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ENGLISH 190W: Contemporary Women Writers (FEMGEN 190W)

"Every word a woman writes changes the story of the world, revises the official version¿¿is this what sets contemporary women writers apart? How can we understand the relation between the radically unprecedented material such writers explore and ¿the official version¿? What do we find compelling in their challenging of structure, style, chronology, character? Our reading- and writing-intensive seminar will dig into the ways women writers confront, appropriate, subvert, or re-imagine convention, investigating, for example, current debate about the value of ¿dislikable¿ or ¿angry¿ women characters and their impact on readers. While pursuing such issues, you'll write a variety of both essayistic and fictional responses, each of which is designed to complicate and enlarge your creative and critical responsiveness and to spark ideas for your final project. By affirming risk-taking and originality throughout our quarter, seminar conversation will support gains in your close-reading practice and in articulating your views, including respectful dissent, in lively discourse¿in short, skills highly useful in a writer¿s existence. Our texts will come from various genres, including short stories, novels, essays, blog posts, reviews, memoir.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-A-II, WAY-CE

ENGLISH 191: Intermediate Creative Nonfiction

Continuation of ENGLISH 91. Reading a variety of creative essays, completing short writing exercises, and discussing narrative techniques in class. Students submit a short (2-5 page) and a longer (8-20 page) nonfictional work to be workshopped and revised. Prerequisite ENGLISH 90 or ENGLISH 91. NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Win, Spr | Units: 5 | UG Reqs: WAY-CE, WAY-A-II | Repeatable 2 times (up to 10 units total)
Instructors: Brewer, W. (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

ENGLISH 224: Doing Literary History: Orwell in the World (HISTORY 200K)

This course will bring together the disciplines of history and literary studies by looking closely at the work of one major twentieth-century author: the British writer and political polemicist George Orwell. In 1946, Orwell writes, "What I have most wanted to do throughout the past ten years is to make political writing into an art." In these years, Orwell writes about-- and often participates in or witnesses first-hand--a series of major events and crises. These include British imperialism in Burma, urban poverty in Europe, class inequality in England, the conflict between Socialism and Fascism in Spain, and the rise of totalitarianism in the Soviet Union. In engaging all of these events, Orwell experiments with different literary forms, moving between fiction and non-fiction, novel and autobiography, essay and memoir, manifesto and fable, literature and journalism. Few writers demand such sustained and equal attention to text and context: in this course we will move back-and-forth between Orwell's varied writing and the urgent social and political contexts it addresses.
Last offered: Spring 2020 | UG Reqs: WAY-A-II, WAY-ER

ENGLISH 244: Literature and Technology from Frankenstein to the Futurists (COMPLIT 244, ITALIAN 244, ITALIAN 344)

What is technology? What are some prevailing attitudes towards technology and when and where did they originate? What lessons can be drawn from literature and philosophy to understand our own current technological dependence? In this course we will pose anew the question concerning technology and go back to the First and Second Industrial Revolutions when humans first came into intense contact with machines and restructured life and literature around them. We will look at the encounter of the human with various machines and technological devices (automata, trains, phonographs, cameras) in major European literary works from Shelley's "Frankenstein" (1818) to Pirandello's "The Notebooks of Serafino Gubbio, Cinematograph Operator" (1925), while inquiring into the nature of technology and what it means to be human through key philosophical texts from Plato to Heidegger and N. Katherine Hayles. Other texts that we will discuss include excerpts from Collodi's "Pinocchio" (1883), Zola's "La bête humaine" (1890), F.T. Marinetti's "Manifesto of Futurism" (1909), and Karel Capek's "R.U.R." (1920).
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II
Instructors: Ilievska, A. (PI)

ENGLISH 255: Speaking Medieval: Ecologies of Inscribed Objects (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: 3-5 | UG Reqs: WAY-A-II

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)

ESF 2: Education as Self-Fashioning: How to Become a Global Citizen?

The concept of a liberal arts education was first developed in eighteenth-century Prussia by Wilhelm von Humboldt (1767-1835) and soon adopted by other countries, including the United States. Humboldt considered a liberal arts education to be both a foundational and transformative process in the development of the self, and he was convinced that it was essential in creating moral and ethical citizens in an increasingly global world. From his point of view, 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. In this course we will explore Humboldt¿s concept of education and examine the ways in which it is reflected and refracted in debates about university education still today. This course satisfies the Aesthetic and Interpretive Inquiry WAY (AII).
Last offered: Autumn 2018 | UG Reqs: College, 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 determin more »
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.
Last offered: Autumn 2016 | UG Reqs: College, 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 2017 | UG Reqs: College, THINK, WAY-A-II, Writing 1
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