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| ENGLISH 6 | BRIT LIT TO RENAISS | KROLL, A. | Love's Alchemy: Eros and Magic in Medieval and Renaissance Literature--this course will explore connections between love, magic and mysticism across a number of literary genres from the courtly romance tradition to Shakespeare's comedies and Donne's early poetry. We will consider classical precedents for both the spiritualization of love and the implication of eros in magical ways of thinking as we read, for example, the Lais of Marie de France, the poetry of the Troubadors, middle English romances, Chaucer's Canterbury Tales, Malory's Morte Darthur, and Shakespeare's A Midsummer Night's Dream. Some of the issues that might engage us include the relationship between secular, spiritualized love and religious devotion; the use of magic and mysticism to characterize the spiritual aspects of love; the use of erotic language in magical and alchemical literature; the variable categorization of love from the middle ages to the Renaissance. We will include discussion of relevant art and film over the course of the term. Take-home midterm and final.
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| ENGLISH 28A | POETIC IMAGINATION | STAFF | Reading of selected texts to explore the ways in which this mode formulates experience. Students write several short analytic papers. Prerequisite: satisfaction of the lower-division writing requirement. |
| ENGLISH 28C | REALISM & ROMANCE | STAFF | Reading of selected texts to explore the ways in which this mode formulates experience. Students write several short analytic papers. Prerequisite: satisfaction of the lower-division writing requirement.
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| ENGLISH 28D | CRAFT OF POETRY | DAVIS, S. | Craft of Poetry closely examines mechanical aspects of individual poems by poets of many descriptions. Students master at least one poem by team-teaching it to the class. Course strategies are designed to develop an independent writing discipline. The course is one of four classes required for the Creative Writing Emphasis in Poetry. |
| ENGLISH 100 | HIST THEORY & CRIT | KROLL, R. | This course is designed to introduce the tradition of discussing literary texts and their role in society which goes back to the Greeks. We begin with Plato and Aristotle and end with the state of criticism after World War II. On average, we read two fairly dense, abstract texts a week, so be prepared for a kind of reading and textual interpretation with which most students are not generally familiar, though a good number get the hang of it in the course of the term. We have lectures on Tuesday and Thursday, and required discussion sections on Friday. Apart from some required books, we have a course package which costs about $25. In the past, I have required two 3-5-page essays in the course of the term; a take- home final; and spot quizzes roughly every week in the summer, but we might experiment with a slightly different formula. Grades are heavily dependent on your writing; but they also reflect your attendance at lecture and your performance in the quizzes. |
| ENGLISH 101W | POWER&VIOLENCE | STAFF | This class engages political philosophy, critical theory, and three literary works (King Lear, 1984, and Shalimar the Clown) to examine the status of sovereignty. It focuses especially on issues of natural right, moral obligation, hegemony, and terror to ask in what cases the rights of the individual supercede the prerogatives of the state and in what cases the state may rightfully delimit individual liberties. |
| ENGLISH 101W | LIT & PHILOS OF LANG | STAFF | This course will act as an introduction to the “linguistic turn” in twentieth century philosophy, from theories of reference and speech acts to issues of translation, metaphor, meaning, and use. We will begin by reading some central texts in the philosophy of language and the nineteenth-century British idealism out of which it emerged. What is at stake in this emergence is nothing less than the connection between mind and world: is the mind independent of the world? is language or sensation the primary medium for thinking about the world? is language a set of social practices and contexts, or is it a separate, abstract entity? But because these questions are intricately connected to the way individuals describe what it is like to be in the world, it is crucial that we integrate our philosophical readings with literary ones, particularly with texts that foreground problems of description and representation. Our writers may include Arthur Conan Doyle, George Meredith, Iris Murdoch, Bertrand Russell, Bram Stoker, and Ludwig Wittgenstein. Students are expected to write brief responses to course readings, to give one oral presentation followed by some discussion facilitation, and to write and revise three short papers of 5-7 pages. |
| ENGLISH 102A | REN RHETORIC&POETIC | GROSS, D. | Dismissed as a passive behavior that comes naturally, listening is in fact a complex and learned activity that can be perfected. But while speaking has grounded courses in higher education since classical antiquity, rarely has a course in the literary humanities focused on the rhetoric and poetics of listening. That's what we will do in this course, with the goal of practicing what Michel Foucault called a "genealogy" of contemporary problems. By foregrounding the ear in Renaissance rhetoric and poetics, our sensibilities will be newly tuned for canonic works by Shakespeare, Milton, Herbert, and Donne, as well as certain lesser-known sermons, works of literary criticism, and science. Meanwhile this Renaissance sensibility for the ear will help us reconsider some late-modern problems including our restricted notion of political activism (which ignores the virtues of passivity), and our odd commonplace that women are better listeners than men. Grades will be based on two essays, brief homework responses, and occasional quizzes.
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| ENGLISH 102B | LIT OF FACT IN THE LONG 18TH CENTURY | KROLL, R. | Especially with the success of our Literary Journalism major, it seems proper to celebrate what is known as “the long 18th century,” namely the period between 1660, when Charles II was restored to the throne, and 1800. This period of writing includes a number of ‘greats’ in English letters. These include the following: the most famous diary in English (Samuel Pepys); the most influential philosophy in English (Thomas Hobbes, then John Locke and David Hume); the most significant contributions to Western science (Robert Boyle is dubbed ‘the father of modern chemistry,’ and Isaac Newton is often considered the greatest scientist of all time, while Charles II had founded the Royal Society in 1662); the first modern journals—the Tatler and Spectator; a rich literature expressing interest in the Ottomans, who represented one of the European super-powers at the time, so this goes with Lady Mary Wortley Montagu’s spectacularly intelligent letters from the Turkish empire; the single most famous (or infamous) collection of letters in English (Lord Chesterfield’s to his illegitimate son); the single most famous biography in English (Boswell’s life of Samuel Johnson);and the single most famous history in English, Edmund Gibbon’s Decline and Fall of the Roman Empire. Hume and Johnson also wrote numerous and important essays.
In the term, we will read selections of all these texts, so we should learn a lot about the 18th century and about the literature of fact. Grades will depend on attendance, fortnightly quizzes, and a take-home mid-term and final, but will be most directly influenced by your ability to write well, as is only fitting in a class on this topic.
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| ENGLISH 102C | ROMANTICS&VICTORNS | HENDERSON, A. | This course will provide a survey of British literature of the nineteenth century. We will devote roughly half the term to a study of the principles of Romanticism, focusing especially on the work of Wordsworth, Coleridge, Keats, and Mary Shelley. In the second half of the course we will trace the fate of Romantic aesthetics in Victorian writing, reading work by Tennyson, Bronte, Dickens, Pater, and Rossetti. Throughout, we will pay particular attention to the status of visual representation, looking at Romantic-era painting and Victorian photography alongside our literary works. Course requirements will include short assignments, a midterm, and a final exam.
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| ENGLISH 102D | LIT&DECOLONIZATION | KRISHNAN, S. | Decolonization is usually taken to refer to that period in the middle of the twentieth century during which colonized peoples in Asia, Africa and the Americas tried to create a new society by first ending colonial domination. This process made many marginal societies and peoples visible on the world stage for the first time. Writers have dealt with decolonization by exploring the character of post-colonial national identity, the place of women and minorities, the new global order, migration and displacement, and new forms of cultural mixing. We will study fiction and non-fictional writings that describe and reflect on this difficult and exciting time. Requirements include one midterm and one final, short assignments, and regular attendance.
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| ENGLISH 105 | AFRICAN LIT | THIONGO, W. | Colonialism and the colonial experience have profoundly affected intellectual production in the world. With the theme of colonialism as the unifying principle, the course explores and compares the work of a number of African writers. Though based on the African literary production, the issues raised are relevant to all post-colonial societies.
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| ENGLISH 105 | BLACK SOUTH AFR LIT | MASILELA, N. | This course attempts to understand the grave and great consequences of European modernity's forceful entrance into African history. This resulted in the historic conflict between European modernities and African traditions. This contradiction between European history and African history forced and compelled the newly forged Christanized African intellectuals to construct their own particular African modernities and perspectives in opposition to European modernities. This simultaneous process of appropriating and rejecting of European expressive literary forms and European intellectual traditions by African writers, intellectual and artists is an expression of the paradoxes and complexities that constitute Africa. The classic example of this paradox is the appropriation of the generic form of the novel which is an 'invention' of European history by African writers in an attempt to articulate and project African history against the imperatives of European history. This complicated process of re-invention was the consequence of European history having 'defeated' African history during the era of colonial and imperial domination. |
| ENGLISH 105 | HOME&AWAY CLT/LIT | RADHAKRISHNAN, R. | Is home a literal place, a territory, a state of mind? What does it mean to be "at home," and how does such a feeling of security relate to "being at home in the world?" How do Home and the World replicate each other; or, do they? Is home a sovereign and normative space, or is it a space of non-discriminating, ever inclusive belonging? Can someone's home become some other's exile? Can home be the function of a regime such as Nationalism What is the relationship between having a home and enjoying the privileges of citizenship? How do race, gender, immigration, ethnicity, and sexuality determine what is home and what is exile? What happens when one leaves one's home and lives elsewhere? Can there be divided homes characterized by "double consciousness?" During these times of intensive diasporas, movements of peoples-goods-and ideas across boundaries and borders, how does home become a mere location, and location acquire the significance of home? Is a home more natural than a mere location? Are homes natural or are they imagined constructs? With these questions in mind, we will be analyzing a number of texts, some fictional and some theoretical, as they traverse home and away in an infinite series of arrivals and departures.
Format: A combination of lectures, discussions, and class presentations. 1 take home examination, 1 short paper, and 1 long paper.
Texts: THEORIZING DIASPORA, Eds. Anita Mannur and Jana Evans Braziel, Blackwell, Maxine Hong Kingston, THE WOMAN WARRIOR, Amitav Ghosh, THE SHADOW LINES, Gloria Anzaldua, BORDERLANDS, Jhumpa Lahiri, THE NAMESAKE.
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| ENGLISH 105 | ASAM WMN WRITERS | KATRAK, K. | Same as AsAm 114 and Comp Lit 143. This course explores the multi-dimensional facets of autobiography as literary form, and the literary expressions of this form by Asian American writers. We analyze the interstices between telling the truth of one's life as conveyed in memoir, and in autobiographical novels. Personal stories are contextualized within their authors' cultural and political histories. Just as there is no one way of representing and recreating history, so there are many ways, points of views, and perspectives in recounting a life. We discuss the interplay of autobiography with memory, and how new diasporic locations for immigrants influence looking back on the past. Such memories inspire the literary production of autobiographical stories along with the assertion/erasure of ethnic identities. Selection of literary texts includes a memoir by Meena Alexander, and Maxine Hong Kingston, as well as innovative recreations of autobiographical fictions in Joy Kogawa's novel, Obasan, and multi-genre autobiographies in Theresa Hak Kyung Cha's, Dictee, and Denise Uyehara's Maps of City and Body. Our study also includes representations of family and personal history on videos about the Japanese- American internment, and about the struggles of recent immigrants in making a home in the U.S. Course Requirements: Attendance and participation, class presentation, in-class midterm, and a take-home final essay.
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| ENGLISH 105 | ASAM WRITERS:ETHNIC | KATRAK, K. | This course explores the work of selected Asian American writers in the English language. Our study analyzes the politics of location and how locations impact ethnicities. Writers' identities are negotiated along issues of race, gender, language, nationality, and crucially in our contemporary time, geography. Our study, which uses a historical perspective, includes recent South Asian American writers, as well as second and third generation U.S. citizens of Japanese, Vietnamese, Chinese, and other ethnicities. We will study writers such as Joy Kogawa, Jhumpa Lahiri, and Maxine Hong Kingston among others. Requirements include class presentation, in-class writing, midterm, and a take-home final essay.
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| ENGLISH 105 | GAY&LESBIAN FICTION | ALEXANDER, J. | This course will undertake a historically-situated analysis of the emergence of a visible “gay and lesbian literature.” We will attempt to ask why and how such a literature has emerged as a “literary market” in the 20th century as well as what qualifies as “lesbian and gay literature”—and why. As such, our work will be as much an exploration of the literary (and even economic) social construction of “queerness” as an appreciation of the development of a significant “minority literature.” Students can expect to read widely (and often) in a variety of genres--novels, stories, plays, and poetry. A mid-term, a final, a short paper, and a longer paper will be required, as well as frequent in-class writing assignments.
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| ENGLISH 106 | CLASSICAL SHAKESPEARE | KROLL, A. | In this course, we will read Shakespeare's classical poems and plays, namely, The Rape of Lucrece, Venus and Adonis, Titus Andronicus, Julius Caesar, Troilus and Cressida, Timon of Athens, Antony and Cleopatra, and Coriolanus. We will study some of the classical sources for these works as well, including a number of preliminary readings from Virgil, Ovid, and Plutarch. Shakespeare's uses of the classical past to make political, moral, and literary statements will be an ongoing concern, but students will be invited to bring their own interests to our class discussion through brief presentations and short response papers over the course of the term.
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| ENGLISH 106 | POLITICS OF CRIME | TERADA, R. | This course explores representations of the sociopolitical content of criminal acts, including historical criminal acts, in literature and film. Rather than using sociology and politics to explain crime, we'll try to see how it's possible for crime to incorporate sociology and politics, even as entertainment industries mediate its relations. The most important subtopics for discussion will be youth "delinquency" as social criticism and the role of organized crime in U.S. cities' economies. Possible texts and films include Walsh, White Heat; Hammett, The Glass Key; Ray, Rebel Without a Cause; Malcolm X, The Autobiography of Malcolm X; Burroughs, The Last Words of Dutch Schulz; Scott, American Gangster. Requirements include discussion participation, electronic comments on a course blog, two 5 pp. papers, and a final.
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| ENGLISH 106 | VICTRN GAME THEORY | STAFF | In this course we will examine the Victorians’ fascination with games in literature and science. Roughly speaking, games are decision-making puzzles in situations of conflict, and in that they tend to involve those traits we consider most “Victorian”— competitiveness, rules, probity, determination, and judgment. But the thematic and stylistic implications of games are far more complicated and far-reaching. We will find novelists who make extensive literal and metaphorical use of games to talk about diplomacy, class, ethics, and sociability, economists who compare their work on monopolies to strategic partnerships in novels, scientists who compare evolution to elaborate games of chess, and Lewis Carroll, of course, who in addition to his descriptions of flamingo-hedgehog croquet, also creates a mathematical puzzle “Natural Selection.” We will sample some of these texts, and perhaps one long novel, George Eliot’s Daniel Deronda. Requirements include written responses to course readings, one presentation with some discussion facilitation, one shorter paper of 5-7 pages and one longer paper of research length, 8-10 pages. Although this is a course inspired by some light game theory, the subject of these readings is fun: we will make no use of math.
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| ENGLISH 106 | MODERNISM | AMIRAN, E. | This course will study modernist travel literature and philosophy of space to understand how ideas of place and space define the modern self. Modernist literature sees travel as tourism of the self—for modernism we travel not to discover others so much as ourselves. Modernism finds that the self is not at home, but is uncanny, strange to itself. Modern literature that attempts to find the uncanny or unhomely self abroad challenges ideas of identity as something that has a place or a home. Instead modernism develops ideas of space, which implicitly reject nationalism and sociality for aesthetic identity. Along with this displacement of place into space, modernist literature experiences a correlative displacement of physical travel by mental travel. We’ll connect modern travel literature to modern philosophy, psychology, and art about the uncanny self discovered through travel. We’ll consider work by Gaston Bachelard, Jane Bowles, Paul Bowles (the film adaptation of "Sheltering Sky”), Dora Carrington, Sigmund Freud, Ernest Hemingway, T.E. Lawrence (including the film, “Lawrence of Arabia”), Edward Lear, Friedrich Nietzsche, Pablo Picasso, Arthur Rimbaud, Gertrude Stein, and Rebecca West.
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| ENGLISH 106 | DEVILS&OTHER CRSSRS | BURKE, C. | Whether the traditional trickster, the devil who refuses to stay forever sealed in an underworld, or the invading alien, the boundary crosser threatens to merge with the human in a horrifying hybridity. We will look at this figure from the perspectives of religion, psychology, and the fantastic. The latter, according to Todorov is “ that hesitation experienced by a person who knows only the laws of nature, confronting an apparent supernatural event.”
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| ENGLISH 106 | JOYCE'S ULYSSES | NORRIS, M. | This course is unusual because it will focus only on a single novel—but one of the greatest novels ever written: James Joyce’s 1922 Ulysses. Ulysses is extraordinary not only because of the rich human story it tells about three major characters on a single day in Dublin, Ireland (June 16, 1904), but because if offers a dizzying array of narrative experiments that become more complex and provocative as it proceeds. It also functions as an exemplary text for modernist literature because of its classical parallel to Homer’s epic, the Odyssey. In this seminar we will work our way systematically through the text’s episodes, keeping our eye not only on what happens in the story, but also on how that story is told and complicated by the intellectual richness of its allusions and references.
The chief assignment for this course will be a formal research paper of 15-18 pages, produced with the help of a prospectus, an annotated bibliography, and discussion of the topic with the professor. Because the seminar activity of lecture and discussion is crucial for tracking the text, class attendance will be mandatory. |
| ENGLISH 210 | SHAKESPEARE AND ITALY | LUPTON, J. | Course Code 24300, Seminar A
TH, 9:00-11:50AM, HIB 341
This course will study Shakespeare’s Italian plays in relation to the political and dramatic writings of Machiavelli and the critical theory of modern Italian writers on sovereignty and forms of life, including Gramsci, Negri, Virno, Caverero, and Agamben. By assembling this experimental set of writings, the seminar aims to ask what special relations might obtain between the Italy of Shakespeare and the Italy of a certain line of modern thought, as mediated by the work of Machiavelli. Themes include organic intellectuals (Gramsci); sovereignty, bare life, and “forms of life” (Agamben); and the information and image economy of post-Fordist economics (Virno). Plays will include Romeo and Juliet, Merchant of Venice, All’s Well That Ends Well, and Othello.
Draft syllabus on line at thinkingwithShakespeare |
| ENGLISH 210 | LITERARY REALISM IN A GLOBAL FRAME | KRISHNAN, S. | Course Code 24316, Seminar J
TH, 4:00-6:50PM, HIB 341
English literary realism is deemed by scholars to have arisen alongside a market economy and hence to be closely aligned with the aspirations of the rising middle classes. In the seminal work of scholars from Lukács and Watt, the development of the European novel in the eighteenth and nineteenth centuries has been tacitly narrated in terms of a “transition” from feudalism to capitalism. How then are we to reconcile this received narrative of the rise of the novel with its appearance in places where the same empirical conditions and attendant values were, for historical reasons, absent? What would it mean to study literary realism in a global frame? We will try to imagine what a “theory” of the novel might look like if we compare the European metropolitan novel with its colonial and “underdeveloped” counterparts. That is to say, the emergence of the novel in societies shaped not by free labor and entrepreneurship but on the contrary by slavery or colonialism. We will try to think about textual representation as it is framed by underdevelopment. We begin with classic studies of the European novel and then proceed further afield. Some authors we will read: Lukács, Auerbach, Watt, Benjamin, Adorno and Horkheimer, Roberto Schwarz, Meenakshi Mukherjee, Karatani Kojin. This course will be useful to those interested in the theories of the novel; postcolonial studies; interdisciplinary and worldly dissertation projects.
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| ENGLISH 210 | 19TH-C U.S. LIT & ORATORY: RHET PRAGMATISM & POLITICAL THEOL | MAILLOUX, S. | Course Code 24312, Seminar G
TU, 5:00-7:50PM, HIB 341
This course will examine the genres of literature and oratory in the United States during the nineteenth century. We will come at this relationship through various rhetorical theories (primarily ancient and postmodern) and political theologies (both nineteenth and twentieth century). A significant topic and frame for the course will be the tradition of rhetorical pragmatism with a genealogy that runs from Emerson through William James and embraces contemporary neopragmatism. Readings will include literary, oratorical, and philosophical texts, such as:
Ralph Waldo Emerson, essays and early sermons
Herman Melville, Moby-Dick
Nathaniel Hawthorne, Blithedale Romance
Frederick Douglass, speeches and autobiographies
Alexander Crummell, sermons
Edward Blyden, Christianity, Islam, and the Negro Race
William James, Pragmatism
Carl Schmitt, The Concept of the Political
Hannah Arendt, essays
Richard Rorty, Contingency, Irony, Solidarity
Pro-seminar option requires class presentations and a take-home final exam. Seminar option requires class presentations and a final seminar paper.
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| ENGLISH 210 | LIBERTINISM | STEINTRAGER, J. | Course Code 24315, Seminar I
F, 10:00AM-12:50PM, HIB 411
Libertinism as a historically circumscribed movement arose in seventeenth-century France and was soon transmitted to England, in large part thanks to the direct exposure that Charles II’s court in exile had to it during Cromwell’s regime. It was a lifestyle, to be sure, but also involved philosophical positions—Epicurean and materialist mainly—political critique, and various literary practices. We will begin with libertinism’s importation into England in contemporary translations of French classics such as L’École des filles [The School for Ladies] and Venus dans le cloître [Venus in the Cloister] and above all in the satirical poetry of John Wilmot, Earl of Rochester. We will then turn to the unfolding of libertinism in the context of the trade revolution and the expanding influence of empirical natural philosophy during the eighteenth century. Here we will examine works such as A New Description of Merryland and John Cleland’s Fanny Hill. We will end with a consideration of libertinism’s final moments in the writings of the Marquis de Sade, who drew on both what we might call the native tradition as well as developments across the Channel: the sentimental novel, Gothic fiction, and Scottish Enlightenment moral philosophy. In order to better grasp their philosophical and political engagements, we will read alongside these works of libertinism proper from Hobbes’s Leviathan, Locke’s Essay Concerning Human Understanding, and La Mettrie’s materialist manifesto Man, A Machine.
Those wishing to take the course for seminar credit will be required to write a 20-25 page research paper using both readings from the course and secondary criticism. Those taking the pro-seminar option will take a take-home examination based on course readings and on our class discussions. All students will be required to make brief (10-15 minute) oral presentations.
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| ENGLISH 210 | CRITICAL RACE THEORY AND AFRICAN AMERICAN LITERATURE | KEIZER, A. | Course Code 24308, Seminar E
W, 11:00AM-1:50PM, HIB 411
African American literary and expressive cultures have contributed significantly to the development of critical race theory. This course revisits major African American texts to investigate the most important strands of critical race theory and contemporary African Americanist literary criticism. We will examine black literary works as sources and intertexts for theoretical works, as well as using critical/theoretical works to read the literature. Literary works include slave narratives, Wilson’s Our Nig, Johnson’s Autobiography of an Ex-Colored Man, Larsen’s Quicksand, Wright’s Native Son, Petry’s The Street, Ellison’s Invisible Man, Kennedy’s Funnyhouse of a Negro, Baraka’s Dutchman, Morrison’s Beloved, and Parks’ Venus. Critics/theorists whose work we’ll engage include W. E. B. Du Bois, Derrick Bell, Kimberlé Crenshaw, Paul Gilroy, Hortense Spillers, Eric Lott, Toni Morrison, Houston Baker, Ruth Frankenberg, Richard Dyer, and Stuart Hall.
This course fulfills coverage requirements in American literature and 20th-century literature.
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| ENGLISH 215 | PROSPECTUS WORKSHOP | HENDERSON, A. | Course Code 24320, Seminar A
TU, 1:00-3:50 PM, HIB 411
Prospectus Workshop is the two-unit seminar designed for graduate students in English and Comparative Literature who have completed their qualifying examinations and are working on their dissertations. Participants in the seminar will present work-in-progress during the quarter. The goal of the seminar is for each participant to complete his/her prospectus (or an equivalent, such as a chapter) for the Ph.D. dissertation. Graduate students from other Ph.D. programs are welcome to take this seminar, but they should contact the instructor in advance of registration. Andrea Henderson
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| ENGLISH 299 | DISSERTATION RESEARCH | THOMAS, B. | Course Code 24400, Tutorial A, Variable Units (4-12)
For students who have completed coursework, are preparing for their qualifying exams, or who are ABD.
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| ENGLISH 398 | RHETORIC/TEACHING OF COMPOSITION | GROSS, D. | Course Code 24500, Seminar A
W, 5:00-7:50PM, HIB 341
This course helps instructors new to the Composition Program integrate rhetoric and composition teaching with a range of practical, professional, and intellectual goals. To this end, the first part of each class meeting is a practicum that addresses more immediate classroom issues such as the finer points of instructor ethos, ESL, leading class discussion, philosophies and practices of grading. Practicum assignments include regular participation in classroom activities, occasional blog entries for the Writing Studio, short readings, and a class visit plus writeup. Then from the following list instructors choose two breakout sections that focus on particular areas of interest: Speech and Composition (led by Tira Palmquist), Classical Rhetoric and College Writing Standards (Richard Kroll), Language Minority Students and Composition Theory (Ray Zimmerman), Psychoanalysis and the Subject of Rhetoric (Daniel Gross), The Teaching Moment in the Craft of Writing (Ron Carlson), Cultural Studies and First-Year Writing Theory (Lynda Haas), Digital Rhetorics (Jonathan Alexander), and Rhetoric, Literature, Theory (Steve Mailloux). Along with reading for these breakout sections, instructors develop a practical product or presentation for the larger group.
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