COURSE DESCRIPTION BOOKLET Undergraduate Level Courses

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M. Forster’s A Passage to India and Mulk Raj Anand’s Untouchable. Finally, we will close the semester with two authors from the New World whose novels narrate journeys back from the colonies to the Old World: Nella Larsen’s Quicksand and Jean Rhys’ Voyage in the Dark. Teaching Mixture of lectures, in-class discussion, and group work. Requirement Two papers; Two Exams; Online Discussion Boards; Tentative Reading : James Joyce: The Portrait of the Artist as a Young Man (1917); Virginia Woolf Mrs. Dalloway (1925); E. M. Forster: A Passage to India (1924); Mulk Raj Anand Untouchable (1935); Nella Larsen: Quicksand (1928); Jean Rhys Voyage in the Dark (1934);. Deb, B – 002 Course Description and Learning Objectives: This course will give students a broad background in contemporary fiction in English, drawn from across the world. We will move through France, the United States, the Dominican Republic, South Africa, and Australia. During this semester, we’ll study representations of different types of violence. We’ll think together about how communities come to experience such violence based on their racial, class, gender, ethnic, religious, and age identities, and how they resist such violence. Since women and children are vulnerable to violence in very distinctive ways, we will devote a certain amount of time to explore their encounters with violence. One of the significant areas of our exploration of violence will be governments, also called the state or the nation-state. As we move through the course together, we will grapple with significant questions about the relationship between governmentality and violence: In our readings how have particular populations experienced violent governance by the state? What kinds of mechanisms have helped states to perpetuate that kind of governance? How have states justified violence against such populations in the literature that we are reading? What is the difference between state-sanctioned violence and violence that emerges when disenfranchised populations resist the state? Who has the power to control narratives of violence? How have the fiction that we are reading represented agents of violence who are not connected to the government and who facilitate violence against particular communities? In what ways have global networks of power sustained violence against disenfranchised communities? Do the figures of women and children in fiction on violence illuminate issues that would have been otherwise repressed in such accounts? What alternative readings of violence do we come up with when we situate narratives of violence in the context of race, class, ethnicity, nationality, religion, sexuality, age, etc.? Our work will involve considerable time for discussing our readings using the questions above, and other questions that we generate as a class along the way. This will enable you to develop critical thinking and reasoning about global modern fiction in English. I will ask you to formulate convincing and coherent arguments through formal critical writing, oral presentations, and class participation. This course aims to lay the intellectual foundation for advanced graduate work in world literature and cultural studies. At the same time it will offer a basic but comprehensive understanding of literature from around the world. ENGL 405N - AMERICAN NOVEL II Time Days Sec Faculty Class# 0200-0450p M 001 Montes, A 10011 Aim This course is a twentieth and twenty-first century study of the American novel. Students will become familiar with literature, theory, and craft of writers from the very early twentieth century to the contemporary period. Students will become familiar with novels written by writers such as Sinclair Lewis, Zora Neale Hurston, Gertrude Stein, Carson McCullers, Ralph Ellison, John Rechy, Toni Morrison Teaching lecture, small group, large group, and class presentations & discussions 24 – UNL DEPARTMENT OF ENGLISH, SPRING 2014
Requirement quizzes, journals, longer paper at end of semester, class presentations Tentative Reading Theodore Dreiser, An American Trajedy; Sinclair Lewis, It Can’t Happen Here; Zora Neale Hurston, Their Eyes Were Watching God; Jane Bowles, Two Serious Ladies; Christopher Isherwood, A Single Man; Chimamanda Adichie, Americanah ENGL 410 - LITERARY MOVEMENTS Time Days Sec Faculty Class# 1230-0145p MW 001 Reynolds, G 10013 0200-0315p TR 002 Vespa, J 10026 Reynolds, G—001--- "The Contemporary Novel" Aim: This course will take us through what I hope will be a wide and diverse array of contemporary novels (‘contemporary’ meaning, roughly, the past twenty years of Anglophone literature). The aim will be to look at books written within a range of cultures, from the United States to South Africa and Australia. Each week we will focus on a particular novel, and link it to a series of provocative (I trust) questions. What happened to the postmodern novel? Why do contemporary novelists show such an interest in history? How has post-colonialism inflected and transformed the novel? What is the relationship between the novel and politics? Methods: mini-lectures, classroom discussion, small group work, student presentations. Requirements: reading journal; mid-term paper; final research paper. Tentative reading list: there will be around 12 novels and short story collections for the course. Texts will include: A.M. Holmes, Music for Torching; Hilary Mantel, Wolf Hall; J.M. Coetzee, Disgrace; Arundathi Roy, The God of Small Things. Vespa, J—002-“Age of Sensibility” Aim: While the shift from "Sensibility" to "Romanticism" during the late 18th century is a critical commonplace of English literary history (typified by the seminal anthology From Sensibility to Romanticism), the shift has come under renewed scrutiny in recent years as scholars recognize interrelationships between the discourses of Sensibility, Sympathy, and Romanticism that complicate the shift. Such scrutiny is apt, for sensibility, grounded as it is in a capacity to feel and sympathize, owes something to the contemporary interest in the mind and human psychology, along with the concomitant interest in the moral import of feelings (including the belief that one develops moral character via sympathetic identification), much of which informs the poetry and sentimental novels published during the latter half of the 18 th century, the so-called “Age of Sensibility,” as well as some of the poetry and prose that we have come to call “Romantic.” In this course we will put literary texts into play with philosophical texts, with an eye to exploring how the art of poets and novelists may intersect with contemporary theories of moral sentiment and sympathy. Our reading will include forays into contemporary critical prose and correspondence too, with the hope that these texts will aid our inquiry. Teaching: Class sessions will vary in format, featuring a mix of lecture, discussion, and small group work. Requirements: Course work for undergraduates will include a mix of short papers, presentations, and arguments, including researched arguments, along with active participation in class discussion; course work for graduate students will include a mix of short papers, presentations, arguments, and researched arguments along with active participation in class discussion. (The presentations for graduate students will entail teaching a class or portion of a class.) UNL DEPARTMENT OF ENGLISH, SPRING 2014 – 25
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COURSE DESCRIPTION BOOKLET Undergraduate Level Courses

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