Undergraduate Courses, Summer 2002

Times and locations of class meetings are subject to change. Consult the UF Schedule of Courses for official class times and locations and an explanation of the class period abbreviations.

Upper Division (3000–4000) Courses, Summer Sessions A & B

Note: Only course descriptions are listed below. For a comprehensive summary of course numbers, sections, times and locations, titles, and instructors, see the following web page:

AML 4242

Studies in 20th Century American Literature:
Race and Gender in Latina/o and Chicano/a Short Stories and Poetry

Tace Hedrick

This Summer course will provide an overview of Latina/o (Cuban-American, Nuyorican, Puerto Rican, Dominican-American) and Chicano/a (Mexican-American) short stories and poetry, dating from the 1960s to the present. Using video and film as well as texts, we will be looking at the various histories of these groups and discussing the place of raced and gendered identities in a literature which encompasses such varied “American” experiences as the Vietnam War, the Civil Rights movement, Chicana and Latina feminist movements, the Cuban Revolution, and relations between Puerto Rico, the Dominican Republic, and the United States. Among the authors we may read are: Junot Dìaz (Dominican), Lorna Dee Cervantes (Chicana), Achy Obejas (Cuban-American), Rosario Ferré (Puerto Rican), Rafael Campos (Cuban-American), and Jimmy Santiago Baca (Chicano).


ENG 4015

Psychological Approaches to Literature

Peter L. Rudnytsky

This course will consist of a close reading of James Joyce’s Ulysses, with special attention to Joyce’s use of psychoanalysis and psychological themes in the novel. The requirements are a midterm, final, and a five- to seven-page term paper. Quizzes may be given on the reading assignments. Regular attendance and active participation in class discussions are expected.


ENC 3310

Advanced Exposition

Marie Nelson

Writing about Language, the single required text for this section of ENC 3310: Advanced Exposition, will be available at Renaissance Printing. This text presents a series of short readings on such topics as language acquisition, animal communication, sentence patterns, word formation processes, the language of trial scenes, varieties of English, and language used in schools. The selections included within chapters are themselves drawn from a wide variety of forms. A chapter titled “Writing: Invention and Discovery,” for example, includes lines from Seamus Heaney’s “Alphabet” poem and passages from a science fiction story by Gregory Benford. Each chapter ends with four or five “Writing Possibilities” intended to lead to a one-page-or-less “writing start.”

The expectation is that the sequence of short writing tasks (12 or so short writing assignments from which you will choose topics for three 4–5 page papers) will lead to further understanding of some of the ways that language works. It is also likely that since each writing response will be carefully read and returned to you with written comments in its margins (provided you turn assignments in in a timely manner) your ability to express your thoughts in writing will grow as a result of the experience provided by this Advanced Exposition class.


ENC 3312

Advanced Argumentative Writing

Ronald Carpenter

In the short summer term version, Argumentative Writing (ENC 3312) focuses on several specific facets of the rhetorical process by which discourse can influence the attitudes and actions of other people. Students practice these techniques, respectively, in shorter weekly papers as well as a longer final paper, which incorporates virtually all of the principles studied and practiced earlier. Papers are discourse to persuade on current controversial topics of the students’ choice, likely related to their immediate interests or future professional goals. The only prerequisite for the course is the capability to write grammatical sentences that are punctuated correctly.

Summer session instruction has the following format. On Mondays and Tuesdays, your instructor lectures about principles and techniques to practice that week. At the end of the Tuesday period, the paper for that week is assigned. Attendance and careful taking of notes are very important because in the summer term the course does not have a textbook. The instructor will suggest readings if you need them, but the lectures should make supplementary reading unnecessary. If unsure of your ability to take notes, however, you may audio-tape Monday and Tuesday lectures. Wednesday class meetings are for informal discussion wherein your instructor answers questions about materials covered in lectures and responds to examples of the techniques that you find in current newspapers and periodicals. On Thursdays and Fridays, all students are scheduled to read aloud – for prior feedback from the instructor and class members’ excerpts from early drafts of their writing assignments (because of the July 4th holiday, our schedule differs somewhat for that week of class as well as the last week). The final draft of each weekly paper is turned in the immediately following Monday and returned, graded, on Wednesday. The final paper must incorporate still other precepts and most of the principles and techniques practiced in the shorter weekly papers.

All papers must be turned in typed, double-spaced, and of assigned length. Your instructor requires use of word processing (several facilities on campus offer use of computers if you do not have your own). Therefore, lengths of papers are known, and your word processing program will check your spelling (grades on papers can suffer accordingly because of spelling, punctuation, and grammatical deficiencies). In papers 1, 2, and 3 you must “color code” by underlining to identify the specific techniques you are using (so obtain several different color markers).

A final exam calls upon you to analyze the principles of persuasion utilized in a prominent instance of rhetorical discourse. You must identify correctly the principles or techniques being used, their quantitative extent, and why they are qualitatively appropriate or inappropriate. Students also will be called upon to re-write portions of that text using different techniques named on the test by the instructor. Students will receive a copy of that text in a class meeting before the examination day.

The final grade in the course is determined one-third by the final exam grade, one-third by the longer final paper, and one-third by the average on the shorter weekly papers. Again, the course in the summer does not have a textbook so attendance and careful note-taking are very important.

For the Summer B term in 2002, my office hours are Tuesday and Thursday afternoons, 8:30-10:30. Students can see me during those hours without appointments. My office is in 4340 Turlington Hall; my telephone number is 392-9110 ext. 265.

Week-By-Week Plan of the Course

July 1–5 Capitalizing on Connotations

Course Overview; Defining Communication and Argumentative Discourse; the importance of defining your “Audience”; “Ideographs,” “God,” and “Devil” terms to evoke readers’ approach or avoidance. Assigned paper: letter to the editor about a current controversial topic (400 words). Remember: no class on Thursday, 4 July.

July 8–12 Proving Your Point

The Verbal Forms of Support: Example, Illustration, Testimony, Comparison, Statistics, and Repetition or Restatement. Assigned paper: achieving “narrative fidelity” for your audience on behalf of a controversial topic of your choosing (800 words).

July 15–19 The Power of Your Persona

Ethos and the Dimensions of Source Credibility: Competence (Knowledge or Sagacity), High Moral Character, Goodwill, Dynamism, and Similarity. View Richard Nixon’s “Checkers” TV speech in 1952. Assigned paper: write the speech nominating the person you believe should be elected President or Vice-President of the United States in 2004 (you will be writing the speech to be delivered at the Convention by some other person on behalf of that candidate) (800 words).

July 22–26 Appeals to Emotional Needs

Achieving “Identification” through use of the “Rhetorical Second Persona” and a “Rationalization.” Appeals to the Four Basic Drives: Supply, Avoidance, Sexual Attractiveness, and Ego Satisfaction. Assigned paper: demonstrate to an intended, audience of identifiable readers that a course of action you recommend is consonant with their basic drives and motives (800 words).

July 29–August 1 The Enthymeme

“Hot” vs. “cool” media and the “hard sell” vs. the ultimate “soft sell” known as an enthymemic argument. Assigned paper: persuade your instructor to a course of action by using an enthymemic approach. Two days will be allowed for you to ask the questions to “debrief” your instructor in such a way that the assignment can be fulfilled well (as many words as needed). No class on Thursday and Friday.

August 6–9 Organization, Exam, and Final Paper

No class on Monday. Tuesday is for a lecture on organization for the final paper, which will be assigned at the end of the period and must include a statement of your “game plan” (identifying what your instructor should perceive as the techniques upon which you rely). Wednesday has no formal class meeting but is set aside all day for mandatory individual student-professor conferences. You will sign up for a time slot from the schedule posted on my door. Thursday is a review session, and you will receive the text to analyze for the exam. Friday is the day for the exam (you must bring the text back with you, marked as you see fit). Final papers also are due on Friday (1,500 words).


ENL 4333

Shakespeare: Feminist/Gender-Oriented Approaches

Jack Perlette

This course will focus on the dramatic works of Shakespeare, from which we will read as large a selection as time allows. We will also be reading a large amount of critical commentary on the plays and the contexts in which they were written. Shakespeare criticism is (literally) massive and incredibly varied. From the vast array of possibilities, I have chosen to attempt to impose some coherence by selecting recent criticism written from what might be called a feminist/gender perspective. In my opinion, some of the most interesting and innovative work on Shakespeare is being done in this mode. Our objective, then, will be not only to read Shakespeare, but also to investigate the particular contribution made by feminist/gender criticism to our understanding of Shakespeare, his texts, and his times. I find this approach interesting and informative, and I hope you do too.


The required primary text (ordered exclusively at Goerings) is The Norton Shakespeare, ed. Stephen Greenblatt, et al. (1997). Required secondary texts will be available in xerox form.

Reading List

Tentative reading list of the plays, in the order of reading:

(A play may be deleted and other titles may be substituted for or added to the above; you should expect some, though not much, change.)


Technically, none. I do not expect you to know, in advance, anything about Shakespeare, the early modern period, or literary critical theory, but I will expect you to know how to write a focused, organized, well-developed essay with a minimum of mechanical (i.e., spelling, grammar, punctuation) errors.


The most basic requirement is that you do all the reading with enough care and attention that you can remember key elements of both the primary and secondary texts. You will need to have a strong command of this material in order to do well on the mid-term and final (in-class) essay exams. In them you will be given substantial passages from the primary texts and asked, first, to identify text and context and, second (and most importantly), to analyze these passages, explaining the significance and implications of the statements, including the applicability of concepts from the secondary readings. This will require intensive initial readings of the texts, and some re-reading and review as well. You will also need to know and understand the particular critical approach we will be taking to these texts. Therefore, it will be important that you be actively engaged in the classroom sessions. Your understanding of the critical approach we employ will also be fundamentally important to the optional (7-9 typed pp.) essay you will write during the term. This essay will require that you apply (on your own) critical concepts from the secondary readings and class discussion to a primary text which we will not be discussing in class. (You will need to be able to write decently, as was mentioned above.)

Note: Depending on the results of your exams, you may earn up to a grade of B without writing the optional essay. To qualify for a grade of B+ or A, you must submit the essay. Your grade will then be based on the two exams and the essay. Submitting the essay does not guarantee a higher grade.


In the absence of a university-wide policy, each instructor sets his or her own. I expect you to be here – every day.


LIT 3003

Forms of Narrative: Haunted Reading

Julian Wolfreys

This course will examine different forms of narrative in both novel and film by focussing on figures and motifs of spectrality, haunting, phantoms and phantasms. In looking at such figures, the course will not be addressing either gothic or horror genres, nor, for the most part, will it look at conventional ghost stories, except where these raise other issues germane to the epistemological, ethical, and historical questions that it is the aim of this course to explore. Amongst such questions are: what is our relationship to the past? How does the past persist in the present? What do we mean when we speak of ghosts, and when we acknowledge haunting as a force or phenomenon? How do we address the effects of the phantom in a culture of tele-technologies, and what is the relationship of the spectral (presuming there is one) to technologies such as TV, telephony, video, internet broadcast and so on? In speaking to these questions, we will have occasion to consider related issues concerning forms of narrative as always being, in some manner, haunted. Such issues have to do with the relationship between literature and ethics, literature and history, literature, trauma and testimony, along with questions of response and responsibility which various forms of narrative foreground, and which we are required to address. The course will suggest that this is just what reading comes down to: a responsibility to the other.


You will be expected in this course not only to engage positively and in an open manner with the literary and filmic texts which are the primary course material, you will also be expected to pursue secondary research in related areas of psychoanalytic criticism, philosophy, and literary theory. The course requires of its participants rigorous engagement with ideas and the principle of thinking differently; this means that you will be expected to suspend conventional assumptions about perceptions of identity, history, ideology and, of course, the role of narrative itself in its intermediary work between the reading self and the multiple figures of otherness by which it is mediated, and by which it causes the reader to be addressed.

You will also be expected to take part in class discussions. This class will operate primarily through group discussion and debate, not through lecturing.

Course Requirements

4 Essays, c.10 pages each. All papers must display evidence of research beyond the primary text being considered, whether film or written. Any essay may compare and contrast texts. One essay MUST address theoretical issues and texts. Essays are worth 50%.

Attendance and participation: 40% of your grade is awarded according to in-class participation in discussion. You are expected to come to class with all material having been read carefully. You are expected to bring theoretical issues to bear on the reading of texts, and to consider how the various forms of the narratives we will address come to be shaped by their concern with matters of history, responsibility, bearing witness and the ethical dimensions of narrative.

Required Reading


Films Theoretical Texts