Spring 2017 Courses: Graduate Seminars

ENG 5743: British and American Literature since 1950: After Beckett

Instructor: Paul Ardoin
Class Time: Thursdays 6:00p.m. - 8:45p.m.
Class Location: MB 2.404

Course Description
This course is not about Samuel Beckett. Instead, it is about the degree to which British and American literary works since 1950 do and do not embrace, reject, deny, interrogate, and ignore the cultural and aesthetic legacy of that Nobel Prize winner. Our reading list, then, ranges decades, continents, forms, and genres, and it touches on zombies, rooftop cats, assassination re-enactors, philosophers, barbarians and more. E-mail paul.ardoin@utsa.edu with questions.

Required Texts

  • Auster: The Book of Illusions; 978-0312429010
  • Beckett: The Complete Dramatic Works; 978-0571229154
  • Beckett: Three Novels; 978-0802144478
  • Coetzee: Waiting for the Barbarians; 978-0143116929
  • Critchley: Very Little…Almost Nothing; 978-0415340496
  • Hansberry: A Raisin / The Sign; 978-0679755319
  • Hansberry: The Arrival of Mr Todog
  • Tom McCarthy: Remainder; 978-0307278357
  • Parks: The America Play and Other Works; 978-1559360920
  • Whitehead: Zone One; 978-0307455178

ENG 5753: World Literatures in English

Instructor: Steven G. Kellman
Class Time: Wednesdays 6:00 p.m. - 8:45 p.m.
Class Location: MB 2.316

Course Description
"The Empire writes back," wrote Salman Rushdie, in a rich, vibrant English prose that is a legacy of British occupation of his native India. English--spoken throughout the planet by close to a billion people and by twice as many non-native speakers as native ones--has ceased to be the linguistic instrument solely of the English. English literatures flourish far beyond Albion and even the United States. ENGLISH 5753 will examine the general phenomenon of literary globalization as well as the postcolonial and translingual conditions of many authors who write in English. The course will focus on notable narrative works from Australia, Canada, India, Italy, Libya, Nigeria, Pakistan, and South Africa. All of the novels were published within the past three decades and will challenge our own abilities to confront contemporary texts without the encrustation of extensive scholarly and critical commentary.

Required Texts

  • Rabih Alameddine. An Unnecessary Woman. Grove. 0802122140.
  • J. M. Coetzee. Disgrace. Penguin. 0140296409.
  • Anita Desai. Clear Light of Day. Mariner. 978-0618074518.
  • Mohsin Hamid. The Reluctant Fundamentalist. Harcourt. 151013043.
  • David Malouf. An Imaginary Life. Vintage. 0679767932.
  • Francesca Marciano. The End of Manners. Vintage. 0307386740.
  • Yann Martel. Life of Pi. Harvest. 0156027321.
  • Hisham Matar. In the Country of Men. Penguin. 9780141027036.
  • Chigozie Obioma. The Fishermen. Back Bay Books. 978-0316338356.

ENG 5933.001, ENG 6033.002: #BlackLivesMatter: Critical Perspectives

Instructor: Sonja Lanehart
Co-instructors: Drs. Stephen Amberg (PSG), Theodorea Berry (ILT), Kinitra Brooks (ENG), Langston Clark (KIN), Marco Cervantes (BBL), LaGuana Gray (HIS), Kim Lee Hughes (COU), Joycelyn Moody (ENG), Scott Sherer (AAH), and Howard Smith (BBL)
Class Time: Tuesdays 6:00p.m. - 8:45p.m.
Class Location: MB 2.404

Course Description
#BlackLivesMatter: Critical Perspectives is a multidisciplinary class cross-listed in English (ENG), Humanities (HUM), Honors (HON), African American Studies (AAS), American Studies (AMS), Curriculum & Instruction (C&I), and Bicultural-Bilingual Studies (BBL) and offered at both graduate and undergraduate levels. The goal of this class is to critically exam the sociocultural and historical contexts of the #BlackLivesMatter (http://www.blacklivesmattersyllabus.com/) and #CharlestonSyllabus (http://aaihs.org/resources/charlestonsyllabus/) movements. In order to do that, the first three weeks of class will focus on Critical Race Theory, Whiteness Studies, and Critical Discourse Analysis to theoretically ground students as they spend the course analyzing various literary, scholarly, and multimedia texts. At midpoint, the course will include a faculty, staff, and community panel of experts and activists to historically contextualize San Antonio, Texas, and the U.S.’s engagement in racial and social injustice and violence against Black and Brown peoples. The course will conclude with a student panel presentation based on research over the course of the semester.

Eng 6023: Contemporary Rhetorical Theory and Environmental Justice

Instructor: Kenneth Walker
Class Time: Mondays 6:00p.m.-8:45p.m.
Class Location: MB 2.404

Course Description
"There will be no nature without justice. Nature and justice, contested discursive objects embodied in the material world, will become extinct or survive together."
-- Donna Haraway, “The Promises of Monsters”
This seminar introduces graduate students to foundational and emerging rhetorical theories as applied to the literatures, social movements, and policy formations of environmental justice. Environmental justice seeks fair and equitable distribution of environmental benefits through acknowledgment of and restitution for environmental racism, discrimination, and privilege. To ground environmental justice within rhetorical theory, students will explore a rich body of theoretical work—rhetorical ecology, border rhetorics, material feminism, transcultural networks, indigenous rights, political ecology, and Marxist geography—in order to develop critical approaches to literature, social movements, and/or policy. Students can expect a deep understanding of contemporary rhetorical theory, engagement with guests who are leading scholars in these areas, and applications to community-based projects in San Antonio. Finally, the course will emphasize professional development through writing in academic genres such as conference proposals, review essays, and journal articles.

Sample Texts

  • Porrovecchio, M. & Condit, C. Contemporary Rhetorical Theory: A Reader
  • Pulido, L., Environmentalism & Economic Justice: Chicano Struggles in the Southwest
  • Bullard, R., Dumping in Dixie: Race, Class and Environmental Quality
  • Ammons, E. & Roy, E., Sharing the Earth: An International Environmental Justice Reader
  • Adamson, J. & Evans, M., The Environmental Justice Reader: Politics, Poetics, and Pedagogy
  • Klein, N., This Changes Everything: Capitalism vs. The Climate
  • Hogan, L., Solar Storms
  • Castillo, A., So Far From God
  • LaDuke, W., All My Relations
  • Supplemental Readings (PDFs)

Course Projects

  • Journal/Article Review
  • Book Review
  • Proposal w/ Literature Review
  • Seminar Paper

ENG 6033.001: Historical Linguistics & Languages in Contact

Instructor: Bridget Drinka
Class Time: Wednesdays 6:00p.m. - 8:45p.m.
Class Location: MB 2.404

Course Description
This course examines the field of historical linguistics in depth, with special focus on the role of contact as a motivation for change. Students will gain familiarity with the foundational theories and arguments of the field, but will focus most specifically on recent, cutting-edge work in historical linguistics, contact linguistics, and socio-historical linguistics. Readings have been chosen from the major works of the eight plenary speakers at the upcoming International Conference on Historical Linguistics 23, to take place in San Antonio July 31-August 4, 2017. This course, then, will allow students to engage in in-depth research on historical linguistics, to make contacts with highly-respected historical linguists, and to gain considerable expertise in the field. Students will take part in the conference fully, as participants, hosts, and planners, and those who excel in this class will have the opportunity to serve as interns for the conference. If the proposed Interdisciplinary Graduate Certificate in Linguistics is approved, this course will count as one of the four courses required for the certificate.

Required Texts

  • Andersen, Henning. 2006. Synchrony, diachrony, and evolution. In: Thomsen, Ole Nedergaard (ed.). Competing models of linguistic change: evolution and beyond. Amsterdam/Philadelphia: Benjamins. 59-90.
  • Bowern, Claire, and Quentin Atkinson. 2012. Computational phylogenetics and the internal structure of Pama-Nyungan. Language 88: 817-845.
  • Cennamo, Michela. 2008. The rise and development of analytic perfects in Italo-Romance. In: Eythórsson, Thórhallur (ed.). Grammatical change and linguistic theory: The Rosendal papers. Amsterdam/Philadelphia: Benjamins. 115- 42.
  • Drinka, Bridget. 2016. Language contact in Europe: The periphrastic perfect through history. Cambridge University Press. (excerpts)
  • Epps, Patience. 2009. Language classification, language contact, and Amazonian prehistory. Language and Linguistics Compass 3: 581-606.
  • Khan, Geoffrey. 2011. Studies in transitivity: Insights from language documentation. Special issue of Studies in Language (35.3) Amsterdam & Philadelphia: John Benjamins.
  • Mithun, Marianne. 2007. Linguistics in the face of language endangerment. Language Endangerment and Endangered Languages: Linguistics and Anthropological Studies with Special Emphasis on the Languages and Cultures of the Andean-Amazonian Border area (2007): 15-34.
  • Mufwene, Salikoko. 2001. The ecology of language evolution. (Cambridge Approaches to Language Contact.) Cambridge: Cambridge University Press.
  • Torres Cacoullos, Rena. 2015. Gradual loss of analyzability: Diachronic priming effects.  In: Aria Adli, Marco García García & Göz  Kaufmann (eds.). Variation in language: System- and usage-based approaches. Berlin: De Gruyter

ENG 5053: Topics in Literary Genres: Shakesepare; ENG 6063: Cross-Cultural Issues: Shakespeare

Instructor: Bernadette Andrea
Class Location: Study Abroad: Università degli Studi di Urbino Carlo Bo

Course Description
This course explores the profound impact of the Italian Renaissance on English literature and culture during the sixteenth and seventeenth century. We will anchor our discussions with Italian Renaissance touchstones such as Petrarch’s sonnets, Castiglione’s The Book of the Courtier, and Machiavelli’s The Prince, all of which were introduced into English Renaissance culture by the turn of the seventeenth century. Drawing on textual and spatial approaches, we will dwell on Castiglione’s representations of the ideal courtier and court lady, which he conveyed through an imaginary dialogue set in the Ducal Palace (Palazzo Ducale) in Urbino. As travelers ourselves, we will investigate the advice to and experiences of English Renaissance travelers to Italy from the late sixteenth to the early seventeenth century. Our attention will then turn to Shakespeare’s enduring representations of Verona and Venice in his comedies and tragedies from the same period. Our class will travel to the Veneto (Venice, Vicenza, and Verona) to gain an experiential, as well as an aesthetic and historical, understanding of these locales. We will conclude with the contemporary Anglo-Afro-Caribbean writer Caryl Phillips, focusing on his novel, The Nature of Blood, and his travelogue, The European Tribe. In both works, Phillips creatively and critically engages Shakespeare’s “extravagant strangers,” including Othello, the “Moor of Venice,” and Shylock, the “Jew of Venice.” Assignments will consist of reader responses, including your own travelogue, and will culminate in a final paper or project.

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