Fall 2013 Undergraduate English Courses

Class No.

Subject

Catalog No.

Section

Title

Days

Time

Instructor

1175

ENGL

202

1

INTRO CREAT WRITING

MWF

09:00am-09:50am

Miller, K

1861

ENGL

202

2

INTRO CREAT WRITING

MWF

12:00pm-12:50pm

TBA

8810

ENGL

202

3

INTRO CREAT WRITING

MW

02:00pm-03:15pm

Leung, B

7066

ENGL

202

4

INTRO CREAT WRITING

TTh

04:00pm-05:15pm

TBA

1176

ENGL

202

75

INTRO CREAT WRITING

MW

05:30pm-06:45pm

Mozer, R

6425

ENGL

202

96

INTRO CREAT WRITING
Note: Restricted to students admitted to the A&S high school cooperative program.This class meets at Manuel High School

MWF

08:00am-08:50am

Smith, S
Ritchie, A

5087

ENGL

250

1

INTRO TO LITERATURE - H

TTh

01:00pm-02:15pm

Griner, P

8811

ENGL

300

1

INTRO TO ENGL STUDIES-WR
ENGLISH 300 is a writing course with literature as the topic of the writing and Edgar Allan Poe’s works as the theme.  Edgar Allan Poe is a 19th century poet, novelist, short-story writer, theorist, and playwright whose works easily lend themselves to various approaches for study.  He is the originator of the detective story, a master of the gothic, an experimenter in poetic form and the sea adventure story, and a significant contributor to our understanding of literary theory and of the social construction of race.  His works have the archaic beauty of 170-year-old texts and the immediacy and intensity we look for in all great literature.

The operating assumption of this course is that we all write better when we have some depth of knowledge about the subject about  which we are writing.  We will use Poe’s works to explore the formal, poetic, and theoretical conventions and to develop facility with the current interpretive issues in the study of literature.

MWF

09:00am-09:50am

Yohannes, T

5423

ENGL

300

2

INTRO TO ENGL STUDIES-WR

MWF

10:00am-10:50am

TBA

5424

ENGL

300

3

INTRO TO ENGL STUDIES-WR
Note: This section may open later.

MWF

12:00pm-12:50pm

TBA

6432

ENGL

300

4

INTRO TO ENGL STUDIES-WR
This course will explore key questions in the field of English study and offer an orientation into the English major. Some of these questions include: what is literature and how do scholars study it? Why is literature important? Why is literary study important as an academic discipline? How do we read English as a literary language or set of linguistic practices? And how do we write about these practices? What kinds of literature are central to English study? What kinds have been neglected? What can literature tell us about culture, and vice versa? What are the distinctions and convergences of creative writing, literary analysis, and evaluation? Required reading for the course will include two novels, two plays, several short stories and poems, a writing handbook, and some sample literary criticism.

TTh

01:00pm-02:15pm

Chandler, K

5635

ENGL

300

5

INTRO TO ENGL STUDIES-WR

MW

04:00pm-05:15pm

TBA

5434

ENGL

301

1

BRITISH LITERATURE I
We will read a selection of the writings of English-speaking peoples from 660-1700.  We will focus on the ways they constructed their views of the world and on the role of writing in that construction, paying particular attention to changes and continuities in cultural values.
This course is heavy on “content” because knowledge of the literature and the culture is an essential foundation.  But the course is also designed to develop your skills in thinking critically, particularly about the interactions of texts and cultures. 
Students who successfully complete this course will be able to do the following:  1) interpret and analyze texts from the period; 2) identify the meter, rhyme scheme, and poetic form of any given poem from the period; 3) explain how cultural constructs are created and negotiated across a range of texts from a particular time; 4) define and use the literary and cultural terms appropriate to the period.
Students will be asked to write short essays (ca. 100 words) in response to questions about each day’s reading and to write three essay tests.
Text:  The Norton Anthology of English Literature  (ninth edition), Volumes A, B, and C. 

TTh

02:30pm-03:45pm

Dietrich, J

1826

ENGL

301

50

BRITISH LITERATURE I
This course is offered as part of the Kentucky Virtual Campus program.
Note: The section above is delivered on-line over the Internet and you will be charged 130% of in-state undergraduate tuition for these hours, even if you have already been billed as a full-time student.

TBA

Dietrich, J

1512

ENGL

302

1

BRITISH LITERATURE II

MWF

10:00am-10:50am

Rosner, M

1177

ENGL

305

1

INT CR WRIT: POETRY
This intermediate course is for poets who are interested in sharpening their skills as writers, readers, and critics. Successful students in this course will actively engage  in a regular writing practice, and will take seriously the processes of composition,  critique, and revision. We will spend most class sessions “workshopping” student poems,  but we will also devote time to discussing assigned reading and to performing various writing experiments, such as working with magnetic poetry kits. Assignments will include: responses to peer manuscripts [250 words each], three book reviews of assigned poetry collections [500-750 words each], and a final portfolio  [12-15 finished poems]. Students will compose a portfolio letter [100-1250 words]  introducing the work in their portfolios.  Please note that this course will address the writing of poetry ONLY. No other genres will be addressed, though students will explore a variety of poetic forms.  This course requires a significant commitment to reading and writing.  The reading list will include three recently published poetry collections; students also will be required to purchase (or assemble) a magnetic poetry kit consisting of at least 300 tiles.

MWF

01:00pm-01:50pm

Petrosino, C

5575

ENGL

305

2

INTER CREAT WRIT WKP PLAYWRIT

MW

04:00pm-05:15pm

Skinner, J

1188

ENGL

310

1

WRIT ABT LIT NONMAJOR -WR

MWF

11:00am-11:50am

Schneider, S

8812

ENGL

310

2

WRIT ABT LIT NONMAJOR -WR

MWF

01:00pm-01:50pm

TBA

7067

ENGL

310

3

WRIT ABT LIT NONMAJOR -WR

TTh

09:30am-10:45am

TBA

5089

ENGL

310

4

WRITNG ABT INTERACTV NARR - WR

TTh

04:00pm-05:15pm

TBA

1189

ENGL

311

1

AMERICAN LITERATURE I
ENGLISH 311 is a reading course surveying the literature written in the United States from colonization to the Civil War.  We will take a thematic approach to the literature by using Nathaniel Hawthorne’s novel The House of the Seven Gables as a focus text, reading it in installments interspersed with shorter works from the period which give insight into the forms, themes, questions, and contexts for the novel. 

Strategically, this course requires each student to read, think, and write about the assigned literature daily and to come to class ready to discuss the important issues raised by the literature with the student’s team and with the whole class.  Teams will be assigned during the first week of class and will remain functioning throughout the semester. 

MWF

10:00am-10:50am

Yohannes, T

1190

ENGL

311

2

AMERICAN LITERATURE I
In English 311 we will read and consider a wide range of texts written by Americans (or, in some cases, by people who visited North America) from the early colonial period to around 1865. Along the way, we’ll pursue three main categories of investigation:
 
1.  Literary analysis: To what possible interpretations do these works lend themselves?  How does textual evidence support or undermine particular interpretations?  How do different works of literature fit together or speak to one another?

2.  Contextualization:  How do works of literature speak of (and to) the historical moments in which they were produced?  What kinds of dissonances, productive or otherwise, arise when twenty-first-century readers approach these texts?

3.  Canonization:  How are certain works deemed worthy of study, while others are left out?  What assumptions and decisions do we make in assigning value to works of literature?  How are "classics" made and how are we, as participants in a university course, involved in that process?  What other versions of American literary history are possible or defensible?  How do the conventional periods into which we divide American literature—often related to the various wars in which the US has participated—define and perhaps limit the study of literature?

Assignments will include short response papers, reading quizzes, a midterm, and a final exam.

TTh

11:00am-12:15pm

Ryan, S

1191

ENGL

312

1

AMERICAN LITERATURE II

MWF

09:00am-09:50am

Anderson, D

4323

ENGL

325

1

INTRO TO LINGUISTICS

MWF

11:00am-11:50am

Patton, E

7070

ENGL

330

1

LANGUAGE AND CULTURE

MWF

01:00pm-01:50pm

Patton, E

1192

ENGL

333

1

SHAKESPEARE I

TTh

09:30am-10:45am

Wise, E

4783

ENGL

369

1

MINORITY TRADS AMER LIT-CD1

MW

02:00pm-03:15pm

Clukey, A

8798

ENGL

371

1

INTRO TO AF LITERATURE
This class is an introduction to the major genres, movements and authors that have shaped contemporary African litertaure. We will begin with the orgins of verbal art in Africa, the oral epic, and move through the some of the most significant movements in 20th century African literature including the poetry of Negritude, plays by Ngugi wa Thiong'o and Wole Soyinka, and novels by well-known authors from the era of African independence and from today.  The readings will include some theoretical texts that investigate how we conceive of and study African litertaure in the American university.

MWF

10:00am-10:50am

Willey, A

1193

ENGL

373

1

WOMEN IN LITERATURE - CD2

MWF

12:00pm-12:50pm

TBA

1955

ENGL

373

2

WOMEN IN LITERATURE - CD2
This course will examine works by women authors of the Middle Ages (ca. 500-1500) as well as the representation of women in works by male authors of the period. We will examine the way in which gender comes to be an issue in the major genres of medieval writing, including epic, chivalric romance, lyric poetry, and hagiography.  We will read texts by (among others) Marie de France, Christine de Pizan, Geoffrey Chaucer, and that greatest of all medieval authors, Anonymous. As this is a discussion-based class, we will no doubt cover a wide variety of topics, and I strongly encourage students to bring their own intellectual interests into the classroom. 

TTh

01:00pm-02:15pm

Rabin, A

8813

ENGL

382

1

CONT POETRY IN ENGL
Course description (subject to change) and objectives:

According to some estimates, there are around 2, 400 books of poetry published in the U.S. annually. Statistical surveys suggest that something like 16, 500 people applied for an MFA (Masters of Fine Arts) program in creative writing in 2008: 16, 500 people annually, then, who want to study and produce poetry and fiction and who presumably hope to publish their work. Those numbers should give you some sense of how the futility of attempting to “survey” recent / contemporary poetry increases annually.

This course, then, makes no attempt at a survey. Rather, we’ll read some individual books from the 1950s and ‘60s that have proven particularly influential or historically important—work that as an English major and / or an interested reader of poetry you should have some acquaintance with—and then move on to more recent texts.  I'll  also choose some readings to align with certain poets’ visit to campus this semester.  To the extent that any common thread unites the readings, it’s the varying relationship in these texts among self (the poet’s voice or persona), identity (sex, gender, class, race) and history (how that self responds in poetry to its own and earlier historical moments). We will also return at various points in the course to the question of what constitutes a poetic “movement,” via reference to the Beats, the New York School, confessionalism, and Language writing.  We’ll approach this work via a combination of lecture, small group work, open-class discussion, audio and video.  My goals are

--to introduce you to a range of different kinds of recent poetry
--to introduce you to some recent ways of thinking about poetry, and to some of the issues and themes that recur in writers’ and critics’ conversation about recent work
--to develop your abilities to place poems in social and historical context
--to sharpen your abilities to read, respond to, discuss and write about these various poetries by helping you develop a vocabulary for doing so

Likely Course Requirements: Midterm exam with emphasis on use of poetic terms; final exam that will take the format of a group presentation; 2-page report on a poetry reading (or alternative assignment); 3-4-page close reading paper; regular attendance (see below) and participation.

TTh

01:00pm-02:15pm

Golding, A

8627

ENGL

401

1

JANE AUSTEN & FILM -WR - HONORS
"Jane Austen and Film" Course Description (Hadley/English 401, Fall 2013)
Observing the proliferation of Austen adaptations starting in the 1990’s, this course will focus on a number of issues around the recent obsession with bringing Jane Austen’s novels to the screen. Attention will be given to the creative, collaborative, process of translating literature to the medium of film (and its increased attention to scenery, fashion, and physical beauty), with special focus on issues relevant to Austen’s texts such as passion, romance, wealth, manners, and social commentary. Is it (or why is it) the case, we will ask with one Austen critic, that translations too faithful to the books cannot achieve broad enough appeal for the movie industry?

TTh

09:30am-10:45am

Hadley, K

5763

ENGL

403

1

ADVANCED CW
Prerequisites: ENGL 305 or consent of instructor
 In this advanced multi-genre workshop, students with a strong commitment to writing fiction, poetry, creative nonfiction, or drama will rhapsodize about craft, write many pages, and engage in the art of constructive criticism. It will be up to you to decide which genre or genres to concentrate on; the main objective is the continued development of your writing practices, while adding new compositional and critical techniques to your repertoire. Short writing exercises will encourage you to experiment, to try out different approaches. While class sessions will be used primarily to discuss work written by class members, readings and discussions will also focus on contemporary published work and other issues relevant to creative writing.  In addition to producing a portfolio of revised work, you will complete a creative research project designed to inspire the imagination and strengthen the final product.

MWF

01:00pm-01:50pm

Weinberg, B

8820

ENGL

413

1

BRIT LIT BEG TO SHKS-WR

TTh

11:00am-12:15pm

Biberman, S

8800

ENGL

415

1

19TH C BRITISH LIT-WR

MW

02:00pm-03:15pm

TBA

5764

ENGL

417

1

CONT BRIT & POCO LIT-WR

TTh

02:30pm-03:45pm

TBA

8801

ENGL

420

1

AMER LIT 1865-1910-WR

TTh

11:00am-12:15pm

TBA

8821

ENGL

421

1

AMER LIT 1910-1960-WR
Course Description (subject to change) and Goals: My main objective is to have you develop as full and complex sense as possible of what's meant by the terms "modernism" and "modernist" as applied to American literature (poetry, fiction, essays) of the period 1910-1940.  More precisely, since recent scholarship has concentrated on expanding traditional definitions of those terms and what they encompass, we’ll be emphasizing “modernisms”—plural.  Various forms of collage organization were central to these modernisms, and that will constitute one primary focus of the course.  Since this period was such a rich and productive one, and since developing a sense of the multiple modernisms at work will be more than enough to occupy us for the semester, I have elected not to venture into the early postmodernism of the post-World War II years.

Likely Course Requirements: Requirements are as follows: two papers involving research and appropriate documentation that we will take through the full writing process (pre-writing, first draft, peer and instructor revision, final draft); two tests, including a non-cumulative final; regular participation in a class listserv.  The first paper will be 5 pages, the second 7-8 pages. 

TTh

04:00pm-05:15pm

Golding, A

1930

ENGL

423

1

AFR-AM LIT 1845-PRES WR-CD1

MWF

11:00am-11:50am

Anderson, D

1194

ENGL

450

1

COOP INTERN IN ENGLISH

TBA

Willey, A

8802

ENGL

460

1

ARTHUR CONAN DOYLE - WR

MWF

12:00pm-12:50pm

Rosner, M

8814

ENGL

470

1

STUDIES LIT MOVEMENT -WR
1913

In the words of the philosopher Walter Benjamin: “A generation that had gone to school on a horse-drawn streetcar now stood under the open sky in a countryside in which nothing remained unchanged but the clouds, and beneath these clouds, in a field of force of destructive torrents and explosions, was the tiny, fragile human body.”  This class examines the world before this experience, surveying some of the literary, historical and cultural clouds gathering before WWI broke out – the world right before, according to some, “modernism” happened. We’ll study important texts of the avant-garde and the rear guard, including some of the following: texts about the opening of Grand Central Station, the sinking of the Titanic, Amundsen’s Antarctic expedition; accounts of the Armory Art Show, which brought “modern” art to the US; the Mexican Revolution, which swallowed Ambrose Bierce whole; suffragists throwing themselves under horses; plate tectonics; psychology; radio, airplanes and automobilism.

MWF

09:00am-09:50am

Jaffe, A

4396

ENGL

491

1

INT THEORY NEW CRIT-PRES
In this course, we’ll focus on the development of literary theory—those concepts and terms that govern our understandings of language, literature, aesthetics, and interpretation.  While we don’t always acknowledge the ways in which our understandings of reading, textuality, authorship, and interpretation impact our encounters with literary texts, these ideas—ideas that all have extended histories—in many ways circumscribe what we do.  In this class we’ll look at a number of theoretical “schools,” or approaches to interpretation.  We’ll start with the New Criticism of the early twentieth century, which is in many ways the model we still use for close reading, before looking at how different ideas of what constitutes a reader or a text complicate that model.  From there, we’ll look at theories of interpretation that focus both on the political and the philosophical—that is, on the ways in which issues of class, race, gender, and sexuality, alongside broader issues of language—continue to impact what it is we do in English Studies.
 The questions guiding this course, then, will focus on what it means to “do” literary studies: what is a text? A reader? An author?  What is the relationship between reading, interpretation, and language?  What is the role of theory in determining and understanding that relationship? And in that regard, how does theory offer us tools for thinking in richer ways about language and textuality?

MWF

01:00pm-01:50pm

Schneider, S

5614

ENGL

491

75

INT THEORY NEW CRIT-PRES

TTh

05:30pm-06:45pm

Byers, T

8815

ENGL

504

1

ADV CREATIVE WRIT II

TTh

04:00pm-05:15pm

Griner, P

1195

ENGL

506

1

TEACHING OF WRITING-WR
This course introduces students to research and theories about the writing/composing process and its teaching. Readings will be drawn primarily from Rhetoric and Composition Studies (and our primary text will be _The Writing Teacher’s Sourcebook_, Corbett, Myers, and Tate, eds), though we will also read in related fields and disciplines such as literacy studies and Education. This course will be of interest to students who see themselves going into careers as secondary or post-secondary teachers. However, it would also be of interest to anyone wanting to be introduced to the field of Rhetoric and Composition, or to anyone wanting to come to a more scholarly understanding of writing processes and the art of teaching these processes. 

As major course projects, students can expect to produce 1) a classroom-observation report (you will observe a teacher teaching writing and write an extensive, researched paper about what you observed), and, 2) by the course’s end, a statement of your own philosophy of teaching writing. Also required are several other short writing assignments, weekly responses to the readings, regular attendance, and rigorous participation.

This course fulfills the General Education requirement in Written Communication (WR).

MW

04:00pm-05:15pm

Kopelson, K

8816

ENGL

507

1

TEACH CREATIVE WRIT-WR
This course will introduce a variety of approaches to teaching creative writing. Though we will focus on the benefits of the "workshop model," we'll also learn techniques for diversifying instruction to meet the needs of various student groups. Through a series of hands-on projects, students will explore methods of leading workshops and discussions of published work, responding to student work, implementing writing exercises, structuring a sample syllabus, and building individual lesson plans.  Readings will include: texts on creative writing pedagogy, writers on the writing process, and craft essays. In addition to the projects enumerated above, students will conduct an in-class teaching demonstration covering a literary genre of their choice.

MWF

12:00pm-12:50pm

Petrosino, C

5437

ENGL

510

1

GRAD COOP INTERNSHIP MA LEVEL
Note: This section requires permission from the instructor.

TBA

Kopelson, K

8989

ENGL

518

1

FOUND OF LANG

W

04:00pm-06:45pm

Patton, E

7071

ENGL

520

1

WORLD ENGLISHES
English as a World Language

English has rapidly spread throughout the world over the last few decades; it has replaced other (national) languages or taken the function of "the other" additional national language –a so-called intranational language. Why English? If we can assume that English has not become the international language due to intrinsic merits in the linguistic system, is it just a historical accident? How can we understand the role of English in a foreign country if a (national) language is generally been used as a tool for unifying a nation, for establishing political boundaries, and for creating dissent. We will explore to what extent a language may be used (for non-communicative ends) in a particular national context, how different varieties of English have their own sociological, linguistic, and literary manifestations in different countries, and we will try to understand why an artificial or constructed language (as opposed to English) could not be used as an international language. What are the motivations and attitudes favoring the spread of English? What is the perceived status of English? Is it an institutionalized or just a performance variety? This is a sociolinguistic course exploring the above questions from an ethnolinguistic and/or sociolinguistic point of view.

TTh

02:00pm-03:15pm

Soldat-Jaffe, T

5209

ENGL

522

1

STRUCTUR OF MOD ENG  (Cross Listed with LING 522)
Course Description and Objectives:
This course is designed as a linguistic exploration of the various forms and combinations of words, phrases, and sentences that contemporary speakers of English typically recognize as belonging to that language.

To help in this exploration, students will:
• examine both popular and technical conceptions of the term “grammar”
• consider some of the ways in which one can vary from Standard American English (SAE) and still be speaking English
• acquire terminology and methods that permit clear description of English grammar
• collect real-life examples of actual English usage for detailed description
• identify and monitor trends in English usage to evaluate “changes in progress”

TTh

11:00am-12:15pm

Stewart Jr, T

8819

ENGL

542

75

STUD IN TUDOR & ELIZ LIT
Early modern English poets used prosody, metrics, stanza form and the genre expectations identified with those conventions to organize, discipline and elaborate their poetry. In this intensive survey of sixteenth-century English poetry, we will examine those conventions and expectations in detail to develop our understanding of Tudor poetic practice; you will exercise your ability to describe that practice in rhetorically effective critical writing. Since no familiarity with these conventions is assumed, instruction in technical prosody and metrics will be integrated with analysis and criticism of the poetry.  Prose readings from the period illuminate the cultural context in which these poets worked.  

Course objectives: 
By successful work in this course, students should be able to gain or reinforce the following objectives:
1. General familiarity with sixteenth-century English poetry and its formal conventions, cultural context and social purposes;
2. Basic understanding of English prosody as a formal and intellectual discipline for writers;
3. Increased familiarity with the structure and organization of secondary critical arguments; and
4. Improved ability to identify or synthesize common threads of agreement and understanding in a community of readers.

Texts:
• Stephen Greenblatt, et al., eds. Norton Anthology of English Literature, 9th ed., Vol. B:  Sixteenth and Earlier Seventeenth Century (ISBN 978-0-393-91250-1).   Note:  The assigned readings can all be found in the 8th edition as well. 
Major assignments:
 
• Daily work (25%) includes Blackboard forum contributions, prepared in advance to prepare for each class meeting, and other assignments, prepared in advance or completed in class. Those taking the course for graduate credit will read, analyze and present selected works of secondary criticism for distribution on Blackboard via link from full-text databases licensed by the university libraries.
• Two hourly examinations (25%) with objective and quotation ID/short-answer sections
• A term essay on a negotiated topic (25%), developed, revised and expanded from midterm onwards (25%).  Papers presented for graduate credit will include an annotated bibiliography.

TTh

07:00pm-08:15pm

Billingsley, D

5548

ENGL

551

1

AMERICAN REALISM
The course will build on study of American realism and naturalism in the 300-level literature survey by exploring each in depth. In addition to representative works of late 19th- and early 20th-century realism and naturalism, we will read and discuss period writing about each kind of literature. We will also explore relevant socioeconomic changes informing the literature, such as rising immigration rates and urbanization. And we will examine the influence of technological developments such as the appearance of photography, film, and mass-market publishing. Among the writers we may study are Jewett, James, Howells, Zitkala-Sa, Dunbar, Crane, Twain, London, Chopin, and Chesnutt. The course will also rely on scholarly studies of realism and naturalism.

TTh

11:00am-12:15pm

Chandler, K

8809

ENGL

554

75

WOMEN'S PERSONAL NARR


    This seminar is designed to familiarize students with a range of different texts that spring from women’s personal experiences.  The readings focus on women’s personal narratives from the 19th and 20th centuries–mostly but not exclusively U.S.  We will look at diaries, letters, autobiographies, short fiction, personal essays, biographies, films, and literary criticism. The writers we read are all female and all texts reflect some aspect of women’s struggles to be heard, but the subject matter of the narratives reflects differences of social condition such as race, class, religion, geography, and sexual orientation.  We will focus on the choices each writer makes in telling her story and on the structure of the narratives, their implied audience, and their value as sources for understanding women’s lives.  The method of the course is interdisciplinary, with emphasis on historical  and literary questions.

    This course will help to clarify the ways that gender interacts with other categories of power and social identity.  The course will also assist students in learning to connect women’s lived experiences to feminist theory and historical knowledge about gender.

Th

04:30pm-07:15pm

Fosl, C

8817

ENGL

562

1

SHAKESPEARE

TTh

09:30am-10:45am

Biberman, S

8803

ENGL

581

1

CASH AND MONSTERS
"Civic Heroes and Foreign Devils: The World of Renaissance Drama (1598-1625)”

This course will investigate a complex set of relationships between stage, street, performance, and ideas of economic migration, capital enterprises, credit, aliens and alienation, fashion, expression, transgender identities, parody, and sexuality. The main questions that we will pursue address the ways in which drama in the age of Shakespeare negotiated specific forms of metropolitan identity that often opposed domestic to foreign, familiar to exotic, native to accented, satirically depicting the urban landscape in fluid, almost unfamiliar terms, unleashed by the sweeping currents of foreign labor, proto-capitalism, consumerism, and the disintegration of stable social markers of self, gender, and status. We will further explore closely the rapid development of urban life and economic migration under Queen Elizabeth I and her successor King James Stuart, and study the material and cultural conditions of play-acting and play-going at the turn of the seventeenth century. We will consider ultimately how the staged version of London at the turn of the seventeenth century created a new understanding of the city, polarized between domestic civic virtue and the menace of alien enterprises, affecting space and social structure, as well as reflecting on the significance of city life on both domestic and national terms. Primary dramatic texts will include Jonson’s Epicene, Alchemist, and Bartholomew Fair, Middleton’s A Chaste Maid at Cheapside and A Trick to Catch the Old One, Dekker and Middleton’s The Roaring Girl, Marston’s Dutch Courtesan, Chapman, Jonson, and Marston’s Eastward Ho, Beaumont’s Knight of the Burning Pestle, and Dekker’s The Shoemaker’s Holiday.

MW

02:00pm-03:15pm

Stanev, H