Undergraduate Courses, Summer 2016

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:

Summer 2016, Upper Division

Summer A

ENC 3312

Advanced Argumentative Writing and Digital Rhetoric

Jacob Greene

The ancient Greek philosopher Aristotle defined rhetoric as “the ability to discern the available means of persuasion in any given case.” For Aristotle, however, the practice “persuasion” was limited to a very narrow set of practices carried out by an even more narrow set of individuals: wealthy, male statesmen giving speeches to one another. However, Aristotle’s definition is still interesting in that it encourages us to think about rhetoric as not only something that we do (i.e. persuading) but also something that we can analyze as an object of inquiry.

Today, our “available means of persuasion” have evolved to encompass a much larger set of practices, contexts, technologies, and individuals. Specifically, the unprecedented growth of digital media over the last two decades has had a profound impact on the way that we act, think, read, and argue.

ENC 3312 Advanced Argumentative Writing: Digital Rhetoric explores the rhetorical implications of this shift to digital writing. In this class, students will produce and analyze texts in a variety of media (blogs, Facebook posts, tweets, videos, infographs, etc.). In addition, students will read and respond to texts about the rhetorical aspects of digital culture from authors such as Byron Hawk, Lori Emerson, Ian Bogost, and N. Katherine Hayles, among others.

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ENL 3154

Modern British Poetry

Marsha Bryant

ENL 3154 (Modern British Poetry), Summer A 2016
Professor Marsha Bryant

DESCRIPTION:

Offering a six-pack of key poets from across the century, this course provides in-depth analysis of W.B. Yeats, Wilfred Owen, W.H. Auden, Stevie Smith, Philip Larkin, and the current Poet Laureate Carol Ann Duffy. We’ll look at their poems, lives, and cultural contexts.

Course assignments: paragraph diagnostic, reading quizzes, panel presentation, term paper, sonnet, engaged participation in discussion.

TEXTS*:

*some books available as e-texts

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ENL 4333

Shakespeare and Film

Richard Burt

Each week, we will read a different play by Shakespeare, watch three adaptations of it, and read an article on each play and an article on each film. The plays will include Richard II, Henry IV, Part One, Othello, King Lear, Hamlet, and Macbeth. Requirements: one film analysis exercise, one paper, and daily quizzes formulated by students.

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LIT 3003

The Forms of Narrative: Narrating the Ineffable

Cristina Ruiz-Poveda

Storytelling is such an inherent part of human experience that we often overlook how narratives, even those which may be foundational to our world views, are articulated. This course serves as an introduction to narrative forms, as well as a critical exploration of the potential of narratology—the theory of narrative—to analyze stories of ineffable experiences. How do narratives convey elusive existential and spiritual concepts? Are there shared formal and procedural traits of such narratives?

In this class, we will learn the foundations of narratology, so as critically analyze how different narrative media (literature, visual culture, film, etc.) represent intense but seemingly incommunicable human experiences. These stories will serve as as a vehicle to explore the limits of storytelling and to analyze narrative strategies at those limits. Students will also experiment with different forms of narrative through creative activities. Please note: this is not a course in religion or religious art history. This course offers theoretical tools to analytically understand narratives about profound existential concerns and transcendental experiences.

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LIT 3043

Modern Drama: Learning by Doing

Sidney Homan

The assumption in all my theatre courses is that the text of a play is not just what is written on the page but that text in performance, delivered by actors before an audience. This means the play’s text also includes gestures, movement, blocking (the stage picture), and sub-text (what the character is saying inwardly, beneath the lines delivered onstage, as well as the “history” for that character invented by the actor). In the theatre, we would further supplement this text with lighting, sound, set, costumes, props, and make-up. To be sure, one can approach a play in a thousand ways—as literature, as a repository for the thinking of an age, as the springboard for political or cultural issues. But, since I work both on campus and in the theatre as an actor and director, and since the theatre itself is a unique medium with its own aesthetic principles, I approach the plays, with my students, and as a fellow “student,” as something meant to be performed by an actor and ratified by an audience. In the class each student will have a scene partner with whom he or she stages several scenes each semester. Once performed, the class and I, as co-directors, “work” that scene with the two actors, trying out options, rehearsing it. The emphasis, therefore, is on learning by doing, and I judge student work by intent, what goes into the performance—not by finesse. If there is finesse, that is considered a bonus. Each actor also writes a short paper assessing his or her experience during rehearsal for a scene. Performances and the scene papers count equally.

In this course, we will thus consider Samuel Beckett’s Waiting for Godot, Embers, All That Fall, Play, Eh Joe, Not I, and Come and Go; Harold Pinter’s The Lover, Old Times, Betrayal, and No Man’s Land, Tom Stoppard’s Rosencrantz and Guildenstern Are Dead; and a variety of short comic sketches by Steve Martin, Elaine May, Christopher Durang, and others in the collection Laugh Lines (edited by Eric Lane and Nina Shengold).

A word of comfort: whether you have acted before or not, experience in the theatre is not a factor in the class. We use acting as a way of studying the text. Have no fears on this issue!

you have any questions or comments, please e-mail Professor Homan at shakes@ufl.edu.

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Summer B

AML 4242

The Campus Novel

Berit Brink

In this course, we will read American culture through the lens of the “campus novel.” As a place of power and privilege as well as a place of real and hypothetical revolution “from below,” universities are uniquely located at the intersection of diverging ideas and ideologies. Many of these ideas do not just affect the campus environment, but also are emblematic of issues at stake in American society as a whole, for example multiculturalism and systemic racism, political polarization, and the changing status of the individual in American society. Since these issues affect both the collegiate environment as well as American society at large, we will ask to what extent universities can and should play a role in addressing them, and also, more generally, what is the function of the 21st-century university. To help us answer these questions we will be reading several “campus novels” spanning the 20th century, including This Side of Paradise (F. Scott Fitzgerald), The Human Stain (Philip Roth), The Secret History (Donna Tartt) and The White Boy Shuffle (Paul Beatty).

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AML 4453

American Victorianism

Sabrina Gilchrist

“Europe and America are united by telegraph. Glory to God in the highest. On earth peace and good-will toward men.”

This message, relayed between Queen Victoria and President Buchanan on August 17, 1858, illustrates key aspects of Victorian America: political alliances between England and the United States, joint efforts in technological advances, global communication and economies, and common religious/moral influences. With, quite literally, an open line of communication, ideas of social and domestic reform spread more rapidly between the nations. Because of this exchange, similar questions and concerns were developing on both sides of the Atlantic: race relations, women’s rights, national identity, and a push to modernize. Moreover, the onslaught of change and information, both social and scientific, prompted a desire to control/restrain in the individual body as well as establish and maintain tradition in the larger society.

It is in this space – one that simultaneously seeks progress and the preservation of the past – that we will situate this course. And, in the spirit of the telegraph that opened communication between both countries, “American Victorianism” will trace both the influences of Victorian England on America and American influences on England during the 19th century. Texts we will read address a wide range of themes, including architecture, fashion, technology, performance/entertainment, etiquette, religion, class, race, social justice, and more.

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ENC 3310

Advanced Exposition: Digital Rhetoric as Scholarship

Aaron Beveridge

This is a course in expository writing and digital rhetoric. In exposition, discourse is used to define, classify, compare and contrast, analyze, identify, or illustrate information. To practice expository writing, students will produce both print and digital writing to explore various types of *scholarship* that use digital media. The print essay for the course will focus on identifying, defining, and analyzing *scholarship* for a particular discipline or field of study. The digital writing for the course will produce a collaborative archive, with each student creating a new Tumblr account and using it to compare, contrast, and classify forms of digital rhetoric. The final project for the course will be a digital project that engages with and illustrates a particular form of digital scholarship.

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ENG 3010

The Theory and Practice of Modern Criticism

Rául Sánchez

We will carefully study a handful of key essays in 20th- and 21st-century literary and cultural theory. I will make all (or nearly all) reading materials available through Canvas or the library’s course reserves.

You will write two papers: one at midterm (30% of final grade) and another at the end of the term (40% of final grade).

You will write two questions about each assigned essay, submitting these the day before we discuss the essay in class (20% of final grade). I will use the questions to plan our discussion.

Here is a tentative list of reading assignments. It is subject to change:

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ENL 4273

Covert Plots: Secrecy and Espionage in Twentieth-Century British Literature

Rafael Hernandez

The twentieth century was an era of heightened international tensions, global warfare, and the rise of the modern totalitarian state. As such, British literature came to embody elements of a reconnaissance culture, both in what authors chose to represent and how they chose to do so. Looming threats of domestic terrorism, global warfare, anti-colonial resistance, cold war tensions, and the rise of post-war surveillance culture inspired authors throughout the twentieth century to use espionage and secrecy as literary tactics to comprehend the changing landscapes of the British Empire. Likewise, authoritarian politics beginning at the turn of the century forced stigmatized authors (be they queer, Jewish, Irish, etc.) to adopt covert plots as ways of navigating physical and literary spaces.

This course surveys some of Britain’s most influential fiction from the twentieth century, focusing on key developments in literary secrecy and espionage. This course also considers what Cedric Watts calls covert plots, elements of a work of fiction concealed from readership. Possible texts for this course include Rudyard Kipling’s Kim, Joseph Conrad’s The Secret Agent, H. G. Wells’s The War in the Air, Virginia Woolf’s Mrs. Dalloway, James Joyce’s A Portrait of the Artist as a Young Man, John Buchan’s The Thirty-Nine Steps, Ian Fleming’s From Russia With Love, E. M. Forster’s Maurice, and Brian Friel’s Translations.

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