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101 - 110 of 239 results for: ENGLISH

ENGLISH 129A: Body Text (FEMGEN 129A)

Written on the body is a secret code only visible in certain lights; the accumulations of a lifetime gather there. In places the palimpsest is so heavily worked that the letters feel like braille. I like to keep my body rolled up away from prying eyes. Never unfold too much, tell the whole story. Jeanette Winterson, Written on the BodynThis course asks when and where flesh becomes text. Through an eclectic mix of short stories, novels, film, nonfiction, and critical theory, we will think through how text becomes a metaphor for, substitute for, and/or extension of the body. What exactly do we talk about when we talk about The Body How are bodies written into and out of existence? Topics will include the virtual body, the eating-disordered body, the choreographed body, the medicalized trans body, and the black body in the carceral state. Throughout the course, we will draw out the theoretical in the literary and the literary in the theoretical, and will pay special attention to the relationship between embodied practice and (traditionally) disembodied thought.
Terms: Sum | Units: 4-5 | UG Reqs: WAY-A-II, WAY-ED

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)

ENGLISH 145D: Jewish American Literature and Film (AMSTUD 145D, JEWISHST 155D, REES 145D)

From its inception, Jewish-American literature has taken as its subject as well as its context the idea of Jewishness itself. Jewish culture is a diasporic one, and for this reason the concept of Jewishness differs from country to country and across time. What stays remarkably similar, though, is Jewish self-perception and relatedly Jewish literary style. This is as true for the first-generation immigrant writers like Isaac Bashevis Singer and Anzia Yezierska who came to the United States from abroad as it is for their second-generation children born in the United States, and the children of those children. In this course, we will consider the difficulties of displacement for the emigrant generation and their efforts to sustain their cultural integrity in the multicultural American environment. We'll also examine the often comic revolt of their American-born children and grandchildren against their (grand-)parents nostalgia and failure to assimilate. Only by considering these transnati more »
From its inception, Jewish-American literature has taken as its subject as well as its context the idea of Jewishness itself. Jewish culture is a diasporic one, and for this reason the concept of Jewishness differs from country to country and across time. What stays remarkably similar, though, is Jewish self-perception and relatedly Jewish literary style. This is as true for the first-generation immigrant writers like Isaac Bashevis Singer and Anzia Yezierska who came to the United States from abroad as it is for their second-generation children born in the United States, and the children of those children. In this course, we will consider the difficulties of displacement for the emigrant generation and their efforts to sustain their cultural integrity in the multicultural American environment. We'll also examine the often comic revolt of their American-born children and grandchildren against their (grand-)parents nostalgia and failure to assimilate. Only by considering these transnational roots can one understand the particularity of the Jewish-American novel in relation to mainstream and minority American literatures. In investigating the link between American Jewish writers and their literary progenitors, we will draw largely but not exclusively from Russia and the countries of Eastern Europe.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED

ENGLISH 145G: US Fiction 1945 to 2000

Major works of US fiction since World War II, in social, historical, and aesthetic perspective. Ellison, Bellow, O'Connor, Pynchon, Reed, Morrison, Robinson, DeLillo, Gaitskill.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED
Instructors: McGurl, M. (PI)
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