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131 - 140 of 245 results for: ENGLISH

ENGLISH 169C: Asian American Film and Popular Culture (AMSTUD 115, ASNAMST 115, COMPLIT 159)

Tracing the evolution of Asian American cultural representations from the silent film era through the first generation of Asian American YouTube stars, this course examines the economic, political, and cultural influence of Asian American screen images on U.S. society. Through a focus on both mainstream and independent productions, we discuss the work of Asian American actors, audience members, media producers, consumers, and activists. Possible films and TV shows to be discussed include The Cheat (1915), Shanghai Express (1932), Flower Drum Song (1961), Chan is Missing (1983) Who Killed Vincent Chin? (1989), Sa-I-Gu, (1992), aka Don Bonus (1995), Saving Face (2004), Crazy Rich Asians (2018) TV episodes of the Mindy Project, and work by early Asian American YouTube stars including Michelle Phan, HappySlip, and KevJumba. nn nnStudents will be accepted to the course by application. Please fill out the google form to apply: https://bit.ly/37Cb00d
Terms: Spr | Units: 5 | UG Reqs: WAY-A-II, WAY-ED

ENGLISH 169D: Contemporary Asian American Stories (ASNAMST 169D)

This course will examine the aesthetics and politics of contemporary Asian American storytellers, with an emphasis on work produced within the past five years. We will investigate the pressures historically placed on Asian Americans to tell a certain kind of story¿e.g. the immigrant story in a realist mode¿and the ways writers have found to surprise, question, and innovate, moving beyond those boundaries to explore issues of race, sexuality, science, memory, citizenship, and belonging. Course materials will consist of novels, short stories, graphic narrative, and film, and may include work by Ocean Vuong, Mira Jacobs, Gish Jen, Charles Yu, and Adrian Tomine, as well as Lulu Wang¿s 2019 film The Farewell. This seminar will feature both analytical and creative components, and students will be encouraged to produce both kinds of responses to the material.
Terms: Win | Units: 5 | UG Reqs: WAY-A-II, WAY-ED
Instructors: Tanaka, S. (PI)

ENGLISH 172C: Cultures of the U.S.-Mexico Borderlands

In recent years, the U.S. has deported millions of migrants and begun work on a multi-billion-dollar border wall. Although these acts have sometimes seemed unprecedented, they have relied on and reaffirmed earlier attempts to manage mobile communities, police environmental boundaries, and define national identities. In this seminar, we will learn how Natives, Latinxs, whites, and other ethno-racial groups have imagined the U.S.-Mexico borderlands. Reading elite aesthetic forms like literature and art alongside pop cultural practices such as newspapers and songs, we will ask and answer a range of questions about this inequitable yet interdependent region: How has the U.S. tried to control Native and Mexican territories? How have conquered people and migrants adapted to and influenced their new homes? How have ethnicity, race, gender, sexuality, and class operated on both sides of the border? These historical questions will lead us to a range of theoretical inquiries: What are borders¿ar more »
In recent years, the U.S. has deported millions of migrants and begun work on a multi-billion-dollar border wall. Although these acts have sometimes seemed unprecedented, they have relied on and reaffirmed earlier attempts to manage mobile communities, police environmental boundaries, and define national identities. In this seminar, we will learn how Natives, Latinxs, whites, and other ethno-racial groups have imagined the U.S.-Mexico borderlands. Reading elite aesthetic forms like literature and art alongside pop cultural practices such as newspapers and songs, we will ask and answer a range of questions about this inequitable yet interdependent region: How has the U.S. tried to control Native and Mexican territories? How have conquered people and migrants adapted to and influenced their new homes? How have ethnicity, race, gender, sexuality, and class operated on both sides of the border? These historical questions will lead us to a range of theoretical inquiries: 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? While we will wrestle with these questions together, we will also work through them independently. In a world increasingly divided between migrants and citizens, we will use writing as a form of critical reasoning, cross-cultural understanding, and political debate.

ENGLISH 172D: Introduction to Comparative Studies in Race and Ethnicity (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. In accordance with Stanford virtual learning policies implemented for the Spring Quarter, all community engagement activities for this section will be conducted virtually. Please sign up for section 2 #33285 with Kendra, A. if you are interested in participating in virtual community engagement.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-ED, WAY-SI
Instructors: Al-Saber, S. (PI)

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

ENGLISH 177B: Contemporary American Short Stories

An exploration of the power and diversity of the American short story ranging from the 1970s to the present day. By examining short stories historically, critically, and¿above all¿as art objects, students will learn how to read, interpret, critique, and enjoy short stories as social, political, and humanist documents. Students will learn techniques to craft their own short stories and their own critical essays in a course that combines creative practice and the art of critical appreciation.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-CE

ENGLISH 182E: Photography in Fiction

Since its invention in the early 19th century, photography has found countless documentary and artistic applications. As an art form, it is not only a medium of its own, but one which has entered into fascinating dialogue with other media, from film to dance. Perhaps nowhere has photography been put to such intriguing multimedia use as in fiction. Since the early 20thcentury, authors as diverse as Virginia Woolf, German novelist W.G. Sebald, and the contemporary Sri-Lankan-Canadian writer Michael Ondaatje, have deployed photographs throughout their texts. In this course, we will look at this literary tradition, exploring the way that text and image enter into a complex dance, at times enhancing narrative, at times troubling it. What can we make of these strange and wonderful hybrids? What place do images have in traditional narratives? What are the ethics of such work in an age in which the technological distinction between truth and fiction is becoming ever more blurred? As we read (and look), we will find ourselves not only drawn into the narratives themselves, but sent beyond them, into questions of history, gender, trauma, and memory.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE

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 t more »
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

ENGLISH 183E: Self-Impersonation: Autobiography, Memoir, Fictional Autobiography (COMPLIT 183)

This course will examine the intersecting genres of fiction, autobiography, and memoir. Topics will include the literary construction of selfhood and its constituent categories; the role of language in the development of the self; the relational nature of the self (vis-à-vis the family, "society," nation, God); the cultural status of "individuality"; conceptions of childhood; and the role of individual testimony in our understanding of family, religious and cultural identity. In addition to short theoretical works, authors may include: Marguerite Duras; Elena Ferrante; Sam Shepard; Gertrude Stein; Karl Ove Knausgaard; Marcel Proust; Vladimir Nabokov; Primo Levi; Roland Barthes; and J. M. Coetzee.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II

ENGLISH 184C: Data and Knowledge in the Humanities

How do different disciplines understand and use data, and how do skills such as interpretation and critical thought work with data to create knowledge? The introduction of mathematics reshaped disciplines like cosmology and sociology in the past while, in the present, the humanities are facing the same challenges with the emergence of fields such as spatial history and the digital humanities. In this class we will study how the introduction of data has transformed the way that we create knowledge.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum
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