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom
Instructors: Majumdar, S. (PI)

ENGLISH 172D: Introduction to Comparative Studies in Race and Ethnicity (COMPLIT 195, CSRE 196C, PSYCH 155, SOC 146, TAPS 165)

How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI

ENGLISH 172E: The Literature of the Americas (AMSTUD 142, COMPLIT 142, CSRE 142)

A wide-ranging overview of the literatures of the Americas inncomparative perspective, emphasizing continuities and crises that are common to North American, Central American, and South American literatures as well as the distinctive national and cultural elements of a diverse array of primary works. Topics include the definitions of such concepts as empire and colonialism, the encounters between worldviews of European and indigenous peoples, the emergence of creole and racially mixed populations, slavery, the New World voice, myths of America as paradise or utopia, the coming of modernism, twentieth-century avant-gardes, and distinctive modern episodes--the Harlem Renaissance, the Beats, magic realism, Noigandres--in unaccustomed conversation with each other.
Last offered: Winter 2013 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II

ENGLISH 172J: The Ethics of Metaphor: Identities in Parallel (CSRE 119F)

Many of our political arguments are arguments by analogy. But analogies between ethnic and racial experiences are especially problematic, and especially incendiary. This class will think about metaphor and contend with how it¿s used in both fictional and nonfictional texts concerning race and ethnicity. nThe works we will read in this class are uncomfortable. They¿re uncomfortable because they address suffering and pain; they¿re uncomfortable because they compare suffering and pain; they¿re uncomfortable because of what they get right and because of what they don¿t. This is a class fundamentally concerned with how we traverse boundaries of race and ethnicity ethically, and about thinking through when and how authors have failed to do so. When does empathy become presumption? When does altruism become condescension? When does exploration become voyeurism? We will plumb these questions (to which there are no clear answers) through the lens of speeches, poetry, sci-fi, film, essays, short stories, and novels.
Terms: Spr | Units: 5

ENGLISH 179: Cultures of Disease: Cancer and HIV/AIDS (ANTHRO 179)

History, politics, science, and anthropology of cancer; political and economic issues of disease and health care in the U.S., including the ethics and economics of health care provision, the pharmaceutical industry, carcinogen production, and research priorities.
Terms: Spr | Units: 5
Instructors: Jain, S. (PI)

ENGLISH 179E: Reading and Rereading Moby-Dick

For many, Herman Melville¿s Moby-Dick is the greatest novel in all of American literature, an undisputed classic. When Moby-Dick was first published, however, it was a critical and commercial failure. This class will encourage students to reflect on the nature of literary experience by staging an initial reading of Moby-Dick followed by a somewhat abbreviated second reading. We will consider why readers overlooked Moby-Dick when it was originally published, and why readers later, after a second closer inspection, gained a greater appreciation for the novel. We will think about what happens when we encounter a text for the first time, and how different kinds of meaning might accumulate over multiple readings. We will also watch film adaptations of Moby-Dick in an attempt to comprehend how filmmakers over the course of the twentieth century have re-presented the novel to audiences. In the end, this course offers students the chance to study a literary classic in depth. We will read and reread Moby-Dick to better understand how literature works, and how American literary history has taken shape.
Terms: Sum | Units: 3-5
Instructors: Frank, M. (PI)

ENGLISH 180C: Technologies of Enlightenment

Re-examination of the Enlightenment through its cultural, literary and technological revolutions. To recover an understanding of these transformations, we will use our new digital databases of eighteenth-century works to sample a wide variety of lesser known or forgotten texts. Whether these works became outdated, whether they were censored or whether they were just too weird, we will combine them with canonical readings from the period to recover the importance of socio-technological revolution to the Enlightenment.
Terms: Aut | Units: 5

ENGLISH 182J: "When We Dead Awaken": Breakthroughs in Conceptions of the Gendered Self in Literature and the Arts (FEMGEN 112, FEMGEN 212)

Remarkable breakthroughs In conceptions of the gendered self are everywhere evident in literature and the arts, beginning primarily with the Early Modern world and continuing into today. Many of these works inhere in innovations in literary and artistic forms in order to capture and even evoke the strong cognitive, or psychological, dimension of such ¿awakenings.¿ The reader, or viewer, is often challenged to adapt her or his mind to new forms of thought, such as John Donne¿s seventeenth century creation of the Dramatic Monologue, a form popular with modern writers, which requires the reader¿s cognitive ¿presence¿ in order to fill out the dramatic scene. In so doing, the reader often supplies the presence of the female voice and thereby enters into her self-consciousness and inner thoughts. Adrienne Rich, for example, specifically ¿rewrites¿ one of Donne¿s major poems from the female perspective. This can be, in Rich¿s words, an ¿awakening¿ for the active reader, as he or she assumes that often-unspoken female perspective. The course will also explore male conceptions of the self and how such conceptions are often grounded in cultural attitudes imposed on male subjects, which can contribute to gender-bias toward women, a subject often neglected in exploring gendered attitudes, but which is now gaining more study, for example, in Shakespeare¿s ¿Othello.¿ Readings from recent developments in the neurosciences and cognitive studies will be included in our study of artistic forms and how such forms can activate particular mindsets. Writers and artists will include Shakespeare, Michelangelo, John Donne, Virginia Woolf, Adrienne Rich, Gertrude Stein, Picasso, June Wayne, and Edward Albee¿s 1960¿s play, ¿Who¿s Afraid of Virginia Woolf?¿
Last offered: Spring 2015
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