English

Classes

ENG 091 : Integrated Reading & Writing

This course is designed to develop critical thinking by integrating reading, writing, and learning strategies. Emphasis is placed on critical reading skills necessary to understand complex college-level texts and write in response to them. Using a theme-based approach to readings, coursework will encourage students to read closely and independently in order to comprehend, summarize, analyze, and make connections between texts. Students will respond to reading through writing assignments that demand practice of paragraph and essay structure, as well as integration of quotations and citations in MLA format. Fundamental writing skills such as punctuation, sentence structure, and word choice are also covered. ENG 091: Integrated Reading and Writing may not be used to meet the General Education English requirement, nor do the credits apply toward a degree. Grade points earned in this course will not be computed into the student's GPA. Six lecture hours per week. Instructional Support Fee applies.

Credits

6
1. Employ a reading and a writing process, including pre-reading and pre-writing strategies, through drafting and revision. 2. Recognize structural patterns in a text and annotate to identify main ideas both explicit and inferred. 3. Summarize and synthesize information found in multiple sources. 4. Analyze audience, purpose and voice as both a reader and writer. 5. Respond to reading through writing, including essay form that organizes ideas into body paragraphs to support a purposeful thesis. 6. Support ideas with relevant evidence from both real-world experience and texts, integrating quoted information and using MLA citation format. 7. Correct common grammatical and syntax errors using Standard Written English. 8. Demonstrate the ability to use digital tools and technologies for reading and writing tasks.

ENG 092 : Composition I Studio

This course is designed to accompany ENG101:Composition I College Writing. Students enrolled in this course should also be enrolled in ENG101, with the same instructor. Course content of Composition I Studio is designed to supplement classroom activities and assignments in ENG101. Students will generate and organize ideas, draft, revise and edit writing. They also practice reading and writing processes to build reading and information literacy skills for integration into their ENG101 writing projects. Instruction is offered through small groups and one-on-one conferences. ENG092: Composition I Studio may not be used to meet General Education English requirement, nor do the credits apply toward a degree. Grade point earned in this course will not be computed into the student's GPA. Prerequisite: appropriate scores on the college’s reading and writing placement exams, or ESL portfolio assessment. Co-requisite: designated linked ENG 101 course. Three lecture hours per week. Instructional Support Fee applies.

Credits

3

Corequisites

ENG-101

1. Read and write using a process 2. Annotate readings 3. Write to a particular audience and for a particular audience 4. Write focused pieces in paragraph and essay forms 5. Identify structural patterns and main ideas for written response to readings 6. Develop written ideas in an organized way with details, examples, logic and evidence for writing responses 7. Apply principles of grammar, usage, syntax, mechanics and academic vocabulary in an appropriate and meaningful manner

ENG 101 : Composition I: College Writing

College-Composition I provides students an opportunity to develop and reflect on their own process of writing through various stages of planning, composing, revising, and editing. In addition, students learn how to formulate and support a thesis using a number of rhetorical strategies, to engage in the research process and to practice critical reading strategies for the purpose of documenting credible sources to support claims. Students write in accordance with the conventions of written English and incorporate digital tools and technologies. Prerequisite(s): A passing score on the College's writing and reading placement tests; a CC or better on ENG 091; corequisite enrollment, or prior completion of ENG 092; or recommendation of ESL 124 or ESL 126 Writing Portfolio. Three lecture hours per week. Instructional Support Fee applies. Gen. Ed. Competencies Met: Critical Thinking and Written Communication.

Credits

3
1. Write using different stages of the writing process, from prewriting through composing and revising. Develop individual writing processes unique to the student and writing purpose, and demonstrate the ability to reflect on those writing processes. 2. Demonstrate the ability to compose using digital tools and technologies. 3. Apply rhetorical knowledge, including audience awareness, purpose, appropriate conventions of written English, and approaches, related to various writing tasks. 4. Develop active reading practices with diverse texts to identify rhetorical features, articulate what they have read, and expand their knowledge base. 5. Engage in a research process to develop, explore, and address meaningful questions. Locate, evaluate, summarize, integrate, and document credible primary and/or secondary sources for support or inquiry.

ENG 102 : Composition II: Writing about Literature

College Composition II builds upon the critical reading and writing skills learned in ENG 101 while using poetry, drama, and fiction as the primary texts for examination. Using a writing process, students will continue to develop complex and diverse writing projects where synthesis and analysis are emphasized. They will apply terminology and theory to develop literary arguments. In doing so, students will make connections between culturally diverse literature and its relevance to the human experiences in the 21st century. Prerequisite(s): ENG 101. Three lecture hours per week. Instructional Support Fee applies. Gen. Ed. Competencies Met: Critical Thinking and Written Communication.

Credits

3
1. Develop an interpretation of a literary work that uses reasoning and textual evidence to support their claims while using clear Standard Written English and applying MLA style and documentation as needed. 2. Write with an awareness of diverse audiences and a variety or purposes and strengthen their critical thinking, reading, and writing processes. 3. Compose multiple cohesive texts that demonstrate synthesis and analysis. 4. Articulate the relevance and value of literature, making connections between culturally diverse literary works and the world around them. 5. Respond critically to various literary genres through close reading, research, discussion, and written analysis. 6. Apply literary terminology and theory when writing about literature to argue a position based on sound reasoning and convincing textual evidence. 7. Identify and engage with problems and issues across a range of human experience to locate and investigate assumptions.

ENG 214 : Intermediate Composition: Research Writing

This intermediate composition course builds on English 101 writing skills to combine analysis of scholarly writing with the instruction needed for students to conduct their own semester-long academic research projects. With an emphasis on the writing process, students will learn how to create solid research questions, apply different research methods, effectively organize ideas in writing, and compose a well-structured research paper. Students will design their own research proposal, compose an annotated bibliography of primary and secondary sources, and synthesize sources into an argumentative research essay using MLA format. Three hours of library instruction are included to fine-tune use of academic databases and other library resources. This course is designed for any writer seeking to improve or build upon research and writing skills. Prerequisite: ENG 101. Three lecture hours per week. Gen. Ed. Competencies Met: Ethical Dimensions, Human Expression and Written Communication.

Credits

3
By the end of the semester students will be able to: 1. Analyze written arguments. 2. Apply research methods toward composition of a research paper. 3. Utilize library resources, including evaluating sources. 4. Draft an annotated bibliography using accurate MLA style. 5. Synthesize primary and secondary sources. 6. Compose an analytically sound research paper using sufficient, credible evidence.

ENG 215 : Technical Writing

This course emphasizes the style of writing used in business and industry. Students will examine and then prepare the kinds of documents called for in these fields, including letters and other correspondence, reports, and proposals, with special attention focused on audience analysis, format and editing. Prerequisite: ENG 101. Instructional Support Fee applies. Gen. Ed. Competencies Met: Human Expression, Information Literacy and Written Communication.

Credits

3
  1. Recognize and address the needs of different audiences.
  2. Create a variety of technical and business documents, including letters, memorandums, short reports, formal emails and so on, employing the writing process.
  3. Demonstrate mastery of the different formats for business and technical documents.
  4. Display solid proofreading skills relative to grammatical, mechanical, and usage issues.
  5. Work within groups and collaboratively create technical and business documents.
  6. Undertake research, identifying relevant print and electronic documents and, when appropriate, developing such applications for primary source investigation as surveys, questionnaires, interviews, and experiments.
7. Employ the MLA method of documentation or another recognized field-specific system such as the American Psychological Association (APA) and the Council of Science Editors (CSE).

ENG 217 : Writings from the Margins of Contemporary American Literature

This course focuses on literature by multicultural/multiethnic writers writing about issues of race, class, gender, acculturation, and other themes emerging from the experience of living on the margins of contemporary American society. Texts and their authors living between two worlds -- African American, Asian-American, Native-American, Hispanic-American, European-American, Middle Eastern-American, and other borders -- are studied. Literary genres include poetry, drama, short fiction, non-fiction, and the novel. Students read, discuss, analyze, and write about the cultural and social impact of being a hyphenated-American on authors and the world they inhabit. Prerequisite: ENG 102 or permission of the instructor. Three class hours a week. Gen. Ed. Competencies Met: Human Expression and Multicultural and Social Perspectives.

Credits

3
  1. Critically analyze literary works in general.
  2. Demonstrate understanding of themselves in relation to the cultural contributions of other cultures.
  3. Increase their awareness and understanding of what it means to be a person of one’s own ethnicity, race, gender, or class in America culture.
  4. Engage in discovery through the reading of literature of the values, beliefs, and experiences of people with perspectives different from one’s own, and understand their uniqueness and commonalities.
  5. Analyze and explicate your interpretation for minority cultures and the themes of race, gender, class, ethnicity, religion, sexuality, as represented in the assigned readings.
  6. Demonstrate how common or culturally specific heritage, perspectives, histories and/or belief systems influenced the writers in this course and the forms or genres in which they wrote.
  7. Develop a well-supported interpretation of a literary text.
  8. Illustrate critical thinking skills in well-developed thesis statements and paragraphs with relevant examples and details from literary text being analyzed.

ENG 230 : Film

In this introductory course, students apply the language of film, photography, mis en scene, movement, montage, sound, to theories of meaning-making, and aesthetics in movies. Students analyze the dynamics between viewer and image by applying a variety of critical thinking approaches to selected films from within and outside of the Hollywood tradition. Moreover, students explore the ways a film may reflect and influence a society and culture. Topics for reading, writing, and discussion may include masculinity/femininity, sexuality, race, class, ethics, and genre. Four class hours per week to accommodate screenings. Gen. Ed. Competencies Met: Human Expression.

Credits

3
  1. Identify the components of the visual language of film.
  2. Describe three basic techniques of editing.
  3. Define and use the terms in the glossary of their film text.
  4. Identify and describe the four elements of sound used in film.
  5. Describe the role of the director and discuss the auteur theory.
  6. Distinguish between expressionistic and realistic styles in film.
  7. Discuss the significant aspects of various historical periods in film.
  8. Identify the major characteristics of selected film genres.
  9. Write a critical analysis of a selected film.
10. Carry on basic research on film topics in the library.

ENG 233 : Poetry Writing Seminar

This course provides students with an introduction to the craft of poetry via intense practice in writing original poetry and in analyzing poetic techniques employed by traditional and contemporary poets. Prerequisite: ENG 102 or permission of instructor. Three lecture hours per week. Gen. Ed. Competencies Met: Human Expression.

Credits

3
Students who successfully complete this course will be able to: 1. Develop their own creative writing process and poetic voice. 2. Analyze poetic genres (such as the haiku and sonnet) and techniques (such as imagery, rhyme, and meter). 3. Employ poetic genres and techniques in their own writing. 4. Revise their poetry through critique and the workshop process. 5. Create a portfolio of revised original work that would be suitable for submission to literary publications.

ENG 251 : World Literature I

This writing-intensive seminar introduces students to the origins and evolution of world literature through 1700. Students examine how texts such as "The Epic of Gilgamesh" and the Bible emerged as products of a society’s oral tradition. Students further explore how the oral tradition influenced authors such as Homer, Virgil, Dante, Chaucer, and Milton. Emphasis is placed on poetry, drama, traditional and literary epics, tragedies, fabliaux, satires, and romances as students consider how these texts influenced the development of modern literature. Prerequisite: ENG 102. Three lecture hours per week.

Credits

3
  1. Explain how the religious views of a particular culture directly influenced its literature.
  2. Identify common thematic concerns throughout literature from diverse time periods and cultures.
  3. Compare and contrast similar stories told from different cultural perspectives.
  4. Analyze verse and summarize the role that it plays in story telling.
  5. Examine the life of an author and explain how his or her upbringing and culture influenced the issues and ideas expressed in the literature.
  6. Evaluate literary criticism and determine its usefulness in literary studies.

ENG 252 : World Literature II

This writing-intensive seminar introduces students to the evolution of world literature from 1700 to the 21st Century. Representative works of neoclassicism, romanticism, Gothicism, realism, and naturalism are considered. Authors such as Daniel Defoe, Henrick Ibsen, Gaston Leroux, Fyodor Dostoevsky, Thomas Mann, Albert Camus, Elie Wiesel, Toni Morrison, F. Scott Fitzgerald, William Gibson, Salman Rushdie, and Jhumpa Lahari are examined. Emphasis is placed on the rise of the novel, modern theatre, and poetry. Prerequisite: ENG 102. Gen. Ed. Competencies Met: Global and Historic Awareness and Human Expression.

Credits

3
  1. Explain how the thematic concept of “Other” is illustrated in works of literature from diverse time periods and cultures.
  2. Explain how the rise of the Gothic influenced the development of world literature.
  3. Read diverse texts and discern the implied social commentaries that are embedded in them.
  4. Examine the life of an author and explain how his or her upbringing and culture influenced the issues and ideas expressed in the literature.
5. Evaluate literary criticism and determine its usefulness in literary studies.

ENG 253 : English Literature I

A survey of the seminal authors who wrote in English from the medieval period to the mid-eighteenth century such as Chaucer, Shakespeare, Donne, Milton, Congreve and Swift. Besides the Middle Ages, the Renaissance and the Enlightenment are studied for their generic developments (in comedy, lyric and satire) and their cultural history. Some emphasis on reading aloud. Prerequisite: ENG 102 or permission of instructor. Gen. Ed. Competencies Met: Human Expression.

Credits

3
  1. Perceive that English literature, like all national literature, draws upon inherited stories, genres, and styles.
  2. Reflect on the ways that literature echoes the history and cultural values of the writer and of the times while offering significant meaning for us as individuals and for our own time.
  3. Realize that reading literature well requires both an ability to examine a work thoughtfully, but also to enter imaginatively into the world of the text.
  4. Discern that writing back in response to literature, as well as speaking with others and sharing writing, enables students to become thoughtful and empathetic readers and writers.

ENG 254 : English Literature II

Concentrating on Romantic poetry and the novel, this second semester deals with English writers from Wordsworth to D.H. Lawrence. Topics include women and society, individualism versus industrialism, and the novel from Jane Austen through V.S. Naipaul. Periods include the Romantic, the Victorian and the Twentieth Century. Prerequisite: ENG 102 or permission of instructor. Three lecture hours per week. Gen. Ed. Competencies Met: Human Expression.

Credits

3
  1. Discover historical, thematic and stylistic connections among the various works that we study.
  2. Gain an understanding as to the evolution of the British empire from the time of the Industrial Revolution through the Colonial and Postcolonial periods.
  3. Develop a way of reading that is active and thoughtful.
4. Generate writing in response to the literature, grounded in solid, textual evidence.

ENG 255 : American Literature Precolonial to 1865

This course surveys a variety of authors and genres of writing from pre-colonial times through the Civil War. Readings are drawn from works by Native Americans, Spanish, French, and English explorers; Puritans, Revolutionary War leaders, African Americans, Gothic writers, Transcendentalists and abolitionists, and early feminists. Topics for discussion and writing include ways in which both an author's culture as well as historical circumstances, informed the author's work, the work of other authors, and our understanding of who we are as multicultural Americans. Prerequisite: ENG 102 or permission of instructor. Three class hours a week. Gen. Ed. Competencies Met: Human Expression and Multicultural and Social Perspectives.

Credits

3
  1. Further their critical thinking and writing skills about literature gained in ENG 102.
  2. Recognize ways in which changing beliefs and attitudes about race, gender, religion, ethnicity, social class, disability, sexual orientation, and linguistic background influence who and gets published – no longer canonical writers only.
  3. Challenge their own assumptions or expectations about what American literature is and who its authors are.
  4. Identify various literary styles and genres, some European in origin and some specifically American.
  5. Articulate major values, beliefs, and traditions of different cultures as reflected in the literature.
  6. Recognize and demonstrate the social and historical circumstances that shaped the values, beliefs, and traditions of different cultures as reflected in the literature.
  7. Understand and illustrate that writers of different cultures are influenced by each other.
  8. Recognize that literature is a means of creating identification of self and society.
9. Evaluate the extent to which American literature informs his or her own sense of self.

ENG 256 : American Literature Post Civil War to Present

This course surveys a variety of authors and genres of writing after the Civil War to the present. Readings are drawn from works some considered to be "classics," by Americans of Western European , African, and Native cultures; writers from increasing numbers of immigrant cultures, including Mexican, Eastern European, Asian, and Caribbean, and works reflective of a postwar culture. Topics for discussion and writing include ways in which both an author's culture as well as social and historical circumstances, inform the author's work, the work of other authors, and our understanding of who we are as increasingly diverse multicultural Americans. Prerequisite: ENG 102 or permission of instructor. Three class hours a week. Gen. Ed. Competencies Met: Human Expression and Multicultural and Social Perspectives.

Credits

3
  1. Further skills gained in ENG 102, such as critical writing, writing, and research.
  2. Recognize ways in which evolving attitudes about race, gender, religion, ethnicity, social class, disability, sexual orientation, and linguistic background affect both writers and readers.
  3. Challenge their own assumptions or expectations about what characterizes American literature and its body of authors.
  4. Identify various literary styles and genres, some traditional to the dominant culture, some traditional to an indigenous or a minority culture, some a combination or adaptation of those just mentioned.
  5. Articulate values, beliefs, and traditions particular to individual cultures as reflected in literature.
  6. Perceive and explicate how values, beliefs, and traditions of different cultures, as reflected in the literature, are shaped by social and historical circumstances.
  7. Realize that literature is a means of creating identification of self and society and that such identification is dynamic.
8. Evaluate the extent to which the increasing diversity of American literature influences their own sense of self.

ENG 257 : Contemporary African-American Women's Writing

This class introduces students to stories, novels, autobiographies, speeches, essays, poems, memoirs, and/or plays by and about celebrated African American writers to examine the historical, cultural, and social dimensions of the African American experience. This course will explore how these literatures raise fundamental issues relevant to people of all races and ethnicities. Historical time periods and genres of significant focus may include slave narratives, the Harlem Renaissance, the Civil Rights era, Afrofuturism, and social justice movements of the present day. Readings may include works of Maya Angelou, Octavia Butler, Audre Lorde, Toni Morrison, Alice Walker, Phyllis Wheatley, Fredrick Douglas, Zora Neale Hurston, James Baldwin, Nella Larsen, Roxanne Gay, Colson Whitehead, Jesmyn Ward, and others

Credits

3
1. Articulate the particular importance of African Americans expressing themselves. 2. Describe the connections between social and cultural histories and common themes in literature. 3. Interpret texts by taking into consideration the biographical backgrounds of authors. 4. Apply relevant theory to the analysis of literature. 5. Analyze ways in which issues in literature intersect with the lives of readers. 6. Recognize significant historical movements in African American literary studies. 7. Identify key genres and themes of African American literature.

ENG 258 : Shakespeare: His Plays

This writing-intensive seminar focuses exclusively on the comedies, histories, and tragedies of William Shakespeare. Historical and biographical contexts are considered as students examine the texts from diverse critical perspectives. Writing assignments included analysis of filmed interpretations, live performances, and/or literary criticism. Students may be required to attend one live Shakespearean performance during the semester. Prerequisite: ENG 102. Three lecture hours per week. Gen. Ed. Competencies Met: Human Expression.

Credits

3
  1. Critically read a Shakespearean play and accommodate for the nuances of Shakespearean grammar.
  2. Distinguish between a history play, a comedy, and a tragedy.
  3. Analyze and respond to filmed and live performances of these plays.
  4. Evaluate literary criticism and determine its usefulness in literary studies.
  5. Apply both analytical and reflective rhetoric in prose and oral communication.
6. Explain the impact of historical and biographical events during his life on the development of his plays.

ENG 259 : Native American Literature

Students will explore common themes and concerns of the Native American experience, while simultaneously learning the diversity of that experience. We will read novels, autobiographies, speeches, essays, poems, memoirs, or plays by and about celebrated Native Americans. Of the 574 recognized tribes in what is now the United States, this course will introduce students to only a fraction, such as Blackfeet, Cherokee, Cheyenne, Chickasaw, Chippewa, Creek, Diné, Gros Ventre, Kiowa, and Modoc, as we critically analyze the historical, cultural, and social dimensions of Native American oral and literary traditions from before the European invasion to the present. We may cover core themes of decoloniality, environmentalism, activism, among others. Writers may include Louise Erdrich, Leslie Marmon Silko, Gerald Vizenor, James Welch, Joy Harjo, Sherman Alexie, Dina Gilio-Whittaker, Robin Wall Kimmerer, and Tommy Orange. Prerequisite: ENG 102 or permission of instructor. Three class hours a week. Gen. Ed. Competencies Met: Human Expression and Multicultural and Social Perspectives.

Credits

3
1. Recognize the historical and cultural background of Native American literary creation, including the history of colonization in North America. 2. Examine the ways Native American texts create knowledge, from precolonial times to today. 3. Critique assumptions about and representations of Native American culture and literature. 4. Analyze themes, styles, and/or storytelling techniques in Native American texts. 5. Compose written analyses and/or oral presentations on these topics.

ENG 260 : Topics in English

This is a one semester course on a specific topic in English. Topics will be announced each semester. Prerequisite: ENG 102 or permission of instructor. Three lecture hours per week. Gen. Ed. Competencies Met: Human Expression.

Credits

3

ENG 272 : Children's Literature

This course focuses on children's literature over a range of time and place, beginning with the early 19th century into the present and examines issues in the context of the time frame in which the books are written. Through historical and socio-cultural lenses, a wide selection of fiction and non-fiction children's texts will cover issues such as class, race-ethnicity, gender roles, and gender identity. The course also examines in-depth literary concepts in books for children. Pre-requisite: ENG 102 or permission of instructor. Three lecture hours per week. Instructional Support Fee applies. Gen. Ed. Competencies Met: Human Expression.

Credits

3
1. Demonstrate knowledge of the history of children's literature and the changes in the genre. 2. Demonstrate knowledge of the wide variety of children's literature. 3. Demonstrate knowledge of a variety of literary terms and concepts as they apply to childrens' literature. 4. Critically read a variety of children's literature texts. 5. Interpret, evaluate and write critically about these texts. 6. Establish a broad bibliography of children's literature titles.

ENG 276 : Science Fiction Literature

This writing-intensive seminar will introduce students to the genre of science fiction (SF) and the various subgenres associated with it including hard and soft SF, the space fantasy, space opera, comic SF, scientific romance, and cyberpunk through the short story, the novel, film, and other media. Students will focus on the symbolic, psychological, prophetic, and religious dimensions of the genre and understand the role that it plays in addressing political, social, and civic issues from the 1800s to the 21st century. Authors are selected from around the world and from different cultural backgrounds, including Jules Verne, H.G. Wells, Karel Capek, Phillip K. Dick, Ursula K. Le Guin, Douglas Adams, Sakyo Komatsu, and Nalo Hopkinson. Prerequisite: ENG 102 or permission of the instructor. Gen. Ed. Competencies Met: Human Expression.

Credits

3
1. Differentiate between various subgenres of Science Fiction and understand the role that each plays in the context of world literature. 2. Appraise the various patterns of symbolism, imagery, and themes throughout the literature. 3. Critically analyze works of Science Fiction and draw upon the historical and cultural backgrounds of the authors in shaping their analyses. 4. Explain how Science Fiction has allowed writers to address political and socioeconomic issues through unconventional story telling. 5. Explicate how Science Fiction is used as a means of exploring the value, purpose, and meaning of the human condition. 6. Demonstrate a sound knowledge of major global events that have influenced the development of the literary genre from the 1800’s into the 21 century.

ENG 283 : Creative Writing Seminar

Intense practice in writing prose or fiction. This seminar may focus on any of the following according to the instructor's expertise: short stories; longer fiction (novels/novellas); screen writing; biography (including memoir or autobiography) and other writing forms (experimental fiction, graphic novels, hypertext, etc.). A background in writing fundamentals related to the seminar's focus will be included. Readings may be assigned to provide theory and models of the form being written. Prerequisite: ENG 102 or permission of the instructor. Three lecture hours per week. Gen. Ed. Competencies Met: Human Expression.

Credits

3
1. Analyze and develop their own creative writing process. 2. Write within genres designated by the instructor, according to his or her expertise (novel, short story, flash fiction, etc.). 3. Explore their voice and style as an author 4. Recognize how their own personal experience can influence their fictional works, and find a comfortable balance between truth and fiction. 5. Explore and practice the use of fictional elements (point of view, character development, plot, theme, etc.) within a story. 6. Use sensory detail and vivid imagery to bring a piece of fiction to life. 7. Use appropriate literary terminology in discussions of both published and peer writing. 8. Present their manuscripts in a professional format. 9. Gain confidence and recognize the value of sharing their work with fellow writers. 10. Discuss the work of others with insight and professionalism, as part of a writing community.