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ENGLISH 76: After the Apocalypse

What happens after the world, as we know it, has ended? In the course of examining classic and newer speculative fictional narratives detailing the ravages of various post-apocalyptic societies and the challenges those societies pose to the survivors, we explore several related questions: What is an apocalypse? What resources does speculative fiction offer for understanding and responding to oppressive societies? Where does the idea of the apocalypse originate? Is an apocalypse always in the future? Or has it already occurred? For whom might apocalypse constitute an ongoing present? In this course, we use the tools of close reading and historical criticism to build an archive of knowledge about the narrative, visual, and aural features of apocalypse. Students will be guided through the creation of a multimedia portfolio over the course of the quarter, for presentation at the end. No written midterm or final exam.
Last offered: Spring 2017 | UG Reqs: WAY-A-II, WAY-ED

ENGLISH 90M: Queer Stories (FEMGEN 90M)

Like other 90 and 91-level courses, 90M will explore basic elements of fiction and nonfiction writing. Students will read a wide variety of stories and essays in order to develop a language for working through the themes, forms, and concerns of the queer prose canon. Students will complete and workshop a piece of writing that in some way draws upon the aesthetics or sensibilities of the work we have read, culled from exercises completed throughout the quarter. This final piece may be a short story, a personal essay, a chapter from a novel or memoir, or a piece that, in the spirit of queerness, blurs or interrogates standard demarcations of genre. The course is open to any and all students, regardless of how they define their gender or sexuality. NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Aut, Spr | Units: 5 | UG Reqs: WAY-CE, WAY-ED
Instructors: Pufahl, S. (PI)

ENGLISH 91A: ASIAN-AMERICAN AUTOBIOGRAPHY/W (AMSTUD 91A, ASNAMST 91A, CSRE 91D)

This is a dual purpose class: a writing workshop in which you will generate autobiographical vignettes/essays as well as a reading seminar featuring prose from a wide range of contemporary Asian-American writers. Some of the many questions we will consider are: What exactly is Asian-American memoir? Are there salient subjects and tropes that define the literature? And in what ways do our writerly interactions both resistant and assimilative with a predominantly non-Asian context in turn recreate that context? We'll be working/experimenting with various modes of telling, including personal essay, the epistolary form, verse, and even fictional scenarios. NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Win | Units: 3-5 | UG Reqs: WAY-CE, WAY-ED
Instructors: Lee, C. (PI)

ENGLISH 108: Disability Literature (HUMBIO 177)

This course explores literary and filmic narratives about disability in the Global South. Authors including Edwidge Danticat, Bapsi Sidhwa, and Ricardo Padilla highlight the unique aesthetic potential of what Michael Davidson calls the defamiliar body and Ato Quayson describes as aesthetic nervousness. While engaging universal issues of disability stigma, they also emphasize the specific geopolitics of disability how people in the Global South face greater rates of impairment based on unequal exposure to embodied risk. The course particularly welcomes students with interests in fields of medicine, policy, or public health.
Last offered: Autumn 2018 | UG Reqs: WAY-A-II, WAY-ED

ENGLISH 110: The Indian Novel

When we imagine the exemplary global or postcolonial novel, we're likely to think of novels from India. But the current dominance of Indian Anglophone fiction was hardly the tryst with destiny it seems in retrospect. This course offers a perspective on the emergence of the Anglophone novel in India through a conversation with its linguistic and generic others works in the competing modes of short stories, poetry, and film. The course may include writings by Mulk Raj Anand, G.V. Desani, Anita Desai, and Arundhati Roy, as well as selections from the volume A History of the Indian Novel in English.
Last offered: Spring 2019 | UG Reqs: WAY-A-II, WAY-ED

ENGLISH 116: Global English

Anglophone fiction confronts readers with a paradox: It uses English to describe situations where little English is spoken, and where other languages make their presence known in the form of borrowed words, translated phrases, and unfamiliar syntax. Combining global superstars like Salman Rushdie with lesser-known authors like Phaswane Mpe and Mayra Santos-Febres, the class looks at the globalization of English in three very different contexts: India, South Africa, and the Dominican Republic.
Last offered: Spring 2019 | UG Reqs: WAY-A-II, WAY-ED

ENGLISH 130: Sex and the Novel (FEMGEN 130S)

How do novels represent sexual life? This course reads texts from the eighteenth century to the present day, and considers how novelists represent the discombobulating effects of desire in fictional prose. Authors may include: S. Richardson, N. Hawthorne, J. Austen, E. Brontë, G. Gissing, H. James, D.H. Lawrence, J. Joyce, V. Nabokov, J. Baldwin, A. Hollinghurst and Z. Smith.
Last offered: Spring 2017 | UG Reqs: WAY-A-II, WAY-ED

ENGLISH 132C: Cosmopolitan Crime: Global Detective Fiction

Detective fiction is one of the most popular genres in the world. It is also, interestingly, one of the most international genres as well. In this course, we¿ll look at a selection of globally oriented detective stories, from the Sherlock Holmes to The Tunnel, and explore the ways in which detective fiction participates in the global imagination. How do these detective stories represent the tension between community and cultural difference? How do conceptions of cultural or racial ¿otherness¿ influence views of suspicion, guilt or innocence? How far does detective fiction fulfill a cosmopolitan ideal of transnational justice, and in what ways does it fall short? As we analyze the conventions of the detective genre and consider how it examines issues faced by our increasingly globalized community¿including immigration, imperialism, identity politics, and terrorism¿we¿ll ask larger questions about the nature of community, morality, law, and justice across national and cultural boundaries.
Last offered: Summer 2018 | UG Reqs: WAY-A-II, WAY-ED

ENGLISH 143A: American Indian Mythology, Legend, and Lore (AMSTUD 143M, ENGLISH 43A, NATIVEAM 143A)

(English majors and others taking 5 units, register for 143A.) Readings from American Indian literatures, old and new. Stories, songs, and rituals from the 19th century, including the Navajo Night Chant. Tricksters and trickster stories; war, healing, and hunting songs; Aztec songs from the 16th century. Readings from modern poets and novelists including N. Scott Momaday, Louise Erdrich, and Leslie Marmon Silko, and the classic autobiography, "Black Elk Speaks."
Last offered: Autumn 2018 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED

ENGLISH 145D: Jewish American Literature (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.
Last offered: Spring 2018 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED
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