Course Offerings, Fall 2007  

[200-400 level ENGL courses] [500 level ENGL courses] 
[ENGE and related courses]

[300-400 level WRIT courses] [ 500-level WRIT courses ]
[600-level ENGL and WRIT courses]

[Undergraduate Catalog]  [Graduate Catalog] [Schedule of Courses]
[Register Online ] [Summer Course Offerings in ENGL and WRIT]

[Inventory Sheets That Show What You Need to Take!]

Note: Students seeking overrides must see Dr. Jones.

WRIT 101, CRTW201: Click here to go to the Writing Program course page.

ENGL 200. Introduction to Literary Genres. Staff. Critical approaches to various literary genres, selected from poetry, fiction, drama, and film, with examples primarily from 20th century artists. ENGL 200 will not count toward the ENGL major. Prerequisite: WRIT 101.

ENGL 203. Major British Authors. DeRochi. A study of major British writers: Chaucer, Shakespeare, Milton, and representative figures from the Neoclassical, Romantic, Victorian, Modern, and Postmodern eras. We will attempt to represent the major literary genres and to get a sense of both the historical development of British culture and some major critical approaches to the works under study. TR 11-12:15

ENGL 208. Foundations of World Literature. Bickford. This course is designed to familiarize students with great works of world literature representing the Classical, Medieval, and Renaissance periods and also significant, chronologically comparable works from the Non-Western tradition. Students will engage in discussion, critical thinking, and analytical writing about diverse literary traditions and individual works. In addition to in-class writing, essay tests, and a final exam, students will be required to write at least one formal, researched critical essay. Note: Replaces ENGL 207 for all programs requiring that course. MWF 9-9:50

ENGL 208H. Foundations of World Literature. Naufftus. This course focuses on the literary monuments of Europe, from Homeric Greece (circa 700 BC) to the Renaissance, ending with Cervantes’ novel Don Quixote (completed in 1615 AD). It also includes texts from the Non-Western world during the same period; since there are too many Non-Western texts for us to cover, the class will choose which ones it would like to include.  These older classics are, of course, historically important, and it is clearly useful to know something about them.  If read insightfully, however, they also reveal themselves to be intellectually profound, emotionally moving, and thoroughly enjoyable.  And since they all assume knowledge that readers today seldom have, they are most usefully read as part of an academic course like this one.   While the course is technically new, it covers much of the same ground as ENGL 205, which I have taught many times and which has always been my favorite course.   Requirements include two short critical papers, one longer creative essay, two tests and a final exam.

ENGL 211. Survey of American Literature. Bird or Dennis. Study of the major periods, literary forms, and issues that characterize American literature, with a consideration of representative major works and authors over the course of American literary history. Note: A student may not receive credit for both ENGL 211 and ENGL 209 or 210. MWF 10-10:50 or TR 2-3:15

ENGL 300. Approaches to Literature. Jones. This writing intensive course required of all English majors and minors introduces students to the evolving study of literary criticism.  The course covers critical approaches from the past and present as well as looks toward possible future developments in criticism.  We begin with a study of formalism and then move to detailed examinations of the dominant critical schools of the twentieth century, including reader response, psychoanalysis, structuralism, feminism, new historicism, deconstruction, gender studies, and postcolonialism.  Students choose a primary text on which to base their major written assignments – an annotated bibliography, a review of literature, a casebook, and a critical essay.  Other requirements include short essays and a cumulative final.  Textbooks support all aspects of the course and are a casebook made up of a primary work and five essays displaying varying critical approaches, an introduction to critical theory, the most current MLA handbook, and a handbook to literature. Note: Writing Intensive Course.  Restricted to English majors and minors.  Prerequisite: sophomore standing. TR 9:30-10:45. ENGE students: If you have a time conflict with this course, please let Dr. Jones know ASAP!

ENGL 303. Grammar. Jones. This course reviews traditional grammar with an emphasis on descriptive methodology (how our language functions) and introduces transformational and structuralist grammars. Students will be required to write two "problem" papers, take three exams, and prepare and teach a mini-lesson on some grammatical concept. Primarily intended for students planning to teach. TR 12:30-1:45

ENGL 305. Shakespeare. Furr. English 305 surveys eight plays representing the major trends in Shakespeare's work (comedy, history, tragedy, and romance). Supplementary readings on Shakespeare's life and times will be assigned in The Bedford Companion to Shakespeare. The requirements include quizzes, unit tests, a final examination, a term project written in multiple stages, and class participation. Many theoretical approaches will be sampled, and you should feel free to construct an interdisciplinary research project, especially if you are not majoring in English. TR 3:30-4:45  

ENGL 310. The Arthurian Tradition. Koster. TR 3:30-4:45. An investigation of the Arthurian tradition from its earliest historical roots in Celtic Britain through its major literary and artistic representations up to the present century. In addition to works of literature, we will be exploring the Arthurian tradition in art, music, film, artifacts (not limited to the Holy Hand Grenade of Antioch) and other cultural media. Several in-class tests, a major out-of class paper, and a group oral presentation will be required.

ENGL 317. The Short Story. Childers. Study of this genre including selected stories by classic and contemporary masters. TR 12:30-1:45

ENGL 320. Incarcerated Women and the Expressive Arts. Martin. This inter-disciplinary course will examine the issues of capital punishment and expressive arts and rehabilitation for those in prison.  Students will collaborate with women in Eco House, a work release program in Charlotte, to create a performance project based on hopes and dreams.  This project will be presented at the prison and also at Winthrop. No prerequisites required. TR 2-3:15

ENGL 323. The Nineteenth-Century American Novel. Richardson. Study of the 19th Century American Novel, including authors such as Cooper, Hawthorne, Melville, Stowe, Twain, Howells, James and Crane. MWF 11-11:50.

ENGL 491. Departmental Seminar. Richardson. This course assesses student mastery of English coursework. Students complete several assessment measures--including content knowledge tests, an essay test, and the Senior Opinionaire . Although the tests are individually graded , and students receive their test results , they receive an S or U for the course. The results are then summarized anonymously and used to improve instruction in the English Department. Prerequisite: Should be taken in the first semester of the senior year (after the student has completed 90 hours).  

500-level Courses Require Graduate Standing or Completion of Prerequisites for Enrollment.

Check the Current Catalog for Prerequisites for Each Course.

ENGL 501. Modern British Poetry. Neary.  Modern British Poetry. In this course we will study poetry of England, Ireland, Scotland, and Wales from the 20th century, including--but not limited to--Thomas Hardy, G. M. Hopkins, W. B. Yeats, Dylan Thomas, D.H. Lawrence, T.S. Eliot, Robert Graves, W.H.Auden, Katherine Mansfield, Philip Larkin, Eavan Boland, Nuala Ni Dhomhnaill, and others. Since the focus of the course is the study of poetry, we will spend significant time analyzing poems, as well as exploring their context and significance. Many modern poets from England and the Celtic nations borrow from earlier poets both in form and style, while the subject matter may differ radically. Students will be expected to read carefully and write clearly. Over the course of the semester, students will write several one- to two- page critical response papers and one longer study (10-12 pages) that may derive from a shorter paper. We will have three tests and a comprehensive final exam. Graduate students will have one or two additional assignments, one of which will involve presenting new material in an oral report. Prerequisite: English 202, 203, or graduate status. MW 5-6:15.

ENGL 502. Studies in Non-Western Literature. Naufftus. This year the course will be a seminar on the modern fiction of the Middle East, an area that is obviously of great current interest.  We hear constant news reports about Arabs, Israelis, Turks, Iranians, and Pakistanis, but few of us have ever read anything that these people have to say for themselves.  The literature of the Middle East is, of course, quite ancient; prose fiction is a comparatively recent development but is already quite impressive, even in translation.  We will begin with Lawrence Durrell’s Mountolive, whose protagonist is an Englishman trying (with mixed results) to understand Arabs.  We will then go to Palace Walk, by Naguib Mahfouz, winner of the 1988 Nobel Prize for Literature, and Salman Rushdie’s Shame, a sort of comic history of Pakistan.  The rest of the novels or novellas will be by writers whose names will probably be entirely unfamiliar: Abdelrahman Munif (Iraq); A. B. Yehoshua (Israel); Hanan al-Shaykh (Lebanon); Tayeb Saleh (Sudan), Sadegh Hedayat (Iran); Orhan Pamuk (the Turkish winner of the 2006 Nobel Prize); and Ghassan Kanafani (Palestinian).  We will also want to look at some of the films from the region, especially Iran.  Although the unfamiliar is always initially daunting, I have found that students in this course enjoy reading these books.  Our approach will be literary rather than political, but you will inevitably gain an entirely new understanding of a very important part of the world.  Assignments will consist of short papers on individual novels, a research essay, and a final examination.

ENGL 507. History and Development of Modern English. (Formerly ENGL 302/ENGL 601). Rankin. This course is an introduction to the major changes in the English language from the Old English period to the present. Primary emphasis will be on the kinds of changes that have taken place in our pronunciation, grammar, and word meanings. Secondary emphasis will be on the causes of these changes. Students will participate in daily class discussions, write two papers, complete three exams, and maintain a course notebook. MW 3:30-4:45

Graduate Standing is required to register for 600-level courses.

ENGL 600. Materials and Methods for Research in English. Brownson. A course to acquaint graduate students with advanced research materials, methods, and techniques in English and to familiarize them with major critical approaches to literary study.

ENGL 605. The American Renaissance. Bird. In his 1941 study, F.O. Matthiessen coined the term "the American Renaissance" to describe five major literary figures at the mid-nineteenth century: Emerson, Thoreau, Whitman, Melville, and Hawthorne.  In this course, we will study key texts written by these authors, including but not limited to Emerson's essays, Thoreau's Walden, Whitman's Leaves of Grass, Melville's Moby-Dick, and Hawthorne's The Scarlet Letter.  We will also complicate the course title by taking a cue from David S. Reynolds' work Beneath the American Renaissance and examine noncanonical writers and how their writings intersect with the canonical figures.  Also, we will consider the cultural context surrounding these writers as well as explore why it is these five figures that define so much of what we refer to as American Literature.  

ENGL 623. Seminar in British Literature. The Rise of the Novel in Britain. DeRochi. English 623 examines the explosion of the novel’s popularity in the late eighteenth century and Romantic period of British Literature.  Specifically, we will examine the social, cultural, and political contexts, as well as adaptations within the genre itself, that not only helped the novel become the most popular genre of the nineteenth century, but also moved the genre to a more hierarchical literary status.  Students will read such writers as Samuel Richardson, Horace Walpole, Laurence Sterne, Elizabeth Inchbald, William Godwin, Jane Austen, Mary Shelley, and Emily Bronte.  We will and consider such issues as readership and the book trade, the age of sensibility and the sentimental novel, the French Revolution and the individual, and the politics of gender and authorship. 

T 6:30-9:15

Upper Division Writing Courses

WRIT 307.  Fiction Writing. Childers. This course is designed to provide a foundation for those students interested in writing fiction. Each student will produce approximately ten thousand words, the written assignments consisting of short exercises, fully developed short stories, and revisions of those stories. In other words, the student is expected to do that which is required of the serious writer. The student is also expected to participate in all class discussions, including the critiquing of work presented by other class members. TR 5-6:15

WRIT 316. Poetry Writing. Weeks. The focus of this course is on student poetry, which will be discussed and critiqued in a workshop format. In addition to working on class poems, students will read the work of contemporary published poets and will do oral reports on recent collections of poems. A public reading of poems written in the class will be given at the end of the semester. Grades will be based on a portfolio of poems (with revisions) as well as on workshop participation and oral reports. MW 3:30-4:45

WRIT 350. Introduction to Composition Theory and Pedagogy.  Gerald. Students in this class will gain knowledge about their own writing process, about theories of composition and rhetoric, and about the teaching of composition in the schools. This is an intensive writing class, so students should be prepared to write on an almost daily basis as well as discuss the readings and participate in small group activities. Students will write in a variety of formats for a variety of purposes.  Also there will be a midterm, a final, and an oral presentation. The class is primarily discussion; there are also assignments specifically geared toward teaching writing (for example, teaching a writing lesson, grading student papers). Note: This class is designed primarily for students who are considering teaching careers.

WRIT 431, 432, 433: Academic Internships in English. See your advisor or Ms. Montgomery. These courses allow students academic credit for supervised application of skills learned in the major. Students register for these courses after arrangements have been made with their advisors and have been approved by the chair. Prerequisites: 12 hours of ENGL (incl. ENGL 300) and/or WRIT courses beyond WRIT 102, a 2.5. GPA, and permission of the department chair. See Dr. Jones.

WRIT 461, 462: Internship in Science Communication. See Dr. Rankin.

WRIT 465. Preparation for Oral and Written Reports. Staff. This oral- and writing-intensive course simulates the kinds of communication tasks found in the workplace: producing appropriate, correct, and effective documents and oral presentations customized for particular audiences on short deadlines. The major focus of the class is on creating and presenting a long feasibility study or business plan based on a series of shorter assignments. Students also learn to use electronic communication tools effectively and develop a customized resume and job application package. There are frequent graded short writing assignments, revision assignments, electronic assignments, and oral presentations. Prerequisite: Junior standing.

WRIT 500. Theory and Practice of Tutoring Writers. Smith.  The main purpose of this class is to train students to tutor in our Writing Center; students will be expected to spend two hours a week in the Center as well as to attend class.  Over the fifteen-week semester, students will observe tutorials, tutor with an assigned "mentor" tutor in the Writing Center, and then qualified students will tutor on their own. The students who enroll will gain knowledge about the writing process, composition and rhetorical theory, and writing center theory and practice. Students will be required to write three reflective papers, two more formal papers, and a final examination in this class. The class is primarily discussion; there are also assignments specifically geared toward tutoring (for example, role playing tutorials and assessing student writing). Prerequisites: Completion of CRTW 201 or WRIT 102, or permission of department chair, or graduate standing. TR 3:30-4:45

WRIT 501. Writing for Electronic Media. Koster. A discussion of and hands-on workshop in writing for electronic publication, including the rhetorical, contextual, legal and ethical issues involved in creating such publications; the criteria for evaluating such publications; and the skills needed to create such publications. Students will create materials for podcasts and for pedagogical and creative web pages and participate individually and collectively in producing collective electronic publications and projects using industry-standard software. This course meets the GNED technology requirement for ENGL majors and minors. Prerequisites: Completion of WRIT 102 or CRTW 201 with a grade of C or better; or permission of the instructor; or graduate standing. See the full course description at http://faculty.winthrop.edu/kosterj/writ501.htm. W 6:30-9:15

WRIT 507. Short Story Writing.  Ely. Students will write two stories of any length.  The stories must go through a number of revisions. The workshop method will be used as beginnings of stories, revisions of stories, and completed stories are examined. Graduate students will write a report on a collection of stories. All students will write reports on stories.  Prerequisite: ENGL 307 or graduate status.  R 6:30-9:15

WRIT 510. Creative Non-Fiction. Ely. Students will write two personal essays of any length.  The essays must go through a number of revisions. The workshop method will be used as beginnings of essays, revisions of essays, and completed essays are examined. Graduate students will write a report on a collection of essays. All students will write reports on essays. 

English Education Courses

ENGE 391. Principles of Teaching English in Middle and Secondary Schools. Neary, Furr. This methods class examines special problems encountered in the teaching of Language Arts. Activities range from role-playing to presenting videotaped micro lessons, and topics covered include dealing with students with exceptionalities, ESL matters, gender balance in the English curriculum, multiculturalism, learning styles, approaches to teaching grammar, developing lesson and unit plans, exploring alternate assessment methods such as portfolios, and implementing technology in the classroom. Enrollment is limited to students admitted to the Teacher Education Program in English. Corequisites ENGE 392 and EDUC 390. TR 2-3:15

ENGE 392. Field Experience in Teaching English. Neary, Furr.This lab experience involves a field experience in the classroom at various schools in the Consortium. Students will be assigned a mentor, complete a collaborative document, and spend two mornings or one full school day each week working with public school students in grades 7-12. Enrollment is limited to students admitted to the Teacher Education Program in English. Corequisites ENGE 391 and EDUC 390. Please note that Field Experience applications must also be submitted to the College of Education by Monday, March 26, 2007. TR 8-11:30

ENGE 591. Principles of Teaching English in Middle and Secondary Schools. Neary, Furr. This methods class examines special problems encountered in the teaching of Language Arts. Activities range from role-playing to presenting videotaped micro lessons, and topics covered include dealing with students with exceptionalities, ESL matters, gender balance in the English curriculum, multiculturalism, learning styles, approaches to teaching grammar, developing lesson and unit plans, exploring alternate assessment methods such as portfolios, and implementing technology in the classroom. Graduate students will be expected to prepare an annotated bibliography, as well as show evidence in written assignments of research on literary, linguistic, or pedagogical issues. Enrollment is limited to graduate students admitted to the Teacher Education Program in English. Corequisite ENGE 592. TR 2-3:15

ENGE 592. Field Experience in Teaching English.  Neary, Furr.  This lab experience involves a field experience in the classroom at various schools in the Consortium. Students will be assigned a mentor, complete a collaborative document, and spend two mornings or one full school day each week working with public school students in grades 7-12. Enrollment is limited to graduate students admitted to the Teacher Education Program in English. Corequisite ENGE 591. Please note that Field Experience applications must also be submitted to the College of Education by Monday, March 26, 2007. TR 8-11:30

Summer School Courses 2007

The following are the tentative summer school course offerings for ENGL, CRTW, and WRIT; these offerings depend upon enrollment and faculty availability. We advise you to register early for these classes so that they will "make" if you need them!

Dates: A session-- May 14 - June 1
          B session-- June 4 - August 3
          C session-- June 4 - July 3
          D session-- July 9 - August 8

Rock Hill, South Carolina   29733
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