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English

ENGL 050 [006M]: Multimedia North Carolina
Communication Intensive (CI); Experiential Education (EE); Visual or Performing Arts (VP) [GC Aesthetic/Literature]
Todd Taylor
In Multimedia North Carolina each student will author a documentary about a current issue important to North Carolinians. For example, you may be interested in one of the State's environmental problems or about housing for the rapidly growing Hispanic population. Each documentary will be published on the World Wide Web and will incorporate text, photographs, audio, and video composed by the students. In these documentaries, students will tell creative, well-researched, carefully crafted, true stories about intriguing people and places in terms of how they relate to a pressing issue. The goals of the course are for native and non-native students alike to deepen their understanding and appreciation of the state, to improve their writing skills, and to conduct research with immediate, real-world connections. Multimedia North Carolina is an APPLES course, requiring 3-5 hours of community service-learning per week instead of typical homework.

ENGL 051 [006M]: Boy Raised By Wolves: Wild-Child Stories and Theories of Human Nature
Philosophical and Moral Reasoning (PH) [GC Aesthetic/Literature]
Erin Carlston
"Wild-child stories," tales of children raised in a state of nature, can be found in many cultures. They often serve to reflect beliefs about the intrinsic goodness or wickedness of humanity; the respective roles of nature and nurture in forming human character; and the proper relationships between humans and the environment. In this course we'll read and view philosophical, literary, scientific and film accounts of "wild children," as well as exploring the different theories about human nature underlying these stories. In addition, weekly writing assignments and class discussions will be designed to introduce you to college-level analytic, writing, and research skills. We'll break down essay-writing skills into individual components including summary, description, evaluation, and analysis; close reading techniques; approaches to thesis writing and argument development; and preparing outlines. You'll also learn how to use library resources and databases, how to diagram a text, some basic film theory, and other fun & useful tricks of the academic trade. Work will benefit from peer review and evaluation. Emphasis will be on cooperative and active, participatory learning.

ENGL 052 [006M]: Computers and English Studies
Communication Intensive (CI); Literary Arts (LA) [GC Aesthetic/Literature]
Daniel Anderson
How do computers change the way we study traditional literary texts? How do computers reshape our definitions of texts and of writing? What skills must scholars possess to work successfully with both literature and technology?

ENGL 053 [006M]: Slavery and Freedom in African American Literature and Film
Literary Arts (LA); North Atlantic World (NA) [GC Aesthetic/Literature]
William Andrews
The purpose of this seminar is to explore the African American slave narrative tradition from its nineteenth-century origins in autobiography to its present manifestations in prize-winning fiction and film. The most famous nineteenth-century slave narrative, Narrative of the Life of Frederick Douglass, an American Slave (1845) was an international best seller with sales far surpassing those of Walden and Moby-Dick combined.
Incidents in the Life of a Slave Girl (1861), the amazing but truthful story of Harriet Jacobs's slave experience in Edenton, North Carolina, also remains enormously popular today. In the twentieth century, the most important and influential African American autobiographies and novels -- Booker T. Washington's Up From Slavery (1901), Richard Wright's Black Boy (1945), Ralph Ellison's Invisible Man (1952), Alex Haley's The
Autobiography of Malcolm X (1965), and Toni Morrison's Beloved (1987) -- are all products, formally and thematically, of the ongoing slave narrative tradition. The slave narrative has also given rise to a number of notable films, from major studio releases like like Spielberg's Amistad (1997) to independent films like Gerima's Sankofa (1993). In some cases -- such as the 1977 television series based on Haley's Roots -- these film
versions of slave narratives have had a profound impact on American culture. The seminar will focus on the titles and films mentioned above.

ENGL 054 [006M]: The War to End All Wars? The First World War and the Modern World
Global Issues (GL); Literary Arts (LA); North Atlantic World (NA) [GC Aesthetic/Literature]
Christopher Armitage
As Europe plunged into war in the summer of 1914, young men rushed to enlist "like swimmers into cleaness lapping," in the words of Rupert Brooke, who was to die in the Gallipoli campaign the next spring. And after four years of appalling and mostly futile slaughter, the idea that it was "glorious to die for one's country" was denounced by another doomed poet, Wilfred Owen, as "the old lie." Along with millions of military and civilian lives lost or ruined, dynasties were overthrown, economies bankrupted, moral and social codes undermined. The peace treaty of Versailles satisfied neither the victors nor the vanquished and thus helped pave the way for World War II.
We will examine British, French, German, Russian, Canadian, Australian, and American works of literature and films that bear on the subject. There will be several two-page papers, oral presentations from groups, mid-term and final exams.

ENGL 055 [006M]: Studies in African-American Drama
Visual and Performing Arts (VP) [GC Aesthetic/Literature]
Laurence Avery
Our mutual goals in this course are to learn as much as we can about the experience of African Americans as depicted in the American theater, about the artists who have depicted it, and about the techniques for reading and interpreting plays. Our works will cover almost a century, from the time of World War I up to the present, and will include a few works from other developing theaters (for instance, the Irish) for purposes of comparison. Organized as a seminar, the course will feature open discussion, student reports, and enactment of scenes. In addition to reading and discussing the plays, we will do staged readings of scenes to get a feel for the dynamics of the theater, talk with actors and directors in the Department of Dramatic Art about the work of professional theater people, avail ourselves of the expertise of African-American scholars on campus and in the area, and generally be alert for opportunities during the semester to broaden our sense of the plays in their cultural context. The course grade will depend one-third on examinations (mid-term and final), one-third on papers or formal presentations (two or three during the semester), and one-third on participation in class discussions and activities.

ENGL 056 [006M]: Projections of Empire: Colonial and Postcolonial Fiction and Film
Global Issues (GL); Literary Arts (LA)
Pamela Cooper
The course examines depictions of empire in twentieth-century fiction and film - specifically, issues of power, identity, and themes raised by British colonialism - which it reconsiders in the frame of the postcolonial. It also explores a part of this project the cultural implications of transforming novel into film. Beginning with "The Man Who Would Be King," we will investigate modernist portrayals of empire in A Passage to India, Mrs. Dalloway, and Heart of Darkness. Using the latter as a historical lens, we will approach the postcolonial through Pascali's Island, The English Patient, The Commitments, and Trainspotting. Like Heart, The Remains of the Day will act as a prism, focusing imperialism and its aftermath as deeply influencing our world today.

ENGL 057 [006M]: Future Perfect
Literary Arts (LA)
Tyler Curtain
“Future Perfect” is a first year seminar that will investigate the forms and cultural functions of science fiction. We will read authors as diverse as William Gibson, Octavia Butler, and Samuel Delany, to name only three influential practitioners of the genre. Key questions raised by science fiction include: What does it mean to be human? How do we imagine our culture and society to be other than it is? What roles do social categories such as race, gender, class, and sexuality play in our descriptions of the future; and to what extent are these ways of categorizing humans important for making this literature “realistic”? How do we re-imagine human evolutionary biology and to what purpose?

ENGL 058 [006M]: The Doubled Image: Photography in U.S. Latina/Short Fiction
North Atlantic World (NA); US Diversity (US); Visual or Performing Arts (VP) [GC Aesthetic/Literature]
Maria DeGuzmán
For students interested in both visual and written are forms and in ethnic studies an, in particular, sort stories, photography, and Latina/o literature, this is the course for you? This seminar will focus intensively on short fiction by U.S-born Latina/o writers. We will examine nine short stories that hinge on the theme or device of the photograph, and we will embark on an exploration of how and why Latina/o writers are drawn to this device in the context of an Anglo-U.S. culture that historically has tended to both "disappear" and "hypervisualize" Latinos. This course is designed to engage literature, cultural studies, communication studies, and are concentrators and will be conducted as a seminar with plenty of lively discussion.

ENGL 059 [006M]: English: The International Language
Communication Intensive (CI); Global Issues (GL); Social & Behavioral Science/Other (SS) [GC Aesthetic/Literature]
Connie Eble
This course will explore the expanding fiction of English as the universal language. The fundamental linguistic issue is the tension between diversity and uniformity, an opposition observable in a wide range of human enterprises. Through readings, individual and group projects, in class discussions and an individual conference with the teacher, students will identify and evaluate the advantages and disadvantages of both language diversity and language uniformity. They will 1.) read and discuss in class published commentaries both by language scholars and by people who have chosen to learn English as a second language; 2.) view and discuss portions of the film series The Story of English; 3.) conduct and write a report of an interview with a non-native speaker of English, using a questionnaire developed through class discussion; 4.) work in groups on a class project to discover through examining newspapers from around the world the functions of English outside the U.S., Canada, and the British Isles; 5.) read about how one community of English speakers uses its local dialect of the international language to preserve loyal identity (Ocracoke, North Carolina).

ENGL 060 [006M]: Awakenings: Coming of Age in Modern American Literature and Film
Literary Arts (LA) [GC Aesthetic/Literature]
Joseph Flora
Through a study of modern novels, films, essays, and occasionally a poem, this seminar will study moments of awakening to a life-defining concept of the self. Often, these moments are played out in high schools, prep schools, colleges, and universities, and the major characters we study will be at or near the age of the members of the seminar. Seminar members will have opportunity to evaluate their own educational experiences and to ponder possible choices that will come in the immediate future and mold their own lives. Students will keep a journal to chart their reactions to the works that we encounter, and will also write brief reports and essays. Students will see the PlayMakers' production of Look Homeward, Angel in October and read those portions of Thomas Wolfe's novel that describe the protagonist's college experiences in Pulpit Hill (famously modeled on Carolina). Other readings will include Sherwood Anderson's, Winesburg, Ohio; J.D. Salinger's, Catcher in the Rye; Jill McCorkle's, The Cheerleader; and other selected paperbacks. We also will watch the films Rushmore, Educating Rita, and Wonder Boys.

ENGL 061 [006M]: Turner, Wagner, Hardy
North Atlantic World (NA); Visual or Performing Arts (VP) [GC Aesthetic/Literature]
William Harmon
During 1906, when he was in his mid-sixties, Thomas Hardy noted: "I prefer late Wagner as I prefer late Turner . . . the idiosyncrasies of each master being more strongly shown in those strains. When a man not contented with the grounds of his success goes on and on, and tries to achieve the impossible, then he gets profoundly interesting to me." Let us attempt to account for the achievement of three epochal but still controversial artists who flourished in the nineteenth century: a painter, a musician, and a writer. This seminar will provide a set of materials that will constitute a kit for a lifetime of self-education in the arts. I encountered such a set of materials, arranged over three quarters, when I was a first year student at the University of Chicago, almost 50 years ago. It culminated in a comparison of three artists (Picasso, Stravinsky, Eliot), much in the way I am proposing a comparison of Turner, Wagner, and Hardy. The seminar proposes to offer (1) elements of the various arts-such as may be found in Art and Music Appreciation courses; (2) historical placement of certain artists at key points in the nineteenth century; (3) a synoptic conspectus of how these three artists resemble one another: myth, elements, daily life, connection to literature, medievalism, innovation, controversy, convention, ruggedness, delicacy.

ENGL 062 [006M]: Martin Luther King, Jr.: His Legacy in African American Literature
Literary Arts (LA); North Atlantic World (NA) [GC Aesthetic/Literature]
Trudier Harris
African American writers have incorporated Martin Luther King and his philosophy into their poems, plays, and novels. This course will examine many of those writings. We will tie together history, politics, the Civil Rights Movement, and literature in an exploration of King's impact upon the nation and particularly upon the South. The selected works will become the centerpieces of a course designed to enable students to examine the nature of literary production and the inherited values we bring to reading. Classes will consist of short introductory lectures, discussions, brief oral presentations by students, viewing of excerpts from films and videos, listening to taped speeches and to music of the Civil Rights era. Students will be expected to complete five short papers (1-2 pages each), an oral report (10 minutes), a course project (15 pages), a mid-semester examination, and a final examination.

ENGL 063 Banned Books
Literary Arts (LA); U.S. Diversity (US)
Laura Halperin
This seminar will focus on issues of intellectual freedom and censorship, with specific attention to the ways in which these issues are racialized. In this course, students will read books that have been banned in the United States and will examine the rhetoric surrounding such censorship. Students will critically analyze the rationale used to justify book banning in the name of protecting this country’s youth and preserving this nation’s morals and norms. Students will pay close attention to the themes and language in the banned books, and they will also look to the socio-cultural, geographical, and historical contexts behind the censorship of these texts. For instance, students will investigate the relationship between the places where these books have been banned and the communities who reside in these locations to try to understand why these books have been censored there. In particular, students will explore connections between restrictions on free speech, racism, xenophobia, spiritual intolerance, and (hetero)sexism.

This seminar will be organized as a discussion course in which active class participation will be key. The class will have large group and small group discussions and workshops, in-class freewriting assignments, group presentations, debates, formal essays, and a research paper.

ENGL 064 [006M]: Ethics and Children's Literature
(Service Learning Course)
Literary Arts (LA); North Atlantic World (NA); Experiential Education (EE) [GC Aesthetic/Literature]
Laurie Langbauer
Children's literature cuts to the heart of the reasons people really read. Children turn to books to make sense of themselves and their world. People turn to ethics when they come across central questions of existence and conduct they don't know how to answer. In this class, we will attempt to learn from children, to adopt an ethical stance toward reading from them. When I enter this book, who am I? What kind of life is possible in it? The rules of the imaginative worlds we visit compel us to face up to first questions: In stories in which the stones beneath our feet can talk, what do we mean by life? The magic that turns a baby into a pig insists that we ponder not just 'Who am I?' but what we mean by a self at all. We won't come up with answers to particular ethical debates. We will look at the way that ethical problems are formed. How can children's stories help us negotiate the difficult questions of self and other in the struggle to be human?
This course is an Ueltschi Service Learning course, so students enrolled in it will do a thirty hour service learning component, working with children in the schools, as part of our inquiry into ethics and children's literature. These placements will be facilitated by A.P.P.L.E.S. A typical project would include a couple of hours a week tutoring elementary students with reading, or writing, or in English as a Second Language. In
class, every class member will find the best way for him or her to reflect on and organize this service work into a final independent project. In the past, students have done multimedia presentations (including making videos, recording music, creating Web sites, or using Powerpoint), written stories, devised a curriculum with sequenced prompts and class plans, done illustrations, conducted oral histories.
In addition, this course is one of a consortium of three courses this term with a focus on children. The other two are: History 49H; Childhood in America, taught by Professor
John Kasson and PSYC 055 [006E]; Children's Eyewitness Testimony taught by Professor Peter A. Ornstein. Those three classes will work collaboratively throughout the term in a variety of formats that might include: students meeting together formally and informally, at dinners and get-togethers hosted by the professors and the Johnson Center, through reading and discussing common texts, by attending videos, lectures, symposia presented for them on shared topics of interests, working the community together, and presenting their own work to one another. This is an exciting opportunity to extend learning beyond individual classrooms!

ENGL 065 [006M]: The Sonnet
Literary Arts (LA) [GC Aesthetic/Literature]
George Lensing
The sonnet, a poem of fourteen lines, has had a powerful appeal to poets in the English language from the time of Chaucer to the present day. Its brevity and apparent simplicity are equally appealing to its readers who might otherwise feel uncertain and hesitant about reading poetry in general. The course will examine the range and diversity of the sonnet within the American and British traditions and its adaptation to social, political, religious, and mythical themes. Students will be asked to write a couple of sonnets and perhaps put some to musical voice or instrument in performance. Local and regional poets who have written sonnets will be invited to the class to read and discuss their work. "Scorn not the sonnet," wrote William Wordsworth (who wrote over 500 sonnets). Such counsel we'll take to heart and perhaps come to love it as well.

ENGL 066 [006M]: William Butler Yeats and Irish Independence
Literary Arts (LA); North Atlantic World (NA) [GC Aesthetic/Literature]
John McGowan
This course focuses on the poetry and plays of William Butler Yeats (1865-1939), one of Ireland's greatests writers. Yeats was deeply involved in Irish politics during the time when Ireland fought for and won its independence from Great Britain. We will read Yeats's work, but students will also engage in group research projects on the historical and social background to Yeats's writings. The course requires students to keep a reading journal, to write three short essays, and participate in a major collaborative research project with three other students.

ENGL 067 [006M]: Travel Literature
Global Issues (GL); Literary Arts (LA) [GC Aesthetic/Literature]
Jeanne Moskal
Willa Cather wrote that there are only two or three human stories that go on fiercely repeating themselves. In this course we examine some influential British, North American, and Continental literature of one of those repeating human stories: the journey. The course has three units: an introduction to the methodology and pertinent questions to ask of travel literature, a survey of the sub-genres within travel literature (the voyage, the interior exploration, the tour, the pilgrimage, the mission), and a focused analysis of one of those sub-genres, the tour. A recurring theme in the course is the State of North Carolina as a destination for travelers, marked by the writings of naturalist William Bartram, of Catholic missionary Fr. Thomas Price, and of short-term tourist V.S. Naipaul. Our mutual goals in this course are: to understand how travel and travel writing can engage received notions of gender, sexuality, religion, and national identity; to raise questions about the role travel literature has played in war, colonization, and international commerce;
to learn the literary conventions that organize various kinds of travel literature by analyzing and imitating the classic authors
to implement active-learning strategies for representing travel by short class trips with travel writing assignments about those trips. to measure the impact of travel literature on novels, poetry, drama, opera, and film.

ENGL 068 [006M]: Radical American Writers: 1930-1960
Literary Arts (LA); North Atlantic World (NA) [GC Aesthetic/Literature]
Thomas Reinert
In this course, we will read fiction, plays, and essays by American writers associated with the political left in the 1930s, and we will see how the political notions of leftists shifted during the Second World War and the McCarthy era. Authors will include such classics as John Dos Passos, Edmund Wilson, Mary McCarthy, and Bernard Malamud, as well as lesser-known essayists and journalists like Anatole Broyard and Robert Warshow. Class sessions will be run as discussions; there will be several short papers and a final exam.

ENGL 070 [006M]: Courtly Love--Then and Now
Literary Arts (LA); North Atlantic World (NA) [GC Aesthetic/Literature]
Beverly Taylor
How have ideas about courtship changed between the twelfth-century "Rules of Love" penned by Andrew the Chaplain and 1995's The Rules: Time-Tested Secrets for Capturing the Heart of Mr. Right? Just what was "courtly love"? And how has it influenced our own views of romance? Our readings will include literature which defined this influential concept, from The Art of Love by the Latin writer Ovid; to medieval Arthurian romances and troubadour lyrics; to Renaissance sonnets and Shakespeare's Romeo and Juliet. We will trace the influence of these traditions in works by more recent writers such as Tennyson and Robert and Elizabeth Barrett Browning, and in contemporary films, cartoons, and advertisements. In the process we will be exploring the history of Western thought about gender relations, and the political and economic implications of our ideas about beauty, sex, and love.

ENGL 071 [006M]: Doctors and Patients
Literary Arts (LA) [GC Aesthetic/Literature]
Jane Thrailkill
When the medical anthropologist Arthur Kleinman writes that, " illness has meaning," he reminds us that the human experience of being sick involves more than just an ailing body. Both doctors and patients create narratives that conceive of sickness and healing in terms that are personal a well as clinical, culturalas well as biological. In this course we will consider a wide array of texts from different disciplines--anthropology, film, literature, philosophy, history, biology--to examine the tension in medicine between the story that an individual patient presents and the "case" that the doctor creates. Each student will choose a disease on which to become an "expert;" written assignments will examine the different "faces" of the disease, personal, medical, and cultural. Students will take leadership roles in class discussion, participate in a web forum, and write an informal final exam.

ENGL 073 [006M]: Leaving Adolescence
Literary Arts (LA); North Atlantic World (NA) [GC Aesthetic/Literature]
Linda Wagner-Martin
A course based on reading stories, poems, memoirs, biography and novels from United States and Canadian literatures. By working from at least four films, the class gains a common core of visual impressions. Students write short assignments in a variety of modes: personal essays, journal entries, memoirs, collaborative projects, film criticism, and brief performances of writing.

ENGL 074 [006M]: Epic and Counter-Epic in Western
Literature
Literary Arts (LA); North Atlantic World (NA); World Before 1750 (WB) [GC Aesthetic/Literature]
Jessica Wolfe
This course examines the complex and vexed relationship to epic literature in the West from ancient Greece to the modern day. Beginning with two very different models of epic - Homer's Iliad and his Odyssey - the course will trace how epic conventions and values are transformed, challenged, and subverted by later poets and philosophers, including Virgil, Lucian, Lucretius, Ovid, the authors of the New Testament, the early modern English poets Edmund Spenser, John Milton, and Alexander Pope, and several contemporary poets and novelists.

ENGL 075: Interpreting the South from Manuscripts
Communication Intenstive (CI), Historical Analysis (HS); Experiential Education (EE)
Connie Eble
The Southern Historical Collection of UNC Libraries contains the raw materials of people's lives - their letters, diaries, business records, scrapbooks, photographs, and other primary sources which allow people of the present to interpret the past. Taking full advantage of these materials requires an understanding of the nature of manuscript collections and of how to access and use them knowledgeably and responsibly in the context of contemporary scholarship and methodologies. Students will learn about and work directly with manuscripts under the guidance of two faculty members, one who makes use of manuscripts in research and one a professional librarian whose expertise is in manuscript resources. The aim of the course is to give beginning university students the requisite research skills to allow them to appreciate and to contribute to an understanding of the past by directly experiencing and interpreting records from the past. Students will actually get to work with historical documents, some more than 200 years old.

ENGL 076 [006M]: Decadence, Nihilism and Aestheticism: 1870-1910
Literary Arts (LA) [GC Aesthetic/Literature]
John McGowan
The end of the nineteenth- and beginning of the twentieth-century had many parallels to our own time. Nihilistic terrorists and decadent homosexuals were deemed a threat to established values by traditionalists, while radicals protested against corporate monopolies, corrupt politicians, and imperialistic foreign policies in the rich Western nations. This course will explore four writers of this period in order to examine a range of responses to what each writer saw as a crisis in the West's ability to provide both a prosperous and a meaningful life for all people. They believed that traditional sources of authority, including religion, were in decline, but were worried that an egalitarian democracy would only breed mediocrity and the materialistic quest for money. Art works, and more generally culture, become an important way to foster social cohesion in a world that features intense economic competition between individuals. Walter Pater and Oscar Wilde promoted the aestheticist doctrine of "art for art's sake" to replace the spiritual dimension they believed society had lost. Friedrich Nietzsche proclaimed the "death of God" and searched for ways to avoid the "nihilistic" conclusion that a godless world offers no reason for living. William James took a more upbeat, American view of these questions, but also wondered what would motivate "striving" if this world was all there is and death ended our individual existences. Entangled in these more philosophical issues are the contrast between reformist and more radical (violent and terrorist) responses to Western society's failings, and questions of "deviant" and "decadent" behavior (Pater and Wilde were homosexuals) punished by the mainstream. Studying these writers will help us understand society in our own time, by leading us to examine the consequences of living in a modern commercial culture and the meanings that are ascribed to art and other marginal practices within such a culture.

ENG/ART/HIST 077 [006K]: Seeing the Past
Humanities & Fine Arts/Visual or Performing Arts (VP) [GC Aesthetic/Fine Arts]
James Thompson, Lloyd Kramer, Mary Sheriff
This seminar will introduce students to practices of critical analysis that inform academic work in all the core humanistic disciplines: how do we ask analytical questions about texts, artwork, and other cultural artifacts that come down to us from the past or circulate in our own culture? "Seeing the Past" will be taught in conjunction with the Ackland Art Museum's project, "Witnesses to an Age of Transformation," for which the Ackland has received a grant to mount an exhibition, with attendant programs, including this seminar. The exhibition revolves around three unusual paintings in their collection: Amigoni's Venus Disarming Cupid; Francois-Xavier's portrait of Henry Richard Vassall Fox; and Satan Leaving the Court of Chaos, a work of the English romantic school. Each of these paintings presents an array of problems and questions, including attribution, provenance, subject, and iconography. The three faculty members who will teach this seminar represent different disciplines-Mary Sheriff is an eighteenth-century French art historian, Lloyd Kramer is an eighteenth-century French intellectual historian, and James Thompson is an eighteenth-century English literary historian. The central question that "Seeing the Past" asks is this: What do you need to know in order to understand these paintings? What constitutes necessary and accurate information? How do you find it; and how do you evaluate it?

ENGL 078 [006M]: The Life and Writing of William Butler Yeats
Literary Arts (LA) [GC Aesthetic/Literature]
Nicholas Allen
UNC at Chapel Hill has one of the world's premier collections of manuscripts and books by Nobel Laureate William Butler Yeats, one of the world's foremost poets of the twentieth century in English. We will explore the range of Yeats' work, of first editions, pamphlets, manuscripts and essay collections to assess how Yeats' practice evolved from Mosada (1886) to Last poems and plays (1939), with special emphasis on group research. In doing so, we will consider how the public and private worlds of this complex writer intertwine, of how, as Yeats put it, 'to sing… of what is past, or passing, or to come'.

ENGL 079: Globalization/Global Asians
Communication Intensive (CI), Global Issues (GL)
Jennifer Ho
What is globalization? Is it a product of our modern era or, if we think about the exchange of goods and ideas that have occurred throughout the millennia, is there really anything new about globalization? Our current conception of globalization suggests that due to advances in technology—telephone, television, and the internet—the size and speed of the world has shrunk so that we can register, instantaneously, events that occur in Japan, Pakistan, and Indonesia through various forms of media—our cellular phones, our television sets, and our laptop computers. This course will explore the concept of globalization by focusing on the Asian diaspora, particularly the artistic and cultural productions that document, represent, and express “Global Asians.” Starting with a theoretical grounding of terms like globalization, transnationalism, and diaspora, we will turn to various units that explore Asian cultural production in a global context, using literature, ethnography, film, and memoir.

ENGL 080: The Politics of Persuasion: Southern Women's Rhetoric
Literary Arts (LA), Communication Intensive (CI), US Diversity (US)
Jordynn Jack
Historically, women have been dissuaded from participating in rhetoric, or the art of persuasion, due to cultural restrictions that portrayed the ideal woman as silent, complacent, and dedicated only to her domestic duties. Indeed, Southern women have been portrayed stereotypically as belles, Mammies, plantation mistresses, and "steel magnolias"--figures who tended the home fires but did not engage directly in public life.
Yet, UNC's Wilson Library maintains many documents written by women who surpassed these stereotypical roles and engaged in public speaking and writing. These include narratives of women's experiences as spies, social reformers, missionaries, teachers, blockade runners, and escapees from slavery. In this course, students will examine these primary documents to uncover the persuasive strategies women used to challenge the limited roles to which they were assigned. We will read texts written by Southern women of African-American, European-American, and Latin-American descent, paying careful attention to the different constraints and resources these women used to construct persuasive personae for public audiences. In the process, we will engage in original archival research to identify and interpret the rhetorical strategies common to this extraordinary group of women writers.

ENGL 081: A Century of W.H. Auden
Literary Arts (LA), Communication Intensive (CI), North Atlantic World (NA)
William Harmon
Since February 21, 2007, will be the hundredth anniversary of the birth of W. H. Auden, that semester will be an opportune time to examine his work as a poet, playwright, critic, librettist, documentarian, travel writer, and exemplary literary figure who was at home in Europe and America. His work covers such a wide range of periods and styles that it can become the focus of a survey of literature from the Middle Ages on, with consideration of language, nationality, sexuality, politics, and psychology. The seminar will feature musical and dramatic performances as well as interpretive readings. Using a chronological survey of Auden's major works as a platform, the class will reach out to relevant texts and materials in psychology, sociology, anthropology, religion, and mythography. Students may write poems of their own, or at least imitations or parodies in order to get inside the process.

ENGL 083-001:  Narratives of America and South Africa: In Slavery, In Prison, In Limbo
Literary Arts (LA); North Atlantic World (NA)
Trudier Harris
This course will focus on narratives of enslavement and imprisonment in the United States and South Africa.  It will include historical and autobiographical material as well as literary works.  Films and speeches will also be key to understanding the impact that confinement has upon creative and literary imaginations.  Focusing on key figures in the history of each country, such as Martin Luther King, Jr. and Nelson Mandela, the course will allow students to correspond with political prisoners, produce creative work about enslavement or imprisonment, and think creatively about the consequences of enslavement and imprisonment upon contemporary societies in both countries.  Other writers to be included are James Baldwin, Steve Biko, Andre Brink, Octavia Butler, Frederick Douglass, J. M. Coetzee, and Ernest Gains.

ENGL085: Economic Saints and Villains
Literary Arts (LA); Communication Intensive (CI); North Atlantic World (NA); The World Before 1750 (WB)
Randall Davenport
The rise of new economic activities--whether the birth of international banking, trading in future commodities, or the marketing of junk bonds--bring with them both excitement and trepidation. Literature about how people, both ordinary and extraordinary, go about the business of getting and spending is one way that a culture comes to terms with emergent and potentially revolutionary economic formations. This course will explore how early modern England from the sixteenth to the nineteenth centuries imagined new economic orders through plays and novels. After a brief prologue centered on Chaucer's representation of feudal men and women of business, we will examine how Renaissance plays by Marlowe, Shakespeare, Dekker, and Heywood present economic scoundrels such as Barabas and Shylock as well as heroic entrepreneurs such as Simon Eyre and Thomas Gresham. In the eighteenth century we will sample the work of Daniel Defoe who crafted a guide for early tradesmen but also produced subversive novels with dubious heroines who use sex and business acumen to acquire and lose great fortunes. From the nineteenth century, we will read two works, a little known melodrama, "The Game of Speculation," as well as the iconic "A Christmas Carol" by Charles Dickens. Both stories speculate on the compatibility of economic and spiritual success. We will conclude with a modern epilogue: three satiric films from the era of Reagonomics including Oliver Stone's "Wall Steet," Mike Nichols' "Working Girl," and Jon Landis' "Trading Places." Our objective throughout will be to analyze how literary art, itself a form of economic activity, simultaneously demonizes and celebrates the "miracle of the marketplace" and those financial pioneers that perform its magic.

ENGL 086: The Cities of Modernism
Communication Intensive (CI); Literary Arts (LA)
Rebecka Rutledge Fisher
The Cities of Modernism is a cross-cultural and inter-medial exploration of the imagery of the “Great City” in High Modernist works of literature, art, and film.  Materials may include texts by Andrei Bely, T.S. Eliot, James Joyce, Nella Larsen, Jean Toomer, and Virginia Woolf.  We will also discuss paintings by German expressionists and artists of the Harlem Renaissance, the film “Metropolis” by Fritz Lang, and contemporary theoretical essays by Walter Benjamin, W.E.B. Du Bois, Melville Herskovits, James Weldon Johnson, Georg Simmel, and Oswald Spengler.

ENGL 087: Jane Austen Then and Now
John L. Townsend III FYS in English
Visual & Performing Arts (VP)
James Thompson and Inger Brodey
This course will focus on the fiction of Jane Austen and its representations in film.  This author, who never traveled outside England and had the opportunity for little formal schooling, has nonetheless wielded enormous literary and cultural influence across the globe.  Austen societies can be found on six continents, and her novels have been the inspiration for films set in contemporary India as well as the California teenager scene.  The year 2007 featured the release of two successful feature-length Austen films (Becoming Jane and The Jane Austen Book Club) and in the Spring of 2008, the BBC released new film versions of all six novels.  What is the secret of her global appeal?  What does she represent to contemporary American society?  What is gained or lost in adaptation from novel to film?

In order to address this issue, we will read all of her major novels and selected juvenilia, along with the novel Jane Austen’s Book Club, and many of the most influential film adaptations, considered under different categories, such as “Heritage Adaptations,” “Modern Dress Adaptations,” and “Biographical Adaptations” and “Fan-as-Heroine Adaptations” of her work.  Students will also have the opportunity to film their own adaptation of the first chapter of Pride and Prejudice.