Introduction to Graduate Studies (Ed Cutler)
English 616: Research Methods in English Studies (David Stock)
This course introduces graduate students to research methodologies used across academic disciplines, focusing on methods that are common to English studies. We will survey qualitative and quantitative methods, including theorizing, historicizing, surveying, interviewing, textual/discursive analysis, and ethnographic/case study. Students will a) understand assumptions, approaches, affordances, and constraints of various research methods, b) identify research design and assess methodological integrity and quality in current research, c) develop facility with research methods through experimentation and/or application and, d) design, conduct or complete research for a thesis, conference presentation, or scholarly article.
English 620R: Post-Reformation Poetry and Religion (Kim Johnson)
This class will examine the poetry of the Reformation and Post-Reformation era as a site of theological renegotiation and subversion. WE will place the work of major lyric authors in the context of Reformation-era controversies involving representation, selfhood, textuality, and materiality to understand how literary texts of the period both reflect and inform the theological culture of the Renaissance.
English 622R: Dickens, Victorian Periodical Culture, and the History of Fiction (Jamie Horrocks)
Nearly every Victorian novel taught in English classes today was first published serially, in periodicals. So it is here that our class will begin its investigations. We will read some novels famously serialized in Charles Dickens’s periodicals (by Dickens himself, Gaskell, and Collins), but we’ll also venture into the poetry, essays, letters, and editorials that fleshed out each installment. Drawing upon a variety of methods, we will explore the construction and education of readership, the negotiations necessitated by editorial intervention, the creation of reputation and canonicity, and the relationship of periodical literature to its graphic and commercial contexts.
English 626R: Witchcraft and the World (Mary Eyring)
The early American witchcraft phenomenon has been studied as a manifestation of anxiety surrounding gender and sexuality in the Americas. Certainly it was. But in a much larger sense, witchcraft registered early Americans’ concerns about their relationship to the continent, the Atlantic world, and the globe. In small and often isolated settlements, European colonists in the Americas were in a perpetual posture of defense against anticipated attacks—on their bodies, homes, souls, children, institutions, customs—with no clear sense of the origins or implications of the threat. In this climate, everything in the world, visible and invisible, was suspect. During the most famous episodes in the history of early modern witchcraft, accusers blurred the lines between sinner and saint, stranger and friend, on terms that echoed their constantly shifting status on a globe in flux. Were they Europeans (transmitting centuries of repression and violence) or Americans (entangled with the native inhabitants of their continents and islands)? Witchcraft periodically threw the ongoing tensions of colonial expansion and governance into sharp relief. At stake in these trials was not only the fate of individuals, but also the role that science, spirituality, law, literature, cross-cultural cooperation, and individualism were to play on the dramatic theaters of the New World.
We will trace the concerns of witchcraft in a variety of texts. Our seminar will begin with a study of the European bases upon which the early American witchcraft phenomenon rests, and we will study the animating anxieties as they were manifested, repressed, analyzed, and dramatized in other global contexts. Our sources will include the familiar and conventionally literary—histories, drama, short stories, a novel—as well as journals, letters, newspapers, and a film.
English 629R: Indigenous American Literatures (Michael Taylor)
The purpose of this course is to acknowledge and examine the intricate complexity, diversity, and provocative beauty of Indigenous American literatures in a way that transcends Eurowestern understandings of land, life, and literature. Utah’s 2000-year-old Newspaper Rock and the award-winning Alaska Native video game, Never Alone (2014), will serve as bookends to our course as we engage with the works of a variety of Indigenous writers and literary communities throughout North America and the Pacific.
English 630R: Planetary Modernisms (Aaron Eastley)
Modernism/Modernity are powerful ideas typically linked either narrowly to Europe and America in the first half of the 20th century or more broadly to Europe and its cultural diaspora from roughly 1500 on. In its most strident iterations the notion of planetary modernism insists on an entirely new paradigm for modernist studies. Susan Stanford Friedman asserts that “We need to begin by abandoning the notion of modernity as a period, instead considering modernity as a loosely configured set of conditions that share a core meaning of accelerated change but articulate differently on the global map of human history.” “A new map of modernism is emerging,” she insists, and “within this planetary frame, the spaces and times of modernism move colonialism, postcolonialism, and transnationalism to the center of modernist studies.” This course will focus on planetary/global modernisms. We will read theoretical texts from a wide range of scholars, notably the already mentioned Friedman, as well as Franco Moretti, Emily Apter, David Damrosch, Mary Lou Emery, Simon Gikandi, Fredric Jameson, Djelal Kadir, Revathi Krishnaswamy, Neil Lazarus, Sarah Lincoln, Aamir Mufti, Jahan Ramazani, and Gayatri Spivak. We will further seek to connect the theoretical content of the course with a wide range of literary works that might be considered “modern” under the new terms of planetary/global modernisms. Professor Eastley will model this process by sharing some of his recent work on Trinidadian author Seepersad Naipaul, then invite seminar participants to explore and share further examples from authors of their own choosing.
Key Texts: Freidman, Planetary Modernisms: Provocations on Modernity Across Time (2015), Wollaeger and Eatough, eds, The Oxford Handbook of Global Modernisms (2012), Damrosch, ed, World Literature in Theory (2014)
English 667R: Creative Nonfiction Workshop (Pat Madden)
This course is a creative writing workshop focused on creative nonfiction, especially the essay, with a dip into the classics (Montaigne, Lamb, Hazlitt, etc.) and a heavier focus on contemporary experimental work (Leach, Passarello, Tevis, etc.). Students will read widely and experiment wildly with their writing, turning in three longish workshop essays of their choice. They will also interview a visiting writer, study contemporary literary journals, choose the “Essayest American Essays,” and learn to submit their own work.
English 668R: Creative Fiction Workshop (Steve Tuttle)
English 669R: Creative Poetry Workshop (Lance Larsen)
English 621R: British Romanticism and Contemporary Trends in Book History (Nick Mason)
“Book History” has come to function as the umbrella term for a wide range of scholarly modes, including textual studies, the sociology of print, publishing history, bibliography, digital humanities, and periodical, media, and reception studies. While researchers in virtually every corner of the modern English department cross over into this subfield, a disproportionate amount of the best work in book history has come from scholars of nineteenth-century British and, more generally, European literature. The concepts and interpretive methods brought forward in these scholars’ work will form the backbone of this seminar.
English 622R: Dystopian Worlds and Contemporary British Literature (Peter Leman)
In this course, we will examine an important trend of dystopian writing in contemporary British/Anglophone literature. In addition to thinking about issues of form and genre and the history of utopian/dystopian writing in the British literary tradition (e.g., Moore, Bacon, Morris, Verne, Butler, Wells, Orwell, Huxley, Golding, etc.), we will also examine dystopias in relationship to religious thought (have literary dystopias become a secular eschatology?) and social thought (socialism, Marxism), as well as recent theories of dystopia, capitalism, science fiction, “deep time,” and the Anthropocene by figures like Frederic Jameson, Slavoj Zizek, Dipsesh Chakrabarty, Wai Chee Dimock, and Michael Gordin. Our primary readings will include the novels A Clockwork Orange (1962) by Anthony Burgess, Stand on Zanzibar (1968) by John Brunner, Children of Men (1992) by P.D. James, Oryx and Crake (2003) by Margaret Atwood, Cloud Atlas (2004) by David Mitchell, and Never Let me Go (2005) by Kazuo Ishiguro.
English 628R: Memory, Trauma, and Nostalgia in Contemporary American Literature (Trent Hickman)
In recent years and in the wake of postmodernist inquiry, critical attention has turned anew not only to the study of how we represent the past but of memory itself–how it is formed, how it is transformed, and how it is deformed by nostalgia and trauma. Even as scholars refocus this discussion in newer terms to speak of the past (strategies of distant reading, planetary reading, Anthropocenic reading, etc.), they still frequently find themselves concerned in many cases with the representations of the past and memory in its various forms, be they individual, familial, collective, national, environmental, or biological, and so on. Our course will familiarize you with some of the seminal theoretical texts on this return to studies of memory in its various forms, introduce you into some of the debates surrounding them, and finally ask you to identify how contemporary American literature incorporates representational strategies which speak to these concerns.
English 629R: Contemporary Anglo-American Autobiography (Phil Snyder)
To provide a portable and adaptable theoretical apparatus—autobiography and ethics—for pursuing projects inside and outside the seminar, we’ll start with Linda Anderson’s Autobiography (2nd edition). Then we’ll produce some smart readings of paired texts—1) Bad Mother by Ayelet Waldman & Manhood for Amateurs by Michael Chabon (familial relations) and 2) The Faraway Horses by Buck Brannaman & H Is for Hawk by Helen Macdonald (human/animal relations)–as informed by our theoretical apparatus. Requirements include a discussion handout; a review of a recent autobiographical text (any genre, including blogs); a 12-page hybrid essay blending critical analysis with creative nonfiction.
English 620R: Writing Revolution: Literature of the English Civil Wars and Interregnum (Jason Kerr)
English 629R: Transatlantic Literary Geography ( Paul Westover)
We have recently seen a “spatial turn” in literary studies, driven by new technologies, theoretical insights, and geographies of cultural history. The nineteenth century is an excellent place to explore this conceptual terrain. British Romantics developed literature grounded in place, to the point that reading and tourism became interwoven. American writers undertook analogous (sometimes rival) efforts to create literary landscapes. Writers of both nations aimed to theorize literary geography and catalog its features. Consequently, studying landmarks of Anglophone literature will convince us that literary geography is not in itself new; in fact, it was a major fascination of nineteenth-century culture.
English 630R: Environmental Humanities (Brian Roberts)
During the past few decades, a confluence of ecological and humanistic thought has culminated in the multidisciplinary field of the Environmental Humanities. This emergent field is attentive to the humanities’ potential relation to and impact upon multiple arenas: ecology, energy use, geological epochs, climate change, rising sea levels, nuclear testing, the planet’s carbon and nitrogen cycles, definitions of “wilderness,” interspecies relations, etc. Taking the journal Environmental Humanities as a point of entrance for introducing students to the conceptual, theoretical, and critical terms of the field, this course prepares students to bring literature into dialogue with environmental thought and materialities.