(for 2012–2013 academic year) Professors
Balakian, Cerasano, Coyle, Davies, A. Giurgea, Harsh, Hudson, L. Johnson, Knuth Klenck, Maurer, Pinchin (Chair
), Richards, Staley, Wider NEH Professor of the Humanities
Watkins Associate Professors
Brice, Kellogg, Page, Sweeney Assistant Professors
Ames, Connor, DuComb, Igarashi, Warren Visiting Assistant Professor
Rayneard Olive B. O’Connor Writing Fellows
Butcher, Okparanta Lecturers
S. Giurgea, Morain
The Department of English offers courses in three programs of study, one in literature written in the English language, another in theater, and a third in English with an emphasis in creative writing. Students may pursue majors and minors in all these areas.
An English major develops students’ ability to use language effectively and enhances their critical and analytical skills by making them aware of the social and historical context in which writing, in any of its forms, is produced. English study provides an excellent basis for professional programs in law, journalism, publishing, and business as well as for graduate study in literature, creative writing, or the theater.
Students pursuing one of the majors in the department — in English, in theater, or in English with an emphasis in creative writing — take courses in specified categories described in detail below. There is considerable choice from among the courses that fulfill these requirements, and students should discuss their programs with an adviser in planning a major. English courses also serve as electives for students in other programs. Normally 200-level courses are for first-year and sophomore students; 300-level courses, for sophomores, juniors, and seniors; and 400-level courses for juniors and seniors. There are a few specified prerequisites for individual courses. Non-majoring students considering 400-level English courses as electives should consult catalogue descriptions and may wish to speak with instructors to determine their readiness for particular courses.
Continued study of a foreign language or work in the literature of other languages in translation is particularly recommended as complementary to an English major and is especially important for students interested in further literary studies. Writing is an important component of coursework.
Passing grades are required in a minimum of nine departmental courses, with a major GPA of 2.00 averaged over all courses taken in the department. Students are strongly encouraged to elect more than the required number of courses and to support their studies in English with appropriate courses in art, music, history, the literatures of other languages, and the classics. The minimum number of courses must include the following:
1. Two courses taken during the first and sophomore years at the 200 level, one of which, ENGL 200
, is required of all majors; the second course can be an introduction to literary study (from this group: ENGL 203, 204, 205, 206, 207, 208, 209, 210, 211, 215, 216
) or an introduction to literary history (from this group: ENGL 243, 244, 245
). ENGL 217
and introductory theater courses (ENGL 250, 252, 253, 254, 259, 266, 267, 268
) do not fulfill this requirement, but they can be counted toward the major. (For students who come to the major later in their undergraduate careers, the department chair can provide a list of 300-level courses that are appropriate substitutions for the 200-level requirements. ENGL 200
is the only 200-level course that can be taken, with permission of the chair, by late-declaring majors in their junior or senior year.)
2. Four courses at the 300 and 400 level, one of which must be a 400-level seminar in literature. (ENGL 477, 490,
do not meet the seminar requirement.) Among the courses taken at the 300 and 400 level must be two courses in literature before 1800 and two courses in literature after 1800. Only one of the courses meeting the pre-1800 requirement may be ENGL 321
Passing grades are required in six departmental courses, with a GPA of 2.00 averaged over all courses taken in the department. The minimum of six courses must include the following:
1. One course at the 200 level: ENGL 200
or either an introduction to literary study or an introduction to literary history. These courses are listed above under  in the description of the major in literature.
2. Three courses at the 300 and 400 level, including one course in literature before 1800 and one course in literature after 1800.
English majors may pursue an eleven-course sequence leading to a degree in English with an emphasis in creative writing. They must earn passing grades in all courses counted for this major, with a GPA of 2.00 averaged over all courses taken in the department. The sequence of courses must include the following:
1. Two courses at the 200 level, one ENGL 200 and the other a course in either literary study or literary history from the list under  in the description of the major in literature.
2. Three workshops, chosen from among the following: ENGL 217, 356, 365, 374, 377, 378, 379, 477,
. ENGL 217
may be taken only once. Instructor permission is necessary for admission to creative writing courses at the 300 and 400 levels.
3. Four courses in literature at the 300 and 400 level, including a 400-level seminar. Courses taken at the 300 and 400 level must include at least two courses in literature before 1800 and at least two courses in literature after 1800.
Students interested in the major with an emphasis in creative writing should talk with the department chair or with a member of the department who teaches the writing workshops in order to plan an appropriate program of study.
Minor in Creative Writing Passing grades are required in a minimum of five courses, with a minimum GPA of 2.00 averaged over all courses counted for this minor. The minimum of five courses must include the following:
1. Three workshop courses chosen from among the following: ENGL 217, 356, 365, 374, 377, 378, 379, 477,
or 491. ENGL 217
may be taken only once. Instructor permission is necessary for admission to creative writing courses at the 300 and 400 levels.
2. Two literature courses chosen from English offerings at the 300 and 400 level.
Students interested in the minor in creative writing should talk with a member of the department who teaches the writing workshops in order to plan an appropriate program of study.
A minimum GPA of 2.00 is required in all courses counted toward the theater major. The minimum of nine courses must include the following:
1. Two courses in the literature of theater, normally ENGL 266
. With permission of the director of the program, ENGL 211, 321,
may be substituted for 266.
2. Two courses in craft, ENGL 250
. These are ordinarily taken in the first two years of a student’s program.
3. ENGL 454
or ENGL 455.
4. ENGL 495
and ENGL 496.
5. At least 2.00 course credits from a list of approved electives in the theater program, the English department, or from among drama courses in other languages. Electives include ENGL 211, 252, 253, 259, 268, 321, 322, 332, 349, 350, 354, 355, 356, 357, 358, 359, 454, 455,
(independent study, if taught by a faculty member in the theater program). With the permission of the student’s adviser and the director of the program, courses in art and art history, selected courses in music, creative writing, philosophy, or religion may count as cognate courses toward a major in theater, each cognate course counting for one-half credit toward the major.
6. A total of 40 hours of backstage or technical work beyond what is required in any theater courses taken. No more than 20 hours may be completed in a single semester. These hours are done in support of the University Theater program.
A minimum GPA of 2.00 is required in all courses counted toward the theater minor, which must include five courses or their equivalent in the categories below:
1. ENGL 266
or 267, 250,
2. Two or more full-credit courses (or full-credit equivalents) at the 300- and 400-level from the required, elective, or cognate courses listed above in the description of the theater major.
3. A total of 20 hours of backstage or technical work beyond what is required in any theater courses taken. These hours are done in support of the University Theater program.
Seniors with an average of 3.5 in English department courses are eligible to apply to pursue an honors project. Interested students should attend the informational meeting held in the fall semester. The privilege to work toward honors is granted at the discretion of the faculty. In consultation with a member of the faculty, the student selects a topic and submits a formal prospectus, which must be approved by the faculty supervisor as well as by a second faculty reader and the director of the honors program. The deadline for submission of the prospectus is normally in November.
Students pursuing an honors project are enrolled in ENGL 490, Special Studies for Honors Candidates
, during the spring term of their senior year. The seminar must be taken in addition to the required 400-level seminar and in addition to the minimum number of courses required for the major. Students must successfully complete the honors seminar and submit a final version of the thesis on a date specified by the department. If the thesis is provisionally approved by the faculty supervisor, a second faculty reader, and the director of the honors program, the student then discusses the project at an oral presentation scheduled during finals week.
If the department approves the project, the student receives a grade in ENGL 490
and is awarded a degree in English or Theater with honors. A student who has maintained at least a 3.5 average in all departmental courses is awarded a degree with honors, and a student who has maintained an average of 3.7 or higher is awarded a degree with high honors. If a student withdraws from the program, or if the thesis is not approved for honors, ENGL 490
is converted to ENGL 491, Independent Study
, and a grade is assigned by the thesis supervisor.
Students with further questions should contact the director of honors in the Department of English.
See “Honors and Awards: English” in Chapter VI.
The department does not accept Advanced Placement credits toward the major or minor requirements.
Because transferred courses must conform in content and rigor to Colgate’s curriculum, students intending to take a course in English literature at another institution must meet with the department’s transfer-credit adviser before enrolling in a course at another institution. This policy applies to all students, regardless of their major. The transfer-credit adviser grants preliminary approval for appropriate courses, which generally must resemble 300- or 400-level courses at Colgate. Upon return to campus, the student brings the course syllabus, all papers written for the course, and a transcript registering its completion to the transfer-credit adviser to receive final approval. No more than two courses (in the case of a minor, one course) may be transferred for major credit. Students may not use a transferred course to fulfill the 400-level seminar requirement of the major.
Students interested in graduate study should consult with their advisers and the department chair early in their programs to be advised about preparation for advanced work. The department also designates special advisers to meet with students interested in graduate work, and informational meetings are held to help juniors and seniors plan their applications for fellowships and graduate admission.
The Department of Educational Studies offers a teacher education program for majors in English who are interested in pursuing a career in elementary or secondary school teaching. Please refer to “Educational Studies.”
The Masters of Arts in Teaching with a major in English is awarded by Colgate in the program described above under teaching certification.
Each year, and often twice a year, a group of juniors and seniors spends a term in London studying British literature and theater under the direction of a member of the English department. Preference normally is given to majors or prospective majors who have completed at least three courses toward the requirements for the major. ENGL 290, London English Study Group Preparation
, is a 0.25-credit course limited to participants in the London English Study Group in a subsequent term. The course prepares students for the English course-work to be undertaken in London. For further information, see “Off-Campus Study Group Programs: United Kingdom, London” in Chapter VI.
Students interested in American literature are encouraged to consider participation in the Santa Fe Study Group. When directed by a member of the English department, the program features courses in contemporary Native American literature and contemporary methods of criticism across the arts as well as providing opportunities for students to continue work in creative writing. The study group also involves service learning work at one of the pueblos near Santa Fe.
Students interested in Caribbean literature and black Atlantic literature are encouraged to consider participation in the Jamaica study group. When directed by a member of the English department, the program features courses in contemporary Caribbean literature and criticism as well as Jamaican culture.
ENGL courses count toward the Human Thought and Expression area of inquiry/humanities distribution requirement, unless otherwise noted.
Introductory courses are open to first-years and sophomores only.
200 Major British Writers S. Cerasano, M. Coyle, G. Hudson, Y. Igarashi, D. Knuth Klenck, M. Maurer, L. Staley
Works by prominent British writers, from Geoffrey Chaucer in the fourteenth century to Seamus Heaney in the twenty-first. The course emphasizes the development of reading and analytical skills. Required for all majors, normally in their first or sophomore year; junior and senior majors admitted only by permission of the department chair.
203 Arthurian Tradition M. Davies
An introduction to literary study focusing on the nature of literary tradition and its relationship to cultural and historical contexts. The rich, varied, and enduring tradition connected with the figure of King Arthur is explored through a consideration of English, French, and Welsh texts written between the early Middle Ages and the 15th century, although some more modern works may be considered. The course is concerned with (among other topics) how different cultures, historical epochs, and individual authors have adapted Arthurian tradition to meet their own needs and concerns and with what has made Arthurian tradition such a compelling source of material for so many different interests right up to the present.
204 American Literatures: Native American Writers S. Wider
An introduction to literary study focusing on the question of what it means to identify a national tradition of literature. This course examines Native American authors of the late 20th century in relation to the works of some of their contemporaries, including works by Linda Hogan, Louise Erdrich, N. Scott Momaday, Leslie Marmon Silko, and Simon Ortiz. 205 Literature and Cultural Study: The Jazz Age M. Coyle
An introduction to literary study that explores the relations among different arts and kinds of writing. Focusing on American culture in the 1920s, this course includes poetry by T.S. Eliot, Langston Hughes, James Weldon Johnson, and William Carlos Williams; fiction by F. Scott Fitzgerald, Dorothy Parker, and Nella Larsen; plays by Dubose Heyward and Eugene O’Neill; and music from Paul Whiteman, and Duke Ellington. This course explores how ways of reading inform (and inevitably transform) what we read and interpret. 206 Approaches to Literary Analysis C. Harsh, M. Maurer
An introduction to literary study with attention to essential questions. What counts as literature? Why group writers in literary periods? What effect does a work’s genre, or mode have on a reader? How are the formal elements of writing in prose or verse related to its meaning? As “Innocence and Experience” this course examines works sharing a thematic concern with innocence and experience. These works may include William Blake’s Songs of Innocence and Experience
, Upton Sinclair’s The Jungle
, and F. Scott Fitzgerald’s The Great Gatsby
. As “Much Ado about Nothing” the course takes its cue from Shakespeare’s play of that name (which his first audience would have heard as “much ado about noting”) and examines other works in prose and poetry (sonnets, short stories, and novels) that reward a reader’s attention to detail in particularly interesting ways. 207 New Immigrant Voices K. Page
An introduction to literary study focusing on narratives of 20th-century American immigration. What does it mean to say “America is a nation of immigrants”? As a literary form, the American immigrant narrative describes the process of migration, Americanization, and (un)settlement. In this course, students pay particular attention to how race, gender, class, and sexuality, as well as the changing character of American cities, shape the immigrant experience. Is ethnicity in opposition to Americanness? How is identity transformed by migration? How and why is home remembered? How is coming of age paralleled with migration? What narrative strategies are deployed? Finally, what are the constitutive tropes of American immigrant fiction?
208 Sex and the Global City K. Page
An introduction to literary study using the relationship between sexuality, literature and the history of global cities as a jumping off point for considering the problems, practices, and possibilities of literary study. The course undertakes close reading of modern texts to discover how urban settings influence our understandings of racial and ethnic identity, gender roles, and multiple forms of sexual relationships. It also addresses the ways that the cosmopolitan city provides new forms and content for both modern identities and post-modern narratives. Writers may include Jean Rhys, Claude McKay, James Baldwin, and Toni Morrison, contextualized by a variety of critical and historical works from the modernist and post-modernist periods. 209 American Texts and Contexts L. Johnson, L. Warren
An introduction to literary study exploring the relations among texts and various contexts, both historical and critical. Focused on writing produced in this hemisphere, this course addresses questions of why, what, and how people read in the discipline of English. As “Visions and Revisions of the Antebellum South,” this course includes the Narrative of Frederick Douglass, an American Slave
, Harriet Beecher Stowe’s Uncle Tom’s Cabin
, Mark Twain’s Adventures of Huckleberry Finn
, Margaret Mitchell’s Gone with the Wind
, and William Faulkner’s Absalom, Absalom!
As “Imagining the Black Atlantic,” this course includes Royall Tyler’s The Algernine Captive
, Leonora Sansay’s A Secret History of San Domingo
, poetry by Phillis Wheatley, Edgar Allan Poe’s The Narrative of Arthur Gordon Pym, Martin Delany’s Blake, or Huts of America, and Herman Melville’s Benito Cereno. 210 Poetry and Revolution: Modern American and French Poetry P. Balakian
An introduction to literary study focusing on the consideration of seminal poets in France and the United States who pioneered modern poetic idioms at roughly parallel moments in their culture’s respective histories. The course considers these questions: How do poets define themselves as “modern”? How does their sense of being modern assert itself against traditional cultural, social, and religious values? How is their modernism reflected in their attitudes toward war, sex, the unconscious, the problem of good and evil? Students examine these questions as they emerge in two cultures that are, in direct and circuitous ways, in dialogue with each other. Poets include Emerson, Whitman, Dickinson, Eliot, H. Crane, and Baudelaire, Rimbaud, Apollinaire, and Breton. French poets are studied in translation. No knowledge of French is required. No prerequisites. This course is crosslisted as FREN 225
. 211 Tragedy and the Tragic Vision S. Cerasano
An introduction to literary study that focuses on readings in western drama, chosen primarily from authors writing in the period from classical antiquity through the Renaissance, and explores theories, definitions, and the performance of tragedy. Students with credit for ENGL 266
may not receive credit for ENGL 211
. 214 Inside/Out: The Literature of Interiority and the Interiority of Literature J. Connor
An introduction to literary study focusing on interiors — psychological, architectural, and literary. Aligning 19th-century developments in domestic architecture with changing ideas of personal subjectivity, we ask, in turn, how such models structure our understanding of the literary text — as that which has been written and is to be read in private, as that which speaks to our most intimate experience, as that whose formal complexity doubles the domestic interior as a world apart from work and public politics. 215 Introduction to Poetry G. Hudson
An introduction to literary study through the reading and criticism of poetry emphasizing an understanding of the means by which poetry communicates. The course includes discussions of language, rhythm, sound, form, voice, etc., and extensive readings of poetry written in English, with comparison of poems from other traditions and parallel readings in critical texts. 216 Black Poetry of the Americas Staff
An introduction to literary study through the consideration of poetic form as a central staging ground for exploring what black American poets have inherited from African and European poetic traditions, and what new lyrical modes emerge from the specific landscapes and soundscapes of the New World. This course studies the intimate relation between sounds and words, music and rhetoric, figures of speech and song, and writing and performance. Poets include: Phillis Wheatley, Claude McKay, Langston Hughes, Gwendolyn Brooks, Audre Lorde, Derek Walcott, Robert Hayden and Elizabeth Alexander. 243 American Literature I L. Johnson, P. Richards, S. Wider
A chronological survey of literature in what became the United States from the beginnings to 1865. Students explore the richness and diversity of early American literature through the study of a wide range of authors and texts in the context of important social, political, and cultural developments during the centuries-long period from the earliest European exploration and settlement of North America to the end of the Civil War. 244 American Literature II L. Johnson, P. Richards, S. Wider
A chronological survey of literature in the United States from 1865 to the present. Students explore the development of later American literature through the study of works of fiction, nonfiction prose, poetry, and drama by a wide range of authors in relation to literary movements such as realism, modernism, and postmodernism, as well as in the context of important social, political, and cultural developments since the end of the Civil War. 245 New World Literature Staff
A chronological survey of the literature of the Black Atlantic written in English from 1450 to 1850. Students read works of poetry, fiction, and nonfictional prose by writers from diverse cultural backgrounds who share a relationship to the events of exploration, discovery, trade, colonization, slavery, labor, and revolution that shaped intercultural contact between Europe and the peoples of Asia, Africa, and the Americas from the 15th to the mid-19th centuries. 301 History of the English Language M. Davies
A study of the historical development of the English language from the first written records of the Anglo-Saxon period to the present day. The course is concerned both with the linguistic “laws” governing the development of English and with the political, economic, and cultural factors that have helped to determine the character of the language spoken today. Students engage in some close study of earlier forms of English. (Pre-1800 course.) 302 The Literature of the Early Middle Ages M. Davies
A study of early medieval literature, focusing mainly on the great tales and poems of the Germanic and Celtic traditions. Readings include such representative major works as Beowulf, the Irish Táin Bó Cuailnge, the Welsh Mabinogi, and selected Icelandic sagas. By approaching these texts both as literary works and as characteristic expressions of their respective cultures, the course works toward situating Old English literature in a broader European context. Texts are in translation, with some exposure to original languages for interested students. (Pre-1800 course.) 303 Medieval English Literature and the World L. Staley
The course explores the attitudes towards and engagements with the world to be found in Middle English accounts of history, adventure, travel, and pilgrimage. Though geographically isolated, Britain’s inhabitants were deeply aware of the challenges, opportunities, and threats of the worlds beyond their waters. Readings focus upon the cultural world of the late Middle Ages, whose key figures include Chaucer and the Gawain-poet. In addition to selections from these authors, students read histories, medieval romances relating to the Crusades, the fantastic narrative Mandeville’s Travels, The Book of Margery Kempe, and a study of the 14th-century Auchinleck manuscript, which, though made in England and resolutely English, nonetheless signals its own engagement with other peoples and cultures. This course is open to juniors and seniors. Sophomores admitted by permission of instructor only. (Pre-1800 course.) 304 Introduction to Early Medieval Languages of Britain and Ireland M. Davies
An introduction to the languages, literatures, and history of the early medieval cultures of Britain and Ireland. Depending on the semester, the course may concentrate on Old English, Old Irish, or Middle Welsh. The heart of the course is an intensive study of the chosen language, combining thorough and systematic instruction in the basic elements of the language with translation of selected readings from texts by early medieval authors. The course examines the cultural and historical backgrounds of early medieval literature; students work on developing the philological expertise to be able to address such topics as the heroic ethos, the impact of Christianity on the pagan peoples of western Europe, and the roles of women in early medieval society. (Pre-1800 course.) 305 The Female Protagonist C. Harsh, D. Knuth Klenck, J. Pinchin, S. Wider
A study of women’s roles in British and American fiction in the 18th, 19th, and 20th centuries. (Post-1800 course.)
306 Antebellum American Literature L. Johnson
A study of literary and non-literary texts in the context of American society from 1830 to the beginning of the Civil War in 1861. Focusing on various reforms, especially abolition, utopianism, and women’s rights, the course explores the impact of such social movements as revealed in addresses, essays, poetry, and fiction. The material includes works by Frederick Douglass, Ralph Waldo Emerson, Fanny Fern, Margaret Fuller, Nathaniel Hawthorne, Herman Melville, Harriet Beecher Stowe, Henry Thoreau, and Walt Whitman. (Post-1800 course.) 307 The American Novel L. Johnson, P. Richards
A study of representative works by 19th- and 20th-century American novelists. (Post-1800 course.) 308 Periods in British Literature
A detailed study of works chosen to illustrate the historical development of literature in Great Britain. Taught in London. 309 Fiction G. Ames, L. Johnson
A study of narrative fiction. Students should consult the department and registration material to learn what specific topic will be considered during a given term. (Post-1800 course.) 310 African American Humor M. Watkins
A study of public and private African American humor as entertainment and survival, as well as a vivid expression of the black experience in America. The course traces African American humor from its African roots, through slavery, minstrelsy or blackface entertainment, vaudeville, early silent movies, and radio, on to television and today’s more explicit expressions in concerts, comedy clubs, and motion pictures. (Post-1800 course.) 313 Restoration and 18th-Century Literature and Culture D. Knuth Klenck
Works of John Dryden, John Milton, Mary Astell, Daniel Defoe, Lady Mary Wortley Montagu, Jonathan Swift, and Alexander Pope analyzed in light of their political, religious, and literary background. Figures from the cultural context of the period — Wren, Handel, Hogarth — are also studied. (Pre-1800 course.) 315 The Romantic Poets and Essayists Y. Igarashi
An intensive introduction to the momentous literary historical period (from the late 18th century through the early 19th century) identified retrospectively as Romanticism. The course considers how Romantic poets and essayists employ the literary medium to figure, participate in, process, and/or respond to intertwined developments in history, aesthetics, philosophy, and literature itself. Readings include works by Edmund Burke, Lord Byron, Samuel Taylor Coleridge, Thomas De Quincey, William Hazlitt, John Keats, Charles Lamb, William Wordsworth, the Shelleys, Charlotte Smith, and more. (Post-1800 course.) 317 American Poetry P. Balakian
An exploration of the evolution of American poetry from the Romantic era — during which Ralph Waldo Emerson and Walt Whitman created new poetic forms and ideas out of an emerging American culture. The course deals with the traumatic impact of the Civil War on American culture and the ensuing transition from late Victorian culture to the dynamic period of artistic change defined by Modernism and Word War I. Poets studied include Emerson, Longfellow, Whitman, Dickinson, Melville, Stephen Crane, Pound, H.D. (Hilda Doolittle), Eliot, Hart Crane, Sterling Brown, William Carlos Williams, Wallace Stevens, Robert Frost. (Post-1800 course.) 318 Post World War II American Poetry P. Balakian
An exploration of major poets of the post World War II era. The course contextualizes the poets within the major social and political climates of the 1950s, ’60s, and ’70s — the Cold War, McCarthyism, the Civil Rights movement and the rise of the Black Arts Movement, and the second wave of Feminism. Poets include Roethke, Lowell, Ginsberg, Berryman, Bishop, Plath, Sexton, Rich, Brooks, Baraka, Hayden, and others. This course is offered in the spring term. (Post-1800 course.) 321, 322 Shakespeare S. Cerasano, D. Knuth Klenck, M. Maurer
Selected comedies, tragedies, and histories of Shakespeare, considered from a variety of critical, theatrical, historical, and textual perspectives, depending on the individual instructor’s interests. The fall (ENGL 321
) and spring (ENGL 322
) term courses include different plays; therefore, students may elect both 321
, although only one of these courses may be counted toward the pre-1800 requirement for the English major. (Pre-1800 courses.) 325 Milton G. Hudson
A study of the works of Milton with emphasis on the early poems and the epic Paradise Lost
. The course includes close reading of the texts and an examination of their relationship to the art and ideas of the period. (Pre-1800 course.) 329 Inventing Ireland: National Identity — Literary Form in the Irish Republic M. Coyle
A study of Irish writers since the late nineteenth century. Eager to shake off colonial influences, Irish writers have sought to define a distinctly Irish literary tradition. This project characteristically worked by turning to history older than anything English, either to the forgotten writings of Irish antiquity or to elements from Classical antiquity. What these writers made is nothing less than our modern sense of Ireland; and Ireland itself figures as perhaps their most important literary creation of all — an all-encompassing palimpsest of history kept present in the very landscape and its monuments. ENGL 329
ordinarily runs as an extended study course. (Post-1800 course.) 330 Contemporary Poets in England and Ireland P. Balakian
A study of British and Irish poets. (Post-1800 course.) 331 Modern British Literature Staff
A study of British fiction, poetry, and drama of the 20th century. This course is offered in London. (Post-1800 course.) 332 London Theater Staff
A study of the drama, both classic and modern, as it is represented in current London productions. This course is offered in London. (Post-1800 course.)
333 African/Diaspora Women’s Narrative K. Page
Narratives by African, African American, and African Caribbean women writers. The focus of this course is the concept of the African diaspora with its broad cultural, social, political, and economic implications. Students explore how these texts represent women’s experience cross-culturally. How does the condition of each nation-state, with its attendant hierarchy of race, ethnicity, class, and gender shape the (dis)continuities in these texts? Ultimately, they question whether these narratives can cohere under the rubric of African/diaspora women’s literature. (Post-1800 course.) 334 African American Literature P. Richards, L. Warren
A study of works by and about black Americans. Short fiction, the novel, drama, poetry, and the essay are examined with an eye for determining the nature of the black American’s role, as writer and as subject, in the context of American literature as a whole. (Post-1800 course.) 336 Native American Literature S. Wider
A study of literature by First Nations peoples. Works of fiction, nonfiction, drama, and poetry are studied with emphasis on the combination of, and oftentimes conflict between, different expressive traditions. Can an oral tradition become part of a written literature? What is the function of “story” within different cultural traditions? Writers include N. Scott Momaday, Leslie Marmon Silko, Simon Ortiz, Louise Erdrich, Linda Hogan, Luci Tapahonso, Irvin Morris, Esther Belin, and Craig Womack. (Post-1800 course.) 337 African Literature M. Rayneard
A survey of African literature written in English in the decolonizing, post-colonial, and neo-colonial eras. This course examines novels and critical writing by African writers, with a particular focus on the ways literary aesthetics change to reflect dynamic national, cultural, and subjective identities. (Post-1800 course.) 339 Modernist Poetry M. Coyle
A study of selected British and American poets active between 1900 and 1950. Amidst all the discourse about the “postmodern,” it becomes increasingly clear that there is no consensus on what it is “post.” More recent versions of the “postmodern” argue that it is not a period but a mode — one coeval with Modernism itself. Modernity and postmodernity can thus be understood only in relation to one another. This course pursues that relation by focusing on poets like W.H. Auden, Sterling Brown, T.S. Eliot, Robert Frost, Langston Hughes, Mina Loy, Marianne Moore, Ezra Pound, Muriel Rukeyser, Wallace Stevens, Melvin Tolson, or William Carlos Williams. (Post-1800 course.)
340 Critical Theory: Language, Semiotics, and Form M. Coyle
A survey of important developments in the formation of literary criticism as a modern discipline. Topics may include Freudian, feminist, deconstructive, Marxist, semiotic, and historical approaches. (Post-1800 course.) 341 Critical Theory: History, Sexuality, and Queer Time J. Connor
A survey of key texts in the history and theory of sexuality. This class examines the methodological and epistemological issues involved in writing the history of same-sex desire, and explores the kinds of affect and identification that structure our relation to the past. Topics include 19th- and 20th-century philosophies of history, psychoanalysis, gender and performance, the affective turn in critical theory, and the definition of “queer.” Course readings include works of literature and film. (Post-1800 course.)
342 Modernist Prose J. Connor
A study of the relationship between formally experimental literature and the cultural contexts of the first decades of the 20th century. A variety of modern texts are closely read to discover how the writers experimented with the form and genre of modern narrative. (Post-1800 course.) 343 Early American Literature P. Richards, S. Wider
Poetry, sermons, essays, non-fiction prose, and some fiction of early 17th- to early 19th-century American literature. Close attention is paid to the origins and evolution of an American sensibility and the search for an American identity. Writers studied include William Bradford, Edward Taylor, Anne Bradstreet, Cotton Mather, Jonathan Edwards, Benjamin Franklin, Thomas Jefferson, John Woolman, Charles Brockden Brown, Philip Freneau, and William Cullen Bryant. (Pre-1800 course.)
346 19th-Century Poetry and Science/Technology Y. Igarashi
An examination of the relationship between 19th-century British poetry and contemporaneous developments in the natural and social sciences as well as in technology. Readings include British (with some American and Continental) poems, essays, short stories, and a memoir, as well as 19th-century scientific texts on electricity, mechanization, telecommunications, geology, evolution, heredity, transportation, probability, geometry, germs, cells, population, mesmerism, and thermodynamics. (Post-1800 course.) 360 Living Writers J. Brice, J. Pinchin
An examination of how serious writing is achieved. The focus of Living Writers is on contemporary fiction writers, who are present in this class at Colgate each fall. Students read work by each writer on the syllabus. Class discussion is led by two professors, who together teach the course. Each week the writer whose work has been under discussion visits the class. The presentation is followed by a public reading. (Post-1800 course.) 361 The Canterbury Tales L. Staley
The social, political, and cultural background to Geoffrey Chaucer’s Canterbury Tales
. This course is open to juniors and seniors. Sophomores admitted by permission of instructor only. (Pre-1800 course.) 362 Global Desires: Race, Sex, and Modernity in Literature K. Page
An exploration of how the organization of erotic experience is articulated in literature in the context of the slave trade, colonialism and imperialism. The course requires students to engage with advanced theoretical readings in critical race theory, queer theory, and gender and sexuality studies, alongside the close reading and formal literary analysis of primary texts. (Post-1800 course.) 363 Contemporary Fiction G. Ames, J. Connor, K. Page, J. Pinchin
A study of very recent short and long fiction by writers both renowned and slightly secret. Students should consult the department and registration material to learn what specific topic will be considered during a given term. (Post-1800 course.) 364 American Writers: Studies in Nonfiction J. Brice
A course in 20th- and 21st-century writers and the forces — historical, social and cultural — that shaped their work. This course focuses on traditional forms of nonfiction, such as literary journalism, the memoir, and the personal essay, as well as innovative forms that blur the boundaries between fiction, nonfiction and poetry. Among the writers are Henry Adams, Mary McCarthy, James Agee, Truman Capote, Norman Mailer, Hunter S. Thompson, Tom Wolfe, Joan Didion, David Foster Wallace, Susan Orlean, and Dave Eggers. (Post-1800 course.) 365 Science and Nature Writing J. Brice
A survey of the literature of science and the natural world. How do scientists translate empirical knowledge into precise and poetic language? How do naturalists craft compelling stories about the behavior of, say, barnacles or glaciers? In this course, students look for answers in texts by scientists, naturalists, medical doctors, and laypeople. The final assignment is to write either an analytical or a creative paper. Authors include Edward Abbey, Wendell Berry, Rachel Carson, Annie Dillard, Loren Eieseley, Gretel Ehrlich, Atul Gawande, Stephen Jay Gould, Barbara Hurd, Barry Lopez, John McPhee, Sherwin Nuland, David Quammen, Janisse Ray, Oliver Sacks, Richard Selzer, Lewis Thomas, and Terry Tempest Williams. (Post-1800 course.) 366 Literature and Medicine G. Hudson
A course in the medical humanities. Disease and the human condition, the healer and the healed, the cure and the failure of the cure, victory and defeat in the struggle with illness, and the acceptance of death are at the heart of this course. Fiction and poetry by writers who have, by profession, been physicians — Anton Chekhov, Oliver Wendell Holmes, Sir William Osler, John Stone, Lewis Thomas, William Carlos Williams, and others — is discussed in parallel with work by non-physicians who have left a written record of their encounter with sickness and with doctors. Guest lectures by practicing physicians are a special feature. The course is particularly relevant to students who are considering a career in medicine, but all are welcome. (Post-1800 course.)
379 Literary Journalism J. Brice
A course in canonical and cutting-edge works from the 1930s to the present. When journalists borrow the tools of fiction writers to craft compelling true stories, we call them literary. Students read and analyze texts by such writers as Joseph Mitchell, Calvin Trillin, John Hersey, Truman Capote, Norman Mailer, Hunter S. Thompson, Tom Wolfe, Joan Didion, Michael Herr, Tracy Kidder, Jane Kramer, Susan Orlean, and Alec Wilkinson. For the final project, students research and write a work of literary journalism. (Post-1800 course.) 385 Literature of the 16th Century M. Maurer
A study of the writings of Wyatt, Sidney, Spenser, Ralegh, Marlowe, Shakespeare, and their contemporaries; includes works in prose, poetry, and drama. (Pre-1800 course.) 386 Literature in the 17th Century G. Hudson
A study of the impact of Renaissance science and political and economic turmoil on English literature through the revolution of mid-century. The course includes works in prose, poetry, and drama of the “metaphysical” and “cavalier” schools: Donne, Jonson, Webster, Herbert, Herrick, Browne, Marvell, and their contemporaries. (Pre-1800 course.)
388 British Fiction I, ca. 1700–1870 C. Harsh, D. Knuth Klenck
A study of representative works, from the early novel through the Victorian period. Readings include novels by such writers as Defoe, Richardson, Fielding, Sterne, Austen, Brontë, Eliot, and Dickens. (Post-1800 course.) 389 British Fiction II, ca. 1870–1930 M. Coyle, J. Connor
A study of representative works. Texts may include Hardy, Tess of the D’Urbervilles
; Conrad, Lord Jim
; Lawrence, Sons and Lovers
; Woolf, To the Lighthouse
. (Post-1800 course.)
402 Medieval Celtic Literature M. Davies
An intensive study of selected texts from the medieval Welsh or Irish literary traditions. Readings span the period from the 8th to the 14th centuries and include such works as the tales of the Ulster Cycle, the Buile Shuibhne
), the Mabinogi
, and the poetry of Dafydd ap Gwilym. The course considers these works as cultural and historical artifacts, and also explores their accessibility to more modern critical and theoretical approaches. (Pre-1800 course.) 405 The Brontës C. Harsh, J. Pinchin
A consideration of the major works of the Brontës: Charlotte Brontë’s Jane Eyre
, Emily Brontë’s Wuthering Heights
, and Anne Brontë’s Agnes Grey
and The Tenant of Wildfell Hall
. This seminar also examines Brontë biography, taking Elizabeth Gaskell’s The Life of Charlotte Brontë
as its point of departure. Students gain an understanding of the Brontës’ literary and social contexts; they also gain an appreciation of the powerful myth that has grown up around these three sisters. (Post-1800 course.) 408 Medieval Identities L. Staley
A study of key texts from the 12th to the 15th centuries in which the authors attempt to articulate individual identity in relation to the medieval social codes and expectations that shaped their experience. Students consider such issues as love, gender, religious vocation, and court and town life. (Pre-1800 course.) 412 Jane Austen and the Rise of the Woman Novelist D. Knuth Klenck
A reconsideration of the history of the novel in the 18th century, using contemporary critical approaches to early women novelists. Jane Austen has held an unchallenged place in a great tradition of 19th-century authors, but has only recently been read in the context of her female predecessors. Reading Maria Edgeworth, Fanny Burney, and Charlotte Lennox gives students a new way to read Austen; reading among the many current critical theories about women as producers and consumers of fiction in the 18th century helps raise more general questions about the literary canon and how it has been formed. (Post-1800 course.) 418 Studies in American Literature Staff
An advanced seminar in a topic — author, genre, or theme — in American literature. 420 Emerson and Thoreau L. Johnson, S. Wider
A study of the two major figures of American transcendentalism in their social, political, and religious context. The course focuses on the major writings of Emerson and Thoreau, with some attention to related works by their contemporaries. (Post-1800 course.) 421 The Epic Poem in America P. Balakian
An exploration of the long poem cycle in American literature. The course argues that the poem of collage-like sequences and open-ended structures is a distinctively American form that embodies a vision of American poets, history, and culture. Poets to be studied include Walt Whitman, Hart Crane, H.D. (Hilda Doolittle), Gary Snyder, William Carlos Williams, and others. (Post-1800 course.) 423 American Autobiography L. Johnson
An examination of autobiographical writing in America, with special attention to the following issues: autobiography as a literary genre; the relation between “truth” and fiction in autobiography; the role of gender, race, and social status in the writing and reception of autobiographies; and the ways in which specific cultural situations have shaped both the conception and the representation of the “self” in writings from the colonial period through the 20th century. (Post-1800 course.) 425 Dickens and His Time D. Knuth Klenck
A study of Dickens’s writings in their intellectual and social context and as major works of art. (Post-1800 course.) 433 Caribbean Literature K. Page
A study of the literature and culture of the Caribbean through prose and poetry written in English. Topics vary from term to term. They include routes and roots, Caribbean women writers, and Caribbean identities. (Post-1800 course.) 434 The Harlem Renaissance P. Richards, L. Warren
An examination of the Harlem Renaissance as a literary period extending from the end of World War I to the beginning of the 1930s. Works studied include the manifestos of cultural promoters such as W.E.B. DuBois and Alain Locke as well as the art of Langston Hughes, Jean Toomer, Countee Cullen, Claude McKay, Nella Larsen, and Zora Neale Hurston. Attention is given not only to the literary innovations of these figures but to the social ethos of their work. (Post-1800 course.) 436 Johnson and His Circle D. Knuth Klenck
A study of British literature of the later 18th century. During the latter part of the 18th century, there was an expansion of the definition of “literature.” The new genre of fiction became both more popular and more respected; new importance was attached to literary criticism and the essay; and literary biography emerged as a significant genre. Texts include the writings of the poet, literary critic, lexicographer, and biographer Samuel Johnson; those of his biographer James Boswell, who was also one of the most important autobiographers in history; the first epistolary novel, Evelina
, by Johnson’s protegée Frances Burney; and Tristram Shandy
, the first “anti-novel,” by their contemporary Laurence Sterne. Permission of instructor. (Pre-1800 course.) 437 Literature and Culture M. Coyle
A study of seminal writings from the 100-year period between Carlyle’s Sartor Resartus (1834) and Ezra Pound’s Guide to Kulchur
(1938). The course considers how the notion of culture has informed understanding of the nature and purpose of art and literature. One course in 19th-century British literature is recommended. (Post-1800 course.) 438 Special Topics in Contemporary Critical Theory M. Coyle
Topics in contemporary critical theory studied at an advanced level. (Post-1800 course.) 441 James Joyce J. Connor
A study of several of the author’s major works, including Ulysses. (Post-1800 course.) 442 Virginia Woolf and E.M. Forster J. Pinchin
A study of novels and essays by the two major writers of the Bloomsbury Group and an examination of the impact of Bloomsbury on 20th-century thought. (Post-1800 course.) 443 Modernist Poetry P. Balakian, M. Coyle
An advanced seminar focused on the works of one or more of the important modernist poets, such as Crane, Eliot, H.D., Frost, Moore, Pound, Stein, Stevens, William Carlos Williams, or Yeats. One course in 19th-century poetry is recommended. (Post-1800 course.) 445 Life Writing: The Renaissance S. Cerasano
An exploration of the relationship between life writing, as practiced by modern biographers of Renaissance subjects, together with the autobiography and “self-fashioning” practiced by early modern subjects. Emphasis is given to understanding of the literature and the cultural history of the early modern period as a narrative told by both early subjects and their later commentators. The scope of subjects extends across a variety of countries representing “characters” that include the Merchant, the Prince, the Artisan, and the Common Person. Open to junior and senior English majors; juniors and seniors from other disciplines with permission of instructor. (Pre-1800 course.) 447 Studies in the 19th Century Y. Igarashi
An advanced seminar in a topic, author, genre, or theme in English literature, 1798–1901. (Post-1800 course.) 448 Studies in 19th-Century Fiction C. Harsh
An advanced seminar in a topic — author, genre, or theme — in 19th-century English fiction. Prior course work in 19th-century British literature is recommended but not required. (Post-1800 course.)
458 Shakespeare’s Contemporaries S. Cerasano
English drama from the mid-16th century to the closing of the theaters in 1642, including plays by Kyd, Marlowe, Jonson, Middleton, Webster, and others of Shakespeare’s contemporaries. (Pre-1800 course.)
460 Studies in the Middle Ages M. Davies, L. Staley
An advanced seminar in a topic — author, genre, or theme — in medieval English literature. (Pre-1800 course.)
461 Studies in the Renaissance S. Cerasano, G. Hudson, M. Maurer
An advanced seminar in a topic — author, genre, or theme — in English literature, 1580–1660. (Pre-1800 course.) 471 Major American Novelists Staff
An intensive study of the works of one or two writers, as announced. (Post-1800 course.)
465 A Genealogy of Literary Study Y. Igarashi
An examination of the history of literary study and its antecedent forms. The course charts three successive historical phases: (1) literacy, writing instruction, and the rhetorical curriculum from antiquity to the Renaissance, including the impact of print technology; (2) the rise of the vernacular, the standardization of English, the emergence of literary history, and the public sphere discourse of criticism in the long 18th century; and finally, (3) the institutionalization of literary study as a discipline and the origins of modern literary criticism in the Anglo-American university. Questions extend to the university today, including its confrontation with digital technology, the cost of higher education, and the value of humanistic education. (Post-1800 course.) 484 Evangelical Culture: The Puritan Tradition in American and African American Literatures from the 17th to the Late 19th Century P. Richards
A study of the patterns of the Puritan experience as they shaped the literary structure and provided the central themes of American and African American literature from the colonial period to the late 19th century. These patterns are established through an examination of social histories, biographies, and church histories. The literary evolution of these patterns is assessed in poetry, novels, slave narratives, and other texts. (Pre-1800 course.) 490 Special Studies for Honors Candidates M. Maurer
Writing the honors essay. This course must be taken in addition
to the nine courses required for the major. See “Honors and High Honors” above. 291, 391, 491 Independent Study Staff
Individually supervised studies for students of high ability. Prerequisite: approval of department chair. 492 English Department Fellowship Staff
Individually supervised studies for students selected by the department. Prerequisite: approval of department chair. 217 Introductory Workshop in Creative Writing G. Ames, P. Balakian, J. Brice
An introduction to the reading and writing of fiction, nonfiction, or poetry. In a given term, the emphasis is determined by the instructor. This course is open to sophomores and first-year students only. 218 Creative Writing in Public Schools J. Brice
A 0.25-credit course in creative writing pedagogy and practice. Students learn teaching techniques, learning styles, lesson plans, and curriculum development for elementary and secondary students. Practicum included. Prerequisites: ENGL 217
or EDUC 202
, or permission of instructor. This course is crosslisted as EDUC 218
. 356 Playwriting
See course description under “Course Offerings: Theater; Advanced Theater Courses,” below. 365 Science and Nature Writing
See course description under “Course Offerings: Literature; Advanced Courses,” earlier in the English section. 374 Creative Nonfiction Workshop J. Brice
A workshop in the reading and writing of creative nonfiction, especially the memoir and the personal essay. Prerequisite: instructor’s approval on the basis of writing samples. 377 Fiction Writing Workshop G. Ames
A workshop in the writing of prose fiction. The course includes study of other writers’ work, with group analysis of students’ work and individual conferences. Prerequisite: permission of instructor on the basis of writing samples.
378 Poetry Writing Workshop P. Balakian
An advanced workshop in the writing of poetry; includes group analysis and criticism. Prerequisite: instructor’s approval on the basis of writing samples. 379 Literary Journalism
See course description under “Course Offerings: Literature; Advanced Courses,” earlier in the English section.
477 Advanced Workshop G. Ames, P. Balakian, J. Brice
An advanced workshop in the writing of fiction, poetry, and/or creative nonfiction. Depending on the semester and the instructor, the course may be structured around a topic, a genre, or both. It always includes the study of literary texts, discussion of student work, and one-on-one conferences. Prerequisite: permission of instructor on the basis of writing samples. Preference is given to students who have already taken at least one 300-level creative writing workshop and who are majoring in English with an emphasis in creative writing. As a workshop in creative writing, this course does not fulfill the major requirement for a 400-level seminar in literature.
250 Stagecraft J. Morain
A study of technical aspects of theater, including set and properties construction, scene painting, costumes, lights, and sound. Course requirements include 20 hours of backstage work on University Theater productions. This course is open to all students, with theater majors and minors given priority. Seniors are admitted by permission only. This course is offered every term. 252 Scenic Design M. Kellogg
Elements of scenic design from initial concept to practical realization, including script analysis, the creation of a ground plan, elevations, renderings, and a model. Aspects of costume design are also covered. Course requirements include 12 hours of backstage work on University Theater productions. This course is offered every term. Seniors are admitted by permission only. 253 Costume Design M. Kellogg
A hands-on introduction to costume design, including script reading and analysis, period research, clothing as an expression of character, and basic principles of design. Coursework involves the extensive use of collage, sketching, and painting to create original costume designs. This course is offered in the spring term and includes a six-session costume construction lab. Seniors admitted by permission only. 254 Basic Acting A. Giurgea, S. Giurgea, A. Sweeney
An introduction to the craft of acting. The course consists of group exercises to develop physical awareness, concentration, imagination and trust. An introductory exploration of text analysis and character is explored through monologue and/or scene work. No prerequisites. First-year and sophomore students only or permission of instructor. 259 Performance I A. Giurgea, S. Giurgea, A. Sweeney
Credit for performance in a University Theater production. This 0.50 credit course may be combined with any other 0.50 course. 266 Introduction to Drama C. DuComb
A study of dramatic literature from Greek tragedy through Ibsen and Chekhov. This course is usually offered in the fall term and is open to sophomores and first-year students only. Students with credit for ENGL 211
may not receive credit for ENGL 266
. 267 Modern Drama C. DuComb
The development of modern Euro-centric and American drama from the 19th century to contemporary performance. Students read seminal plays in their historical and cultural contexts, and consider the evolution of dramatic form and its realization in performance. This course is usually offered in the spring term. 268 Contemporary Plays C. DuComb
An examination of distinctive voices in the theater since 1980. The course attempts to locate recent playwriting within the world of dramatic literature, as well as come to grips with the issues with which playwrights are dealing, and the cultures from which their work is erupting.
349 Theater through the Ages C. DuComb
An investigation of dramatic literature and performance practices from around the world, from ancient Greece to present day. How has performance been used to write, recreate, and change historical events and social conditions? Theater styles include ancient Greek tragedy, documentary theater, Japanese kabuki, and environmental theater. 350 Practicum A. Giurgea
Concerted, directed work in a specific theatrical skill. Variable credit.
353 Theater Play and Improvisation A. Giurgea, S. Giurgea, A. Sweeney
A course designed to cultivate the actor’s creativity, spontaneity, and collaborative skills through theater play, games, and improvisation. 354 Basic Directing A. Giurgea, S. Giurgea
An introduction to the art of theater directing. Class projects are developed into workshops and site-specific productions. Students learn about what makes a director the “central intelligence” of theater. Prerequisite: permission of instructor. 355 Advanced Acting A. Giurgea, S. Giurgea, A. Sweeney
A technique and scene study class designed to be an exploration of plays with heightened language and/or style, e.g., Shakespeare, Molière, other verse drama, the Greeks, Brecht. Prerequisite: ENGL 254
. 356 Playwriting Staff
General principles of playwriting. The goal of the course is the creation by each student of a piece that can be presented as finished work: a one-act play or one act of a longer play. Specific critiques of the works in progress are given regularly, and students are expected to edit and rewrite on the basis of these critiques. This course is offered in the fall term, though not every year. 357 Workshop in Children’s Theater A. Giurgea, S. Giurgea, A. Sweeney
An introduction to performance through the creation of a play for children. Often the play is adapted from literature (story, fairy tale, myth). Students explore all aspects of collaboration in a final production at the conclusion of the semester. The course has a service-learning emphasis, which includes community based projects and touring the final production through New York State. Students are required to enroll in the corresponding lab. No prerequisites. 358 Narrative Screenwriting Staff
A workshop approach to the craft of writing for the camera. Students read and analyze screenplays in order to understand the process of how the screenwriter tells a story. A complete, short, narrative screenplay is the final project for the course. 359 Performance II: Ensemble/Company Class A. Giurgea, S. Giurgea, A. Sweeney
A collaborative, performance-based class for all theatre majors and minors focusing on the rehearsal of a full-length work for public performance with a faculty director. No audition required for acting students who have completed the prerequisites. Prerequisite: ENGL 254
or permission of instructor.
454 Advanced Directing A. Giurgea, S. Giurgea
Directing plays to be produced by the University Theater spring festival. The entire directorial process, from text analysis through performance, is covered under instructor’s supervision. Prerequisites: ENGL 354
and permission of instructor. With approval of English department chair, ENGL 454
can satisfy the seminar requirement of the English major. This course is offered in the spring term. 455 Theories of Theater Staff
Seminal writings in theater theory, focusing particularly on the evolution of performance and the role of theater and performance in society. This course considers how theories of theater have evolved since Plato, and the role of theory in contemporary performance and culture. Open to seniors and juniors only. ENGL 349
is recommended. With approval of the English department chair, ENGL 455
can satisfy the seminar requirement of the English major. Required of all majors. 456 Senior Seminar: Theater (r)Evolutions Staff
A close study of a particular movement, theater, or theater artist that locates them in their particular cultural context and examines their contemporary significance.
495 Theater Capstone Seminar A. Giurgea
A lecture/studio course that prepares students for the conceptual or creative project (ENGL 496
) that is the culminating experience of the theater major. The seminar meets once a week for three hours and consists of visits by guest artists and critics, discussion and development of student culminating project proposals, critiques of student work, and, where practical, trips to theaters and other locations of interest to the seminar. Required of all majors.
496 Senior Project in Theater A. Giurgea
A culminating experience for senior theater students. The project documents creative and scholarly work. Open to senior theater majors only.