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191 - 200 of 241 results for: ENGLISH

ENGLISH 251: Paradise Lost for Beginners

A reading class for those studying Paradise Lost in its entirety for the first time. A close reading of this very long poem, plus study of pertinent Miltonic prose, as well as historical background and classic interpretive essays.
Last offered: Spring 2019

ENGLISH 251B: Paradise Lost

A reading class for those studying Paradise Lost in its entirety for the first time. A close reading of this very long poem, plus study of pertinent Miltonic prose, as well as historical background and classic interpretive essays.
Terms: Aut | Units: 5
Instructors: Yu, E. (PI)

ENGLISH 253A: Historical Manuscript in Digital Contexts

How can Digital Humanities technologies help explore the contexts of historical texts? How can the physical make-up of a source be coded and represented? What does a text's spatial dimension tell us? This class will use three DH technologies to explore the different contexts of medieval texts, TEI (Text Encoding Initiative), GIS (Geographic Information Systems) and IIIF (International Image Interoperability Framework). We will examine these through the multilingual tradition of the romance Floris and Blancheflour, as well as the study of online materials in Stanford's Special Collections.
Terms: Aut | Units: 3-5
Instructors: Backman, A. (PI)

ENGLISH 284H: What is Text?

Words and images, sounds and symbols are transformed into meaning through different media, but how are we to understand the complexity of the messages we encounter daily? We shall explore the ways in which we decipher TEXT through different media (film, book), materials (paper, capacitive touchscreen), tools (pen, recorder, camera), and environment (cinema, bedroom, coffeeshop), and reflect on how we create texts by adaptation into different forms. Students will design their own new versions of well-known texts in this course.

ENGLISH 285: Decolonial Feminist Fiction

Comparative race course focusing on the relationship between thematic content and literary form. By attending to occluded interpretations of the social world through the proliferating perspectives enabled by multifocal narrative structures, decolonial writers amplify the perspectives of marginalized persons in the service of creating a better world. Orange, There There; Evaristo, Girl, Woman, Other; Viramontes, Their Dogs Came with Them; Morrison, A Mercy; Egan, Visit from the Goon Squad; Erdrich, The Plagues of Doves.
Terms: Win | Units: 3-5

ENGLISH 290: Advanced Fiction Writing

Workshop critique of original short stories or novel. Prerequisites: manuscript, consent of instructor, and 190-level fiction workshop. nNOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Win | Units: 5 | UG Reqs: WAY-CE | Repeatable 2 times (up to 10 units total)
Instructors: Johnson, A. (PI)

ENGLISH 291: Advanced Creative Nonfiction

English 291 takes as its occasion for your creative and critical development an examination of essays and book excerpts in various creative nonfiction subgenres. These essays and excerpts work within traditional and innovative forms to find new and exciting ways to represent personal experience. This course also serves as the continuing examination and practice of creative nonfiction in English 191. You will write, workshop, present to the class, and revise drafts of work. All workshops will serve as the springboard for larger class conversations about theme and craft. A variety of creative prompts, critical exercises, and assigned readings will foster your understanding and appreciation of creative nonfiction, as well as your growth as a creative writer. All prompts will move you toward a culminating project of realizing either an essay to submit for possible publication or a draft book-length synopsis and outline. This course is designed for students who have completed English 191. Students who have completed creative nonfiction writing course elsewhere or who have extensive other writing workshop experience may petition the instructor for enrollment. Energetic, committed participation is a must.
Terms: Spr | Units: 5 | Repeatable 2 times (up to 10 units total)
Instructors: Evans, J. (PI)

ENGLISH 292: Advanced Poetry Writing

Focus is on generation and discussion of student poems, and seeking published models for the work.
Last offered: Spring 2020 | Repeatable 2 times (up to 10 units total)

ENGLISH 293: Literary Translation (COMPLIT 293, DLCL 293)

An overview of translation theories and practices over time. The aesthetic, ethical, and political questions raised by the act and art of translation and how these pertain to the translator's tasks. Discussion of particular translation challenges and the decision processes taken to address these issues. Coursework includes assigned theoretical readings, comparative translations, and the undertaking of an individual translation project.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-A-II, WAY-CE
Instructors: Santana, C. (PI)

ENGLISH 300R: Reading for Justice: A collaboration (ENGLISH 2)

The video-taped 8 minute and 46 second murder of George Floyd in May 2020, at the height of the Coronavirus pandemic shutdown in the U.S., lit a match on the tinderbox of racial injustice. The callousness with which the murder was carried out, the calm refusal of the policeman kneeling on Floyd's neck to heed the horrified objections of witnesses at the scene, and an in-the-bones familiarity for too many of us across the country regarding disproportionate police violence against people of color was finally too much to bear. Only the last in a long list of maiming and murders by state authorities of men, women, and children from racialized communities (African American, Latinx, and Native) across the country, Floyd's murder precipitated an anguished outcry for justice by feeling people of all races across the world. Floyd was not the first, and unfortunately, he is not the last, to be so abused. The difference now is that many more of us understand that we have to stand up and demand an more »
The video-taped 8 minute and 46 second murder of George Floyd in May 2020, at the height of the Coronavirus pandemic shutdown in the U.S., lit a match on the tinderbox of racial injustice. The callousness with which the murder was carried out, the calm refusal of the policeman kneeling on Floyd's neck to heed the horrified objections of witnesses at the scene, and an in-the-bones familiarity for too many of us across the country regarding disproportionate police violence against people of color was finally too much to bear. Only the last in a long list of maiming and murders by state authorities of men, women, and children from racialized communities (African American, Latinx, and Native) across the country, Floyd's murder precipitated an anguished outcry for justice by feeling people of all races across the world. Floyd was not the first, and unfortunately, he is not the last, to be so abused. The difference now is that many more of us understand that we have to stand up and demand an end to the injustice. nAmid calls to urgent action in support of racial and gender justice, this reading group/course considers literatures in English specifically through the lens of Reading and Teaching for Justice. The goal of this course is to train readers to attend to the perspectives of those whose lives are often denied, dismissed, disregarded, even as we attend to how and why works of literature that exclude such voices who hail from a variety of equity-seeking groups, both within and without the literary texts selected. Reading for Justice requests that as readers we engage deeply with what justice means for us today, and what it has meant historically.
Terms: Spr | Units: 1
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