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ENGLISH 186: Tales of Three Cities: New York, Chicago, Los Angeles (AMSTUD 186)

How urban form and experience shape literary texts and how literary texts participate in the creation of place, through the literature of three American cities as they ascended to cultural and iconographical prominence: New York in the early to mid 19th century; Chicago in the late 19th and early 20th centuries; and Los Angeles in the mid to late 20th century.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II

ENGLISH 189: Literature of Adoption (ENGLISH 289, TAPS 189, TAPS 289C)

From Sophocles to Barfield, adoption has been at the center of Western literature. This course will explore adoption as both plot point as as symbolic structure for meaning-making in myth and fiction. While this course will not count as Creative Expression, final projects can be creative and/or scholarly.
Terms: Aut | Units: 5 | UG Reqs: WAY-A-II
Instructors: Phelan, P. (PI)

ENGLISH 191: Intermediate Creative Nonfiction

Continuation of 91. Workshop. The application of advanced storytelling techniques to fact-based personal narratives, emphasizing organic writing, discovering audience, and publication. Guest lecturers, collaborative writing, and publication of the final project in print, audio, or web formats. Prerequisite: 91 or 90.
Terms: Aut, Win | Units: 5 | UG Reqs: WAY-A-II, WAY-CE | Repeatable 2 times (up to 10 units total)

ENGLISH 192T: Topics in Intermediate Poetry Writing

Generation and discussion of student poems. How to recognize a poem's internal structure; how to seek models for work. Students submit portfolio for group critique. May be repeated for credit. Prerequisite: ENGLISH 92.
Terms: Spr | Units: 5 | UG Reqs: WAY-A-II, WAY-CE | Repeatable 2 times (up to 10 units total)
Instructors: Sharif, S. (PI)

ENGLISH 196A: Honors Seminar: Critical Approaches to Literature

Overview of literary-critical methodologies, with a practical emphasis shaped by participants' current honors projects. Restricted to students in the English Honors Program.
Terms: Aut | Units: 5 | UG Reqs: WAY-A-II
Instructors: Staveley, A. (PI)

ENGLISH 239B: Literature and Social Online Learning (COMPLIT 239B, CS 27)

Study, develop, and test new digital methods, games, apps, interactive social media uses to innovate how the humanities can engage and educate students and the public today. Exploring well-known literary texts, digital storytelling forms and literary communities online, students work individually and in interdisciplinary teams to develop innovative projects aimed at bringing literature to life. Tasks include literary role-plays on Twitter; researching existing digital pedagogy and literary projects, games, and apps; reading and coding challenges; collaborative social events mediated by new technology. Minimal prerequisites which vary for students in CS and the humanities; please check with instructors.
Last offered: Autumn 2014 | UG Reqs: WAY-A-II

ENGLISH 255: Speaking Medieval: Germanic Vernaculars and their Remains (GERMAN 255)

This class presents a survey of medieval German vernaculars and their documentation in manuscripts and on material objects. The languages include Gothic, Old Norse, Old Frisian, Old Saxon, Old English, and Old High German. Readings will include runic inscriptions, magic charms, proverbs and riddles, apocalyptic visions, heroic lays, and sermons and prayers. (This course must be taken for a letter grade and a minimum of 3 units to satisfy a Ways requirement.)nPlease note this course meets MW 1:30-2:50 and is taught by Professors Kathryn Starkey and Elaine Treharne.
Terms: Win | Units: 1-5 | UG Reqs: WAY-A-II

ESF 2: Education as Self-Fashioning: How to Become a Global Citizen or the German Tradition of Bildung

This course considers education not as training in external knowledge or skills but as a lifelong process of development and growth in which an individual cultivates her or his spiritual, cultural and social sensibilities. This concept of education - education as a formative and transformative process in the development of the self - is called Bildung in German and has a long tradition reaching back to the Middle Ages. The term first appears in the writings of the mystic Meister Eckhart who defines it as self-composure which he regards as a crucial stage in our spiritual development. The concept of Bildung takes on a secular meaning in the Reformation, when Ulrich von Hutten first coined the phrase that has become Stanford's motto: Die Luft der Freiheit weht. (The wind of freedom is blowing). What he meant is that the cultivation of oneself leads to the freedom of thought, freedom to act, freedom to assert oneself as an individual, freedom to access knowledge, and freedom to determine one's own role in society. This idea of education as an internal and transformative process is central to debates in the nineteenth century (both in Germany and the United States) in which self-reflection is seen as key to the cultivation of an individual's identity and to her or his role as a member of society. In this course we will read reflections on education as self-fashioning by some of the greatest German thinkers spanning from the Middle Ages to the present. We will also enjoy some contemporary parodies of such reflections. These readings and our discussions will help us to understand Stanford undergraduate education as a transformative process of self-realization in our global society.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-A-II, Writing 1

ESF 2A: Education as Self-Fashioning: How to Become a Global Citizen or the German Tradition of Bildung.

This course considers education not as training in external knowledge or skills but as a lifelong process of development and growth in which an individual cultivates her or his spiritual, cultural and social sensibilities. This concept of education - education as a formative and transformative process in the development of the self - is called Bildung in German and has a long tradition reaching back to the Middle Ages. The term first appears in the writings of the mystic Meister Eckhart who defines it as self-composure which he regards as a crucial stage in our spiritual development. The concept of Bildung takes on a secular meaning in the Reformation, when Ulrich von Hutten first coined the phrase that has become Stanford's motto: "Die Luft der Freiheit weht". (The wind of freedom is blowing). What he meant is that the cultivation of oneself leads to the freedom of thought, freedom to act, freedom to assert oneself as an individual, freedom to access knowledge, and freedom to determine one's own role in society. This idea of education as an internal and transformative process is central to debates in the nineteenth century (both in Germany and the United States) in which self-reflection is seen as key to the cultivation of an individual's identity and to her or his role as a member of society. In this course we will read reflections on education as self-fashioning by some of the greatest German thinkers spanning from the Middle Ages to the present. We will also enjoy some contemporary parodies of such reflections. These readings and our discussions will help us to understand Stanford undergraduate education as a transformative process of self-realization in our global society.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-A-II, Writing 1

ESF 3: Education as Self-Fashioning: How to be a Public Intellectual

Can education impart more than bookish learning? This is the question that critics have posed since the European Renaissance. Through their reflections, these critics posited an alternative ideal of education that prepared the student for life outside the academy. Over the centuries, this ideal would evolve into what we would today call an ¿intellectual¿ ¿ but this modern concept only captures a part of what earlier writers thought learning could achieve. In this course, we will focus on how education can prepare students to engage in public debates and the role that the university can play in public learning.
Last offered: Autumn 2015 | UG Reqs: THINK, WAY-A-II, Writing 1
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