ENGL 396

Fall 2018 Part of Term 1

Part of Term 1
Aug 27-Dec 12

Honors Seminar I

SHOW FINAL EXAM SCHEDULE

Credit: 3 hours.

Themes, movements, and forms in British, American, and Anglophone literature.

May be repeated. Prerequisite: A 3.33 grade-point average or consent of the English Department's Director of Undergraduate Studies. Restricted to English and Rhetoric majors.

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ENGL 396 class schedule data for fall 2018
CRN	Type	Section	Time	Day	Location	Instructor	Section Details
70614	Lecture-Discussion	JB	2:00PM -3:50PM	T	English Building	Byrd, J	Part of Term: 1 Date Range: 08/27/18-12/12/18 Special Approval: Departmental Approval Required Section Title: Games Telling Stories Section Info: This class will consider the relationship between videogames and literature in its emerging new media formats by looking specifically at the shared and divergent narrative strategies that old and new mediums use to construct worlds and tell stories. Over the course of the semester, we will consider the history of material formats, look at how videogame play has transformed novels, and consider some of the larger questions emerging from videogame studies. What are games and where do they fit within cultural, literary, racial, social, and gender studies? How do technologies and mediums affect access to and experience of story, aesthetics, and design? What are the cultural and social ideas communicated through games and how do the means of their production function within global economies?
32223	Lecture-Discussion	Q	3:00PM -4:50PM	R	English Building	Newcomb, L	Part of Term: 1 Date Range: 08/27/18-12/12/18 Special Approval: Departmental Approval Required Section Title: Audiences for Shakespeare Section Info: Audiences for Shakespeare This course examines seven or eight plays from across Shakespeare’s playwriting career. However, our governing questions concern the audiences that encountered these plays. In particular, we’ll consider the early commercial theater as an astonishingly successful form of popular culture. To contextualize what early audiences experienced and how, we’ll situate our plays in three overlapping literate practices: attending live performances (as deduced on playwright’s scripts); reading plays when they were printed; and recognizing plays as adapted from non-dramatic sources. We’ll also read period records of playgoers, their neighbors, and their critics, seeking details about early playgoing as a distinctly commercial and urban practice that blurred supposedly rigid gender, sexuality, racial, and national identities. A recurring theme will be how period drama allows players and playgoers to reflect on their mutual responsibilities and differences, both in theatrical space and in the social spaces of household, metropolis, nation, and global exchange. We too will participate in various literate practices surrounding drama, including attending and improvising performances, examining early printed books, and testing various theories of early modern community. We’ll complete the circuit by considering today’s literate practices surrounding early drama. Specifically, how can editions of the plays lend us access to early audience experience – and invite further interpretation – with their selections of contextualizing materials? Can historical context help modern audiences learn from the plays’ most difficult themes-- prejudice, misogyny, violence, economic exploitation—to help combat similar problems today? Required texts: McDonald, ed., Bedford Companion to Shakespeare, 2nd. ed.; individual editions of plays TBA
40420	Lecture-Discussion	Z1	1:00PM -2:50PM	M	English Building	Littlefield, M	Part of Term: 1 Date Range: 08/27/18-12/12/18 Special Approval: Departmental Approval Required Section Title: Speculative Futures Section Info: Speculative Futures Our future is--and has always been--uncertain. In this course we'll read science fiction and speculative fiction by some of your favorite authors: Margaret Atwood, Ray Bradbury, Max Brooks and many more; consider questions of economics, environment, politics, and health; and explore some of the latest technological developments. Our primary goal is to find answers to these questions: what do our visions of the future tell us about the state of the world--historically and in the present day? What kinds of questions, ideas, and problems motivate the future? What roles does technology play in these visions? Who gets to construct our future and why?