The program's small class sizes allow faculty to give students the individualized attention they need, and there are wonderful opportunities for student-faculty collaboration.

Kory Wein, PhD
MA, Spring 2000

Graduate Courses

Graduate courses emphasize texts viewed from a variety of theoretical perspectives and provide practical training in literary and cultural research and criticism. Some specialized courses focus on theories of pedagogy, writing, and language.

Course offerings include a variety of graduate seminars each fall and spring, as well as a select number of undergraduate courses offered for graduate credit. Summer courses are also an option. At least one seminar is offered each summer session.

Below is a list upcoming seminars and double-numbered course; a printable course list (Adobe PDF) is also available.

Spring 2008 Seminars | Spring 2008 Mixed Courses | Summer 2008 Mixed Course

Fall 2008 Seminars | Fall 2008 Mixed Courses

Spring 2008 Graduate Only Seminars: January 22-May 16, 2008

715: Critical Theory & English Studies (3 cr.) 6-8:45 pm T
HHH 221; Call #: 4655 David Jones
Texts of theory and criticism in English Studies document how scholars have examined matters relating to literature, culture, and everyday life. This course is designed to familiarize graduate students with several major critical approaches and texts. We will discuss how such texts use allusions to literary works and moments in cultural history, specific vocabularies and vernaculars, and direct responses to other critics to support their truth claims. Well-written theory and criticism, in fact, invite audiences to place their own systematic ways of knowing beside those offered by theorists or critics – resulting in lively conversations and a richer understanding of texts and ideas.

While critical theorists often posit their claims as a series of totalizing answers, it may be more useful to conceive of theory in terms of questions raised and observations made, given that English studies does not have an agreed upon set of principles for establishing validity (to say the least!). Instead of scientific validity, then, we might judge the quality of criticism based on “the scope, precision, and coherence of the insights that it yields,” in the words of M.H. Abrams. To begin the process of examining theory and criticism and evaluating the usefulness of particular texts, we will pose our own set of framing questions: what have the terms theory and criticism come to mean in the context of English studies? How do theoretical and critical texts influence, challenge, or complement the production and study of literary texts? Is it even possible to distinguish theoretical and critical texts from other genres of texts: literature or philosophy, for example? How has the history of theory and criticism related to historical and cultural developments in other arenas of human culture?

721: Studies in Writing, Language, or Pedagogy: (3 cr) 6-9:00 pm R
Composition Theory and Pedagogy HHH 221; Call #: 4754 Karen Welch
This course will focus on both the theory and the practice of writing. We will examine the major theories, controversies, and changes in the field of composition/rhetoric as well as the variety of pedagogies that have grown from—or informed—those paradigm shifts. Students will explore the interdisciplinary nature of composition studies; the historical, cultural, and institutional factors that shape it as a discipline; and the processes and ethics of responsible writing instruction. We will read work by some of the most important writers and teachers in the areas of composition research, social constructionism, writing center theory, feminist pedagogy, writing across the curriculum, and multicultural classrooms. Course assignments will provide opportunities for students to connect and apply chosen theories and to construct informed pedagogies that meet their scholarly and professional plans. Students will be assessed through research and writing projects, class presentations, and participation in class discussions.

753: Studies in British & Irish Literature: (3 cr.) 6-9:00 pm W Mapping Romantic Selves and Nations HHH 221; Call #: 475 Joel Pace
This course will examine present-day scholars’ attempts to chart the field of Romanticism (late eighteenth to mid-nineteenth century literature and culture) as well as period attempts to map internal and external space. We will begin with the Romantics’ understanding of the mind, specifically their placing emotions and cognitive faculties into separate, gendered spheres. Moving from the internal to the international, we will then trace how this understanding of the brain's spheres led to the gendering of space in the home, nature, Britain, and the colonies. As we plot the transatlantic coordinates of Romanticism, we will pay close attention to the way genres and literatures transform, particularly autobiography, as well as the way the Romantic “Imag-I-Nation” embroiders the representation of selfhood and nationhood through metaphors that cut across (hemi)spheres and borders (both physical and imagined).

794: Apprenticeship (3 cr.) Time Arranged

796: Directed Studies    (1-3cr.) Time Arranged
                                                                                                                                                    797: Independent Study   (1-3 cr.) Time Arranged

798: Graduation Only (1 cr.) Time Arranged

799: Thesis (1-3 cr.) Time Arranged

Spring 2008 Mixed Graduate and Undergraduate Courses: January 22-May 16, 2008

302/502: Teaching Writing in Elementary School (3 cr.) 3-5:45 pm M
HHH 230; Call #: 4572 Carmen Manning

English 302/502 is a writing-intensive course focused on writing theory and pedagogy in the elementary and middle school. Students will engage in multiple writing projects to develop and understand their own writing lives and the writing lives of children. We will explore creating engaged writing environments, supporting student writing processes, scaffolding student writing, integrating reading and language study into the writing classroom, writing for a variety of purposes, conferring with writers, assessing student writing, and supporting diverse and struggling writers. Each course concept will be addressed within the context of theories of literacy development of elementary and middle school students, current composition theory, and national and Wisconsin performance standards in writing and literacy. Graduate students will have the same speaking, writing, and research assignments as undergraduates, but they will be responsible for more length and depth.

305/505, section 002: Communicating Scientific Subjects to General Audiences (3 cr.) 12:30-1:45 pm TR HHH 307; Call #: 4574
Ruth Cronje

Principles and strategies for communicating scientific subjects to non-expert readers. Students explore science’s persuasive, ethical role in society, and produce documents that reflect an understanding of the benefits of a scientifically knowledgeable public. Graduate students will take an active role as discussion leaders during class meetings. In addition to fulfilling the undergraduate requirements in the course, they will be expected to write and present to the class a conference-quality paper on some aspect of argumentation/rhetorical/narrative theory as it applies to a problem in communicating scientific subjects to non-expert audiences.

307/507: Editing and Publications Management (3 cr.) 7:30-8:45 am TR
HHH 226; Call #: 4578 Ruth Cronje
Students will learn principles of editing, including the special problems encountered with technical and scientific material. Both copyediting and substantive editing concerns will be covered, including punctuation, usage, syntax, text formatting, integration of visuals, and indexing. Students will also consider the rhetorical implications of their editorial decisions. Ethics and editorial/authorial rapport will be considered. Students will become familiar with both a general (Chicago) and specialized (CBE) style guide. In addition to all other course work, graduate students will meet individually with instructor to plan an additional project.

325/525: History of the English Language (3 cr.) 11 am-12:15 pm TR
HHH 226; Call #: 4581 Erica Benson
How did English become one of the most widely-spoken languages in the world after starting as the language of one little island in Europe? Why is there a silent 'k' in know? Why is children the plural of child? In this course, we outline not only the fascinating cultural history of the English language, highlighting key events and figures from the 5th century to the present day, but also the intriguing linguistic history of the English language, highlighting changes in the sound system, the morphology, the syntax, and the vocabulary from Old English to Modern English. In addition to all other class assignments, graduate students are expected to do significant extra work, which may include one or more of the following: preparing individual research projects; writing longer, more scholarly projects; giving class presentations; teaching units. The specific graduate requirements will be determined through individual consultation with the instructor.

395/595: Directed Studies (1-3 cr.)

411/611: Creative Writing Workshop – Fiction (3 cr.) 5-7:45 pm R
HHH 230; Call#: 4633 Allyson Loomis
Advanced fiction workshop which will require students to write, workshop and revise two short stories of length and quality. Although the focus of the class will be on the workshop itself, students will also have to respond thoughtfully to assigned readings (short stories by Anton Chekhov, Raymond Carver, Alice Munro, Lorrie Moore, Peter Ho Davies, Delmore Schwarz, Isaac Bachevis Singer, and Eudora Welty) and will be required to hand in a series of challenging writing exercises. Graduate students will each be responsible for leading a discussion of an assigned reading and will be required to produce a fifty-page portfolio of their revised fiction by the end of the semester.

412/612: Seminar in Nonfiction Writing (3 cr.) 7-945 pm W HHH 213; Call #: 4634 John Hildebrand

Course combines the field work of journalism – interviewing, library research, observation – with the literary techniques of narrative fiction. Such writing contains not only factual information but also character, setting, and theme – all those elements that make fiction compelling. To become familiar with the genre, students will read essays, articles, and nonfiction books by such writers as Orwell, Capote, McPhee, Didion, Kidder, and Wolfe. Students will also be responsible for writing a profile, query letters, a historical piece, an essay, and two full-length articles. There will be some opportunities to discuss student work in a workshop setting during the second half of the semester. The final written examination will require students to demonstrate knowledge of the readings and techniques discussed in class. In addition, graduate students will be required to prepare a research paper and make an oral presentation on a writer or work of nonfiction chosen in consultation with the instructor.

430/630: Seminar in World/Postcolonial Literature: (3 cr.)   6-8:45 pm T
Seminar in Empire and the Postcolonial Novel  HHH 222; Call #: 4636
Asha Sen
This course provides a critical study of the role played by empire in the construction of the postcolonial novel. We will start by examining a foundational colonial text such as Joseph Conrad’s Heart of Darkness and go on to examine postcolonial re-visionings of the role of empire in novels such as Orhan Pamuk’s Snow and Andrea Levy’s Small Island. Students are responsible for a short paper (5 pages), a longer research paper (12 pages), an annotated bibliography, and an oral presentation. Graduate students are responsible for an additional presentation and a twenty-page research paper.

452/652: Seminar in Early British Literature: (3 cr.) 2-3:15 pm TR
Witches HHH 206; Call#: 4638 Theresa Kemp

Our focus will be on representations of witches in 16th- and 17th-century Britain. Texts will include legal statutes, trial accounts, broadside pamphlets, poems, witch-hunters’ manuals, polemics debunking their existence, visual arts, and popular stage plays; we will also read analyses by modern scholars and historians. Among our questions will be those concerning the shaping effects of such textual features as genre, authorship (when known), and apparent audience. We will also consider the impact of such historical factors as contemporary struggles over gender, class, and religion on how the figure of the witch was “conjured” in the early modern popular imagination.

In addition to all other class assignments, graduate students are expected to do significant extra work. This may include, for example, one or more of the following: preparing individual research projects; writing longer, more scholarly research papers; giving class presentations; supervising undergraduate projects.

455/655: Seminar in Scientific and Technical Communication: (3 cr.) 5-7:45 pm W The Rhetoric of Nature HHH 206; Call #: 4639 Jack Bushnell

For Spring 2008, we will concentrate on the ways in which nature is (and has been) rhetorically constructed in the U.S., with particular emphasis on the most recent couple of centuries. Our first and last question in the course will likely be, “Is nature ever anything other than a rhetorical construct?” In order to answer that, we’ll examine a variety of representations of nature, in scientific articles, government agency reports, historical documents, agricultural practices, and nature essays and books. This will lead to disparate narratives: e.g., nature as hostile, nature as nurturer, nature as laboratory, nature as resource, nature as national identity, nature as technologically manipulable, nature as victim, nature as separate from us, nature as inextricably linked to us. Who or what do such narratives empower or disempower? How have science, technology, philosophy, and literature conspired to create nature in words and images, and for what purposes? In addition to shorter assignments, students will complete a seminar paper analyzing one or more nature-focused texts according to these kinds of questions. Graduate students will be expected to write and present to the class a conference-quality paper on a rhetorical issue raised by the course as it relates to scientific and technical communication.

468/668: Seminar in American Ethnic Literature (3 cr.) 3:30-6:15 pm T Native American Literature HHH 226; Call #: 4641 Debra Barker

In this seminar students will read, research, and write about a selection of texts from a range of American Indian literatures. In addition to conventional forms such as prose and poetry, we will also explore Native reinventions of such genres as autobiography and creative non-fiction. Topics will include such subjects as the body and embodiment, art and political responsibility, and definitions of indigenous aesthetics.

Students will write short papers, a lengthy (12-15 pages) researched critical essay, in addition to presenting periodical brief reports on assigned topics. Graduate students will be expected to produce longer papers and make a presentation to the class showcasing their research.

484/684: Seminar in Critical Theory:   (3 cr.) 1-2:50 pm MW
Critical Studies in Contemporary Popular Music Cultures         HHH 323; Call #: 4753 Robert Nowlan
Advanced introduction to approaches, methods, positions, and debates in a.) bringing critical theory to bear to make sense of contemporary popular music and b.) popular music as cultural studies (i.e., making sense of popular music in relation to--including as a key constituent part of--particular cultures and subcultures/understanding and responding to popular music by examining it in larger cultural and subcultural contexts and from the vantage point of larger cultural and subcultural lenses or perspectives).   With specific unit focuses, after an introduction to key concepts, on a.) punk and post-punk, b.) hip-hop, and c.)dj/dance/disco/techno/ rave/electronica.   Followed by presentation of student term projects. Intensive and extensive listening in class, as well as outside of class; reading; discussion; brief reports; field trips; and a research and/or creative term project involving the investigation and analysis of a contemporary popular music culture--local, regional, national, multinational, international, or transnational--of students' own choice. Students will have the opportunity to present their term projects to the class and to the public (the latter as part of the English Fest). Students can work on these projects individually, in duos, or in groups, as they wish.   And I will also offer students opportunities to tie-in their work on these term projects with broadcasts at WHYS--Eau Claire's independent alternative progressive community radio station--most likely in conjunction with Sean Murphy's weekly radio show Insurgence. Graduate students taking this class will assume an active role as discussion leaders and also be expected to make an extended presentation on one of the required texts to the class. They will, in addition, assist in organizing the logistics of the work that we will do together outside of regular class meetings, and produce a more sustained and substantial -- individual -- research and/or creative term project than will undergraduate students.

Summer 2008 Graduate Only Seminar:

452/652: Seminar in Early British Literature: (3 cr.) May 19 – June 6, 2008 (Interim) Age of Revolution 10:30 am – 1:30 pm M-F
HHH 226, Call #: 6051 Erna Kelly

The seventeenth century, or early modern period, saw profound changes that continue to affect the way we see the world today. The period’s literature questions hierarchy in family, government, and gender; challenges old ways of dealing with nature; and predicts American and Irish struggles for independence. Together we will read selections from figures such as John Milton, John Donne, Anne Bradstreet, Francis Bacon, Margaret Cavendish, and Aphra Behn to explore the century’s revolutionary ideas about people and nature. We will also trace revolutions in literary form, e.g., the move from epic to novel. Students will research one of the areas above, focusing on a single author (suggestions will be made) and share their findings with the class via a seminar paper. In consultation with the instructor, graduate students will be assigned additional work such as writing a longer, more scholarly paper and leading class discussions of pertinent theoretical works.

Fall 2008 Graduate Only Seminars: September 2 – December 19, 2008

711: Critical Thinking, Reading, and Writing: 6-8:45 pm M
Asian American Studies (3 cr.) HHH 206; Call #: 4484 David Shih

An introduction to graduate-level critical reading and writing which stresses an awareness of a scholarly community in English studies, development of insightful analysis, careful attention to language, and the organized, coherent building of an argument. After learning to identify specific textual strategies of literary interpretation, students will begin to understand the critical assumptions underlying those strategies. This awareness, in turn, will enable them to position their own arguments within the larger framework of critical opinion about these texts. Students will learn to develop an independent critical voice through a number of short, focused essays in the first half of the semester, building toward an extended research-based analytical essay at the end of the semester. This seminar will focus on literature and criticism from the interdisciplinary field of Asian American Studies, covering topics such as Orientalism, identity politics, critical multiculturalism, gender studies, cultural studies, and more.

713: Methods of Bibliography and Research (3cr.) 6-8:45 pm W
HHH 206; Call #: 4485 Erna Kelly

This course presents research as a complement to the practice of literary criticism. In it you will learn research techniques through assignments that acquaint you with library holdings on campus and throughout the world as well as with on-line databases of difficult-to-obtain texts, databases such as Women Writers On-Line. You will also learn about the history of printing and how this affects the edition of Shakespeare’s plays or of Emily Dickinson’s poems that you may be using in another class. And our exploration of cultural climate’s role in the influence, reputation, and reception of literary works will help explain why you may be reading Shakespeare or Dickinson. The major project entails a report on trends in the literary criticism for an author [or text or area] over a given span of years, accompanied by a 25-item, annotated bibliography and an explanation of the bibliography’s purpose, scope, and methods.

789: Studies in Theory and Culture: Survey of English Linguistics (3 cr.) 6-8:45 pm T HHH 206; Call #: 4594 Erica Benson

A theory-driven introduction for graduate students with little or no background in linguistics, this course focuses on the nature and structure of human language with an emphasis on the English language. We'll delve into the major subfields of the structure of language, including the phonology (sound system), morphology (word categories and structure), syntax (structure of phrases), and semantics and pragmatics (both dealing with the study of meaning) to better understand how English as a structural system works. We'll also apply knowledge of the structure of English to cultural issues, for example, how authors represent nonstandard dialects in literature (and what role that representation plays in a work) and how English has changed and is continuing to change. Throughout the course, we'll examine your beliefs and about language and challenging many widely-held assumptions.

796: Directed Studies    (1-3 cr.)                                                                                   Time Arranged

797: Independent Study   (1-3 cr.)                                   Time Arranged

798: Graduation Only (1 cr.)                                          Time Arranged

799: Thesis (1-3 cr.) Time Arranged

Fall 2008 Mixed Graduate and Undergraduate Courses: Sept. 2 – Dec. 19, 2008

305/505, section 004: Communicating Scientific Subjects to General Audiences (3 cr.) 2:50 pm MWF HHH 307; Call #: 4388 JoAnne Juett

Principles and strategies for communicating scientific subjects to non-expert readers. Students explore science’s persuasive, ethical role in society, and produce documents that reflect an understanding of the benefits of a scientifically knowledgeable public. Graduate students will actively participate in class leadership and discussions. In addition to fulfilling the undergraduate requirements in the course, they will be expected to research and produce a conference quality paper or publication quality article demonstrating rhetorical proficiency on a current scientific controversy.

308/508: Scientific Communication for Expert Audiences (3 cr.) 3-4:15 MW HHH 307; Call #: 4389 Department Faculty

Introduces principles and strategies for communicating scientific material to expert audiences. Discusses ways that scientific texts and visuals support scientific reasoning and scientific discovery. Considers the ethics and social responsibility of scientists. Graduate students must complete an extra project in which they research some aspect of argumentation/rhetorical theory as it applies to a problem in scientific communication to expert audiences.

321/521: Topics in the Structure of English: English Syntax (3 cr.) 3-4:15 MW HHH 230; Call #: 4393 Erica Benson

The primary aim of this course is to gain an understanding of and appreciation for the nature and structure of the English language in its many forms. Specifically, we will explore the categorization of words and morphemes, the structure of phrases, and the rules that govern the combination of words into phrases in several regional, social, and stylistic varieties of English. In addition to all other class assignments, graduate students are expected to do extra work, which may include one or more of the
following: preparing individual research projects; writing longer, more scholarly projects or teaching units; giving longer, more scholarly class presentations; supervising undergraduate projects.

395/595: Directed Studies (1-3 cr.)

409/609: Grant Proposal Writing (3 cr.) 12:30-1:45 pm TR HHH 307; Call#: 4591 Ruth Cronje

Course explores the importance of funding to both research and civic enterprises. Students will develop an understanding of the ethics of funding as a form of social control. Students will learn how to find sources of funding and how to respond effectively to calls for proposals. Emphasis will be on helping student conceptualize and hone effective rhetorical strategies. Each student will complete a grant proposal, possibly for a real client. Graduate students will also be required to complete a rhetorical analysis of a grant agency document.

410/610: Creative Writing Workshop – Poetry (3 cr.) 6-8:45 pm T
HHH 226; Call#: 4462 Max Garland

English 410/610 is a workshop style writing class, with limited undergraduate and graduate enrollment, and a great deal of emphasis on the poetry produced by class members. In addition to discussing and critiquing class poems, there will be significant examination of the work of other poets, a wide variety of modern and contemporary poets. Each week the workshop time will be divided between these activities, with some additional material provided by the instructor on issues related to contemporary poetry. Everyone is expected to participate in classroom critiques and furnish written critiques and comments when called for. In addition to this, graduate students will be expected to produce more writing than undergraduates, give class presentations, and be responsible for providing background materials on contemporary poets.

411/611: Creative Writing Workshop – Fiction (3 cr.) 3-5:45 pm M
HHH 212; Call#: 4463 Allyson Loomis

Advanced fiction workshop which will require students to write, workshop and revise two short stories of length and quality. Although the focus of the class will be on the workshop itself, students will also have to respond thoughtfully to assigned readings (short stories by Anton Chekhov, Raymond Carver, Alice Munro, Lorrie Moore, Peter Ho Davies, Delmore Schwarz, Isaac Bachevis Singer, and Eudora Welty) and will be required to hand in a series of challenging writing exercises. Graduate students will each be responsible for leading a discussion of an assigned reading and will be required to produce a fifty-page portfolio of their revised fiction by the end of the semester.

440/640: Seminar in American Literature to 1865: Race in American Literature (3 cr.) 5-7:45 pm T HHH 221; Call #: 4465 Joel Pace

Abolition and Native American rights will be explored through African American and American Indian voices as well as representations of race in the works of European-American authors. We will read from the works of the following authors, among others: William Apess, William Cullen Bryant, James Fenimore Cooper, Frederick Douglass, Olaudah Equiano, Margaret Fuller, Samson Occom, Lydia Huntley Sigourney, Henry David Thoreau, and Phillis Wheatley. In addition to all other class assignments, graduate students are expected to do significant extra work. This may include, for example, one or more of the following: preparing individual research projects; producing more or longer creative works; writing longer, more scholarly research papers or teaching units; giving class presentations; supervising undergraduate projects.

452/652: Seminar in Early British Literature: Early Modern English Drama and the Other 3-4:15 pm MW HHH 221; Call#: 4467 Jan Stirm

This seminar will focus primarily on early modern English dramatic representations of otherness, on ways of representing Blacks, Jews, Muslims as "other." We'll also read some non-dramatic literature (probably Aphra Behn's *Oroonoko*, as well as diary entries, travel writing, and such), and post-colonial theory about representations of the other, Orientalism, and the origins of colonialism. Assignments include several short essays, class group-presentations, and a research project. In addition to the other assignment, graduate students will write a book review of a recent critical/theoretical book in the field, and will write a longer research project.

459/659: Seminar in British Post 1790 : Double Trouble: Twins and Doppelgängers in Victorian Literature (3 cr.) 3:30 – 4:45 pm TR
HHH 221; Call #: 4593 Audrey Fessler

This course investigates how doubled personae expose and explore social, psychological, and ethical problems in such works as Brontë's Jane Eyre, Grand's The Heavenly Twins, Rossetti's Goblin Market, Stevenson's The Strange Case of Dr. Jekyll and Mr. Hyde, Tennyson's In Memoriam A. H. H., and Wilde's The Picture of Dorian Gray and Importance of Being Earnest. In addition to all other class assignments, graduate students are expected to do significant extra work. This may include, for example, one or more of the following: preparing individual research projects; producing more or longer creative works; writing longer, more scholarly research papers or teaching units; giving class presentations; supervising undergraduate projects.

484/684: Seminar in Critical Theory: Marx/Freud/Ethics (3 cr.) 12:30 – 1:45 pm TR HHH 221; Call #: 4471 Stacy Thompson

How do Marxism and Psychoanalysis intersect with ethics? This course will consider the recent theoretical claim that an understanding of ethics requires an understanding of desire, death, love, and capitalism. Readings will range from book-length critical studies to novels, films, poetry, and short stories. The class will read texts by Marx, Freud, Bertolt Brecht, Patricia Highsmith, and Slavoj Zizek, among others. This course will shift its attention back and forth between the literary and the theoretical, as well as between the popular and the academic. The course will require 20-30 pages of finished writing. Please note that this course satisfies the World/Postcolonial Literature requirement.

Graduate students taking this course will assume an active role as discussion leaders and will be expected to present on one of the course's texts or authors. Graduate students will also be asked to produce a longer, more fully researched essay than undergraduates.

496/696: Seminar in Women’s Literature: Bad Girls and Fallen Angels (3 cr.) 2-3:15 pm TR HHH 221; Call #: 4813 Jennifer Shaddock

This course will explore nineteenth- and twentieth-century Anglo-American representations of non-conforming women—women who are wild, ruined, mad, and/or unredeemed. We will begin with contemporary nineteenth-century cultural understandings of the Victorian female “other” as revealed in texts such as George Eliot’s The Mill on the Floss, Elizabeth Gaskell’s Ruth, Christina Rossetti’s “Goblin Market,” Edith Wharton’s The House of Mirth, and Charlotte Perkins Gilman’s “The Yellow Wallpaper.” We’ll then consider the legacy of this tradition in twentieth-century texts, beginning with Evadne Price’s modernist Not So Quiet . . . Stepdaughters of War, and moving to Jean Rhys’s rewriting of Jane Eyre, Wide Sargasso Sea. Our primary reading throughout the course will be informed by current scholarship in this area. We’ll conclude the course with a section that opens up space for students to work on cultural research into representations of the textual “bad” woman today. In addition to all other class assignments, graduate students are expected to do significant extra work. This may include, for example, one or more of the following: preparing individual research projects; producing more or longer creative works; writing longer, more scholarly research papers or teaching units; giving class presentations; supervising undergraduate projects.