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101 - 110 of 245 results for: ENGLISH

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: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI

ENGLISH 124A: Latinx Literature (CHILATST 124A, CSRE 124A)

Emerging from the demographic, political, and cultural shifts of the late twentiethnncentury, LatinX Literature flourishes in the twenty-first century as a hemisphericallynnAmerican corpus of texts. Like both ChicanX and Puerto Rican literatures before it,nnLatinX Literature emerges from various movements for social justice to challengennboth the Anglo and the Hispanic established literary traditions of the Americas. As anntransnational, pluralistic, heterogeneous, and dynamic category that considers thennwritings of diverse peoples with cultural ties to Latin America residing in the U.S., itnncomplicates and transgresses the linguistic, geopolitical and cultural borders ofnnthe Americas, including those of the Afro-Caribbean, Luso-Brazilian, and the NativennFirst Nations. Aligning itself with the issues, styles, and topics of the Global South,nnLatinX Literature is a product of the kind of ¿border thinking¿ that critic WalternnMignolo has described as a ¿pluriversal . . . epistemology more »
Emerging from the demographic, political, and cultural shifts of the late twentiethnncentury, LatinX Literature flourishes in the twenty-first century as a hemisphericallynnAmerican corpus of texts. Like both ChicanX and Puerto Rican literatures before it,nnLatinX Literature emerges from various movements for social justice to challengennboth the Anglo and the Hispanic established literary traditions of the Americas. As anntransnational, pluralistic, heterogeneous, and dynamic category that considers thennwritings of diverse peoples with cultural ties to Latin America residing in the U.S., itnncomplicates and transgresses the linguistic, geopolitical and cultural borders ofnnthe Americas, including those of the Afro-Caribbean, Luso-Brazilian, and the NativennFirst Nations. Aligning itself with the issues, styles, and topics of the Global South,nnLatinX Literature is a product of the kind of ¿border thinking¿ that critic WalternnMignolo has described as a ¿pluriversal . . . epistemology that interconnects thennplurality and diversity of decolonial projects.¿ Acknowledging its emergence fromnnliteral and theoretical border spaces and decolonizing epistemologies, the ¿X¿ ofnnLatinX intentionally inflects the link to an origin in LGBTQI discourses signifying ¿annmore inclusive, non-gender-binary designation for LatinX peoples¿ and as a bordernnliterature that articulates heterogeneous ways of making meaning¿. Authors maynninclude Jesus Colón, Sandra Cisneros, Helena Maria Viramontes, Christina Garcia,nnJunot Diaz, Ire´ne Lara Silva, Julia Alvarez, Américo Paredes, Daniel Alarcón,nnFrancisco Goldman, Gloria Anzaldúa, Cherríe Moraga, Tato Laviera, ErnestonnQuinonez, Erika Sanchez, Elizabeth Acevedo, Luis Valdez, Lorna Dee Cervantes,nnSilvia Moreno-Garcia, Fernando Flores, or Oscar Cásares.
Terms: Spr | Units: 3

ENGLISH 124C: Cultures of the U.S.-Mexico Borderlands (AMSTUD 124, CHILATST 124C)

Cultures of the U.S.-Mexico Borderlands: Since becoming president, Donald Trump has deported more than a million migrants and started building a multi-billion-dollar border wall. Although some of Trump¿s actions have seemed anomalous, they have all relied on and reaffirmed longstanding legacies of settler colonialism and racial capitalism. In this seminar, we will look at these legacies through the eyes of the Natives, Latinxs, whites, and others who have lived in the U.S.-Mexico borderlands. Within the confines of literature, we will read novelists like Willa Cather, essayists like Valeria Luiselli, and poets like Simon Ortiz (Acoma Pueblo). Meanwhile, across the more capacious category of culture, we will engage with promoters who encouraged whites to claim homesteads, periodistas who emboldened Latinxs to protect pueblos, and leaders who helped Natives fight for sovereignty. By blending literary studies and ethnic studies, we will gain a thorough grasp of the territories that have t more »
Cultures of the U.S.-Mexico Borderlands: Since becoming president, Donald Trump has deported more than a million migrants and started building a multi-billion-dollar border wall. Although some of Trump¿s actions have seemed anomalous, they have all relied on and reaffirmed longstanding legacies of settler colonialism and racial capitalism. In this seminar, we will look at these legacies through the eyes of the Natives, Latinxs, whites, and others who have lived in the U.S.-Mexico borderlands. Within the confines of literature, we will read novelists like Willa Cather, essayists like Valeria Luiselli, and poets like Simon Ortiz (Acoma Pueblo). Meanwhile, across the more capacious category of culture, we will engage with promoters who encouraged whites to claim homesteads, periodistas who emboldened Latinxs to protect pueblos, and leaders who helped Natives fight for sovereignty. By blending literary studies and ethnic studies, we will gain a thorough grasp of the territories that have taken shape since the U.S.-Mexico War (1846¿48), especially the ones that we currently call Arizona, California, New Mexico, and Texas. From these concrete contexts, we will ask and answer more abstract questions: What are borders¿are they physical boundaries, or are they psychosocial conditions? Similarly, what are nations¿are they stable and homogeneous groups, or are they flexible and diverse communities? Ultimately, what are human beings¿can they be branded as illegal aliens, or do they have inalienable rights? During the quarter, we will work through these questions both collectively and individually: to enrich our in-class discussions, each five-unit student will complete a four- to five-page reading of a single source, a six- to eight-page paper on several sources, and a multimedia borderlands map.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-A-II, WAY-ED
Instructors: Nugent, C. (PI)

ENGLISH 135: What is all this juice and all this joy? Great Victorian Poetry

In this course we will study the works of major Victorian poets across various genres, including: Tennyson, Browning, Hopkins, Meredith, Rossetti, Arnold, Barrett Browning and Swinburne.nThis course would work well alongside Great Victorian Novels.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum
Instructors: Owens, T. (PI)

ENGLISH 136B: Big Novels

In this seminar we'll read three conspicuously ambitious nineteenth-century novels: Bleak House (Charles Dickens), The Brothers Karamazov (Fydor Dostoevsky) and Moby Dick (Herman Melville). Why does the nineteenth-century produce these famously big novels? Why tell these particular stories in such extravagant, unprecedented ways? These are famously demanding and rewarding works of art, and the main aim of our seminar will be to closely engage each novel, to read it actively and reflectively, and to plumb its narrative, aesthetic and philosophical complexity.
Terms: Spr | Units: 5
Instructors: Woloch, A. (PI)

ENGLISH 137B: We see into the life of things: Forms of Romanticism

This course will offer a survey of ten major Romantic writers who published between the 1780s and 1820s, and of their innovations in four key genres: poetry, life-writing (including both travel-writing and autobiography), essays, and the novel. These texts variously appeared as strange, absurd, trivial, alarming and even revolutionary to their first readers, and this course will seek to recapture the artistic, imaginative, social, political and philosophical ferment which inspired the Romantics and which they hoped would reanimate and refocus their contemporaries at a time of remarkable socio-political change.
Terms: Aut | Units: 5 | UG Reqs: WAY-A-II
Instructors: Owens, T. (PI)

ENGLISH 138E: The Gothic in Literature and Culture (COMPLIT 118)

This course introduces students to the major features of Gothic narrative, a form that emerges at the same time as the Enlightenment, and that retains its power into our present. Surveying Gothic novels, as well as novellas and short stories with Gothic elements, we will learn about the defining features of the form and investigate its meaning in the cultural imagination. Gothic narratives, the course will suggest, examine the power of irrational forces in a secular age: forces that range from barbaric human practices, to supernatural activity, to the re-enchantment of modern existence. We will also consider the importance for Gothic authors and readers of the relation among narrative. spectacle and the visual arts. Primary works may include Ann Radcliffe's The Italian, Jane Austen's Northanger Abbey, Victor Hugo's The Hunchback of Notre Dame, E.T.A. Hoffman's The Sandman, Mary Shelly's Frankenstein, and Edgar Allen Poe's The Narrative of Arthur Gordon Pym. We may also do a section on vampires, including Bram Stoker's Dracula, and its remake in film by F.W. Murnau and Werner Herzog. Critical selections by Edmund Burke, Sigmund Freud, Walter Benjamin, Michel Foucault, and Terry Castle, among others.
Last offered: Spring 2020

ENGLISH 139B: American Women Writers, 1850-1920 (AMSTUD 139B, FEMGEN 139B)

This course traces the ways in which female writers negotiated a series of literary, social, and intellectual movements, from abolitionism and sentimentalism in the nineteenth century to Progressivism and avant-garde modernism in the twentieth. Authors include Harriet Beecher Stowe, Harriet Jacobs, Rebecca Harding Davis, Emily Dickinson, Kate Chopin, Edith Wharton, Gertrude Stein, Willa Cather, and Charlotte Perkins Gilman.
Terms: Sum | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II

ENGLISH 143B: Exist to Resist: The Problem of Politics in Native Art

This course will examine the ways in which the politics of tribal sovereignty, decolonization and resistance to American presence and perspective play out in the various artistic mediums Native artists engage. This will include but not be limited to fiction, creative nonfiction, poetry, film and visual art.
Terms: Sum | Units: 5 | UG Reqs: WAY-A-II, WAY-ED

ENGLISH 144D: American Arts & The Great Depression

American culture in the 1930s and 40s is easy to dismiss. It can seem too parochial, too patriotic, too escapist. But looking closer we find ¿bold and persistent experimentation¿ in the face of inequality and unrest. How does a photograph respond to want? A novel produce community? A musical call for revolution? In this course we¿ll consider a diverse cast of objects and artists: phototexts by James Agee and Walker Evans, Richard Wright, and Dorothea Lange and Paul Taylor; the films of Busby Berkeley, Charlie Chaplin, Frank Capra, Fred Astaire, and Pere Lorenz; paintings by Grant Wood, Grandma Moses, and Diego Rivera; and the fiction of Tillie Olsen and Nathanael West. We¿ll explore the Federal Arts Projects¿which put thousands to work ¿describing America to Americans¿ in the form of government-funded plays, symphonies, and guidebooks, and were fiercely contested by conservative critics of the New Deal¿and examine their continuing legacy. Students will reflect on primary and secondary readings and digital archives in a series of short papers.
Terms: Sum | Units: 3-5 | UG Reqs: WAY-A-II
Instructors: Bolten, R. (PI)
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