| | Description: | This class approaches literature from many angles: the creative to the scholarly, the emotional to the ethical, the edifying to the entertaining. At the heart of our study will be a survey of literary "values" such as invention, emotion, style, subversion, beauty, humor-those fundamental reasons readers come to literature in the first place. Through readings and discussion, we will consider the great variety of ways literature expresses these values, and will explore them ourselves via creative assignments. Along the way, we will learn about literary culture today through discussions with nationally renowned writers and scholars who will visit the class, and you will write and workshop your own stories, poems, and non-fiction works. Course enrollment preference is given to first-year students. |
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| | 01 | M------ | 9:00A-9:50A | Mallinckrodt / 303 | Riker | No final | 36 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| A | --W-F-- | 9:00A-9:50A | TBA | Riker | No final | 12 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| B | --W-F-- | 9:00A-9:50A | TBA | Schuman | No final | 12 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| C | --W-F-- | 9:00A-9:50A | TBA | Tran | No final | 12 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Literature has traditionally been a welcoming space for people who, by choice or history, do not fit easily in the mainstream of community life. The widespread changes and upheavals of the last century have vastly expanded the ranks of such people, accelerating the processes of immigration and exile while fundamentally altering traditional notions of home and belonging. This course will examine fiction by writers such as Jhumpa Lahiri, Albert Camus, Jean Rhys, Franz Kafka, and Teju Cole, who write from and about the position of "outsider," exploring what such texts have to say about living in an unsettled, diasporic modern world - a world in which real belonging seems an increasingly elusive goal. In reading these texts, we will investigate how their authors have portrayed the journeys, hopes, and hardships of dislocation and alienation, as well as the role literature might play in creating a sense of community for immigrants, refugees, and people living in various forms of exile. Course is for first-year, non-transfer students only. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Brown | Paper/Project/TakeHome | 15 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | [TBA] | No final | 15 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | "It was a beautiful college," remarks Ralph Ellison's protagonist in the novel Invisible Man, before describing his failure to fit in as a student. This course explores how varied, sometimes contradictory college experiences have been represented across genres and platforms. Our archive includes novels, music, films, poetry, and short stories, including The Secret History by Donna Tartt, Call Me By Your Name by André Aciman, and Taylor Swift's newest album, The Tortured Poets Department. We will study how mystery, consent, nostalgia, desire, beauty, angst, and coming-of-age circulate in these texts. We will glance back at the origins of Dark Academia and older campus stories, from the Greco-Roman tradition to Edgar Allan Poe's gothic tales, and look to the future against the backdrop of higher education in crisis. Most importantly, we will linger in the present to interrogate what it means to be students of the university, the city of St. Louis, and the digital world |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Evers | No final | 15 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | This course investigates literary representations of addiction, from Thomas De Quincy's CONFESSIONS OF AN ENGLISH OPIUM-EATER (1821) to Ottessa Moshfegh's MY YEAR OF REST AND RELAXATION (2018). We will study the development of familiar stages in narratives of substance abuse-i.e. experimentation, transcendence, downward spiral, "rock bottom," and recovery/sobriety-posing questions like: What symbolic and literal positions have people with addictions occupied in their societies? How has the modern pharmaceutical industry and the War on Drugs impacted perceptions of "typical" drug use? How do race, gender, age, class, and sexuality factor into the imagination and realities of chemical dependency? To what non-narcotic substances-e.g. media, gambling, sex, adrenaline-do we consider people addicted? We will read diverse selections of poetry, fiction, scholarship, and memoir from authors like Samuel Coleridge, William Burroughs, James Baldwin, Sherman Alexie, Denis Johnson, Irvine Welsh, Paul B. Preciado, Melissa Broder, Tao Lin, Michelle Alexander, Laurie Weeks, Mian Mian, Reginald Dwayne Betts, and Nico Walker. Through discussions and short writing assignments, we will explore various imaginations of people with addictions as tortured souls, creative geniuses, immature party-goers, and/or depraved monsters, seeking to better understand the way experiences of addiction shape perception, and in turn, how perceptions of addiction shape human experience. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Henderson | No final | 18 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Schmidgen | No final | 15 | 0 | 0 | | |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Fischer | Paper/Project/TakeHome | 21 | 17 | 0 | | |
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| | Description: | How did what we now call English literature emerge? How did literary activity shape the world, and how did the world shape writing? How can literature help us understand the history of art, race, religious identity and sectarian conflict, nations and empires, gender, sexuality, and class? We will address these questions by studying the early history of literature in English, from the Middle Ages through the late eighteenth century, as well as the tools, vocabularies, and critical practices of contemporary literary studies. We will learn about both the material forms of English literature (manuscript, print, and performance traditions) and major poetry and prose forms (sonnet, epic, blank verse, romance, letter, slave narrative, and more). In addition to Geoffrey Chaucer, William Shakespeare, John Milton, and Ignatius Sancho or Olaudah Equiano, the syllabus may include authors and texts such as "Beowulf," "Sir Gawain and the Green Knight," Julian of Norwich, Edmund Spenser, Margaret Cavendish, Aphra Behn, Daniel Defoe, and Eliza Haywood. NOTE: Satisfies one of the two 200-level requirements for the English Major. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Rosenfeld | Paper/Project/TakeHome | 15 | 15 | 4 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | M-W---- | 10:00A-11:20A | TBA | Thomas | Paper/Project/TakeHome | 15 | 15 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 03 | -T-R--- | 2:30P-3:50P | TBA | [TBA] | Paper/Project/TakeHome | 15 | 10 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | What is modern English literature, and how do we tell its story? Is it a succession of literary movements from romanticism to realism to modernism and beyond? Is it a canon of classic texts to survey? Is it a sustained critique of that canon's exclusions, a recentering of the marginalized authors whose works reveal previously obscured accounts of modernity? It is, in fact, all of the above. In this course, we will introduce students to the central themes, forms, and forces that have shaped the history of English-language literature from the late eighteenth century to the present, and to the tools, vocabularies, and critical practices of contemporary literary studies. Throughout, we will examine the norms and assumptions of literary history, including those based in race, ethnicity, class, gender, and sexuality. Students will encounter fiction, poetry, drama, and creative nonfiction from Britain, Ireland, and the U.S., along with African, Caribbean, or other global literatures in English. Authors studied may include William Wordsworth, Phillis Wheatley, Jane Austen, Charlotte Brontë, Frederick Douglass, Oscar Wilde, T.S. Eliot, Virginia Woolf, Claude McKay, Samuel Beckett, James Baldwin, Wole Soyinka, Toni Morrison, Ngugi wa Thiong'o, and Zadie Smith. NOTE: Satisfies one of the two 200-level requirements for the English Major. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | O'Bryan | Paper/Project/TakeHome | 15 | 11 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | -T-R--- | 1:00P-2:20P | TBA | Weston | Paper/Project/TakeHome | 15 | 15 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 03 | -T-R--- | 11:30A-12:50P | Duncker / 1 | Finneran | Paper/Project/TakeHome | 18 | 16 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Who or what is haunting America? This course takes a tour of U.S. literature from the early nineteenth century to the present led by its many many ghosts. Spirits can confuse and confound the reality of literary texts, but they can also clarify the stakes of the stories we tell. Ghosts are figures for mourning and fear, but they are also the mediums through which American writers have often processed traumatic or unresolved histories. This course will take the ghostly perspective on American literature and history, from the Gothic golden age of Poe and Irving to writers who use apparitions and possessions to think about the legacies of slavery, the violence of Jim Crow, the American wars of the 20th century, the immigrant experience, the vexed visibility of gender and sexuality, and the existential crises of industrialization, climate change, and the ephemeral digital image. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Maciak | Paper/Project/TakeHome | 15 | 8 | 0 | | |
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| | 01 | TBA | | TBA | Sherry | No final | 0 | 0 | 0 | | |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Kirilloff | Project | 19 | 19 | 2 | | Desc: | Appropriate for first year students. |
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| | Description: | Little Goody Two Shoes taught morality and the alphabet to the poor children of her village and eventually rode in a coach and six; Nancy Drew drove a blue roadster (later a convertible and still later a hybrid) while solving crimes and bringing justice to the town of River Heights. Between these two landmark characters lie the two and a half centuries of rich and diverse fiction for girls that will be at the center of this writing-intensive course. After grounding our studies by reading selected works from the eighteenth and nineteenth centuries, we will concentrate on twentieth-century productions, beginning with the surprisingly progressive serial fiction produced by the Stratemeyer Syndicate and others in the early 1900s. (Titles such as The Motor Girls, The Moving Picture Girls, and The Outdoor Girls advertise the series´ departure from domestic settings.) Throughout our study of both popular and classic texts, we will investigate the social, political and familial roles for girls that the texts imagine. Major genres will include mysteries, frontier fiction, career fiction, domestic fiction, school stories, and fantasy. Authors will include Newbery, Alcott, Montgomery, Wilder, Lindgren, L'Engle, and "Carolyn Keene." Writing Intensive. Satisfies the Twentieth Century and later requirement. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Pawl | No final | 14 | 14 | 29 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | -T-R--- | 4:00P-5:20P | TBA | Pawl | No final | 15 | 15 | 16 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Shipe | Paper/Project/TakeHome | 25 | 25 | 13 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Pawl | Dec 17 2024 6:00PM - 8:00PM | 19 | 19 | 9 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Blue Skies. Clear Waters. Sun. Sand. Paradise. Yet, as Derek Walcott has said, "the Caribbean is not an idyll, not to its natives." This paradisical Caribbean then is hardly less of a reality and more of a construction. How, then, did these simple and reductive depictions come about? When were they created? And why are they problematic?
In this course, we explore the creation and persistent representation of the Caribbean as a utopic place. We will examine texts like Shakespeare's The Tempest and Defoe's Robinson Crusoe, and watch clips from the Pirates of the Caribbean films to examine how the Caribbean was created in Western imagination. Against these representations, we will read the works of important Caribbean authors like Jamaica Kincaid, V.S Naipaul, Caryl Philips, Derek Walcott, Eric Walrond, and Claude McKay, and discuss how these authors have imagined and inscribed the Caribbean in their own vision as a contradictory, less-than-ideal place. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Payne | Paper/Project/TakeHome | 19 | 7 | 0 | | |
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| | Description: | At its zenith, the British Empire encompassed almost a quarter of the globe, allowing the diminutive island nation unprecedented economic, military, and political influence upon the rest of the world. This course will introduce some of the foundational responses to this dominance, both literary and theoretical, by the colonized and their descendants. We will examine important critiques of colonialism by theorists such as Frantz Fanon, Aimé Césaire, Edward Said, Homi Bhabha, and Gayatri Spivak, as well as literary works that reflect a postcolonial critique by authors such as V.S. Naipaul, George Lamming, Doris Lessing, and N'gugi wa Thiong'o. The course will interrogate how literature could be said to help consolidate Empire as well as ways in which it might function as rebellion against imperial power, with a view toward teasing out the problematics of race, gender, language, nationalism, and identity that postcolonial texts so urgently confront. This course satisfies the 20th C or later historical requirement. This course may fulfill the global or minority literatures requirement for students who declare an English major in the fall 2021 semester and beyond. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Brown | Paper/Project/TakeHome | 15 | 15 | 4 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 10:00A-11:20A | Life Sciences / 118 | Maxwell | Paper/Project/TakeHome | 0 | 1 | 0 | | Desc: | This course has been cancelled. |
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| | Description: | Who is a "real" Asian and who is "fake"? Why do stereotypes like "banana" and "coconut" exist? Is cultural identity real or are we just performing certain identities to fit into social positions? This course will address these identarian questions that shape Asian American Literatures. We will draw from the "pen wars" in the 1970's and reflect on the liminality of various Asian American writers caught between Asian and American loyalties. We will unpack real, fake and fabricated identities and discuss how identities have been historically shaped by race, gender, class, but are gradually moving beyond these categories into intersectional realities of selective racialization, desirable, and cosmopolitan Asianess. Utilizing the concept of "racial formation", the course will specifically interrogate four central dynamics of Asian American identity: the politics of Asian American scholarship, frameworks of Asian American representation, the task of the ethnic writer, and the liminal dynamics of New Asian American identities in the age of digitalization and social media. Finally, the course will help students reflect, question and realize their own identarian influence and characteristics, improving critical thinking on modern issues and the habit of reflective reading and writing. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Ghosh | Paper/Project/TakeHome | 19 | 6 | 0 | | |
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| | Description: | This course introduces students to the histories and politics of postcolonial writing and art. By tracing the genealogies of writing and art produced in the aftermath of colonialism, this course will explore how writers, artists, and scholars working from the context of formerly colonized nations have responded to the legacies of racial, cultural, and economic oppression. Students will look at novels, poems, art, and theater produced by those working from Africa, the Caribbean, and other formerly colonized nations in order to chart the complex networks of political solidarity these works enable. Writers like Franz Fanon, Aimé Césaire, and Gayatri Spivak will be read alongside literary and artistic pieces by writers such as Chinua Achebe, Tsitsi Dangarembga, Jamaica Kincaid, Derek Walcott, Safiya Sinclair, Arundhati Roy and artists such as Zanele Muholi, Santu Mofokeng, Tessa Mars, William Kentridge, and others. Topics such as racial memory, postcolonial identity, radical aesthetics, and Afro-futurism will be explored. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Mbatha | No final | 19 | 8 | 0 | | Desc: | This course fulfills Area 2 for AFAS majors. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Batten | Paper/Project/TakeHome | 15 | 15 | 6 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | -T-R--- | 10:00A-11:20A | TBA | Windle | Paper/Project/TakeHome | 15 | 15 | 6 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Sherry | No final | 15 | 15 | 1 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Thomas | No final | 25 | 25 | 5 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | A course in doubt, discredit, skepticism, atheism, mockery, and jealousy in English and Continental texts by Erasmus, Cervantes, Rabelais, Montaigne, Donne, Bacon, Shakespeare, Descartes, and others. Because doubt was, in the period we call the Renaissance, a theological problem, a political danger, an engine of scientific inquiry, a philosophical discipline, a psychological burden, and an insidious pleasure, there is a considerable body of literature that excites doubt and is excited by it. We will pay special attention to the use of doubt in Early Modern philosophical texts and to the exhilirations of doubt in the theater. Satisfies the Early Modern requirement. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Loewenstein | No final | 25 | 24 | 0 | | |
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| | Description: | This is an introductory course on Shakespeare: a course for enthusiasts, skeptics, and the curious. We will read seven or eight plays and, perhaps, some non-dramatic poems, studying the abiding concerns and obsessions of his career, considering the social and cultural functions of his theater, and examining his interventions in dramatic traditions, political thinking, sexual politics, and literary history. Some short written exercises, two or three papers of moderate length, and a final exam will be required. Satisfies the Early Modern requirement. |
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| | 01 | M-W---- | 2:00P-3:50P | TBA | [TBA] | Paper/Project/TakeHome | 25 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | ---R--- | 4:00P-6:20P | TBA | Batten | No final | 10 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Kirilloff | No final | 15 | 15 | 5 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Marking the centennial of his birth in 1924, this class will examine why James Baldwin became the twentieth-century African American author most loved in the twenty-first. An inexhaustible public witness and the author of poems, plays, essays, novels, and short stories, the Harlem-born Baldwin ranks with the most daring and elegant American literary voices. His first novel, the autobiographical "Go Tell It on the Mountain" (1953), wrestled with the dual heritage of Black Christianity and Depression-era Black social realism. His second novel, "Giovanni's Room" (1956), set in Paris and peopled with non-black characters, explored the intricacies of same-sex desire years before the Stonewall rebellion announced the gay rights movement. "Notes of a Native Son" (1955), the first collection of Baldwin's lush and searching essays and a grandparent of twenty-first century autocriticism, is perhaps the most-tweeted book of our era. Our reading list will contain all of these books, but we'll end with a sequence of texts revealing various facets of Baldwin's resurrected meaning in the wake of Black Lives Matter: among them, Ta-Nehisi Coates's memoir "Between the World and Me" (2015); Raoul Peck's documentary "I Am Not Your Negro" (2017); and Eddie Glaude Jr.'s Trump-era treatise "Begin Again" (2020). Altogether, this will be a single-author course on a singular author whose life after death illuminates crucial issues in Black cultural politics in two centuries. Satisfies the Twentieth Century and later requirement. This course may fulfill the global or minority literatures requirement for students who declare an English major in the fall 2021 semester and beyond. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Maxwell | No final | 15 | 15 | 6 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | -T-R--- | 10:00A-11:20A | TBA | Maxwell | No final | 0 | 0 | 18 | | |
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| | Description: | In some ways, this is a course about firsts. In 1930, novelist Sinclair Lewis became the first American to win the Nobel Prize in Literature. In 1938, novelist and memoirist Pearl S. Buck was the first American woman to win the Award and the third American overall (playwright Eugene O'Neill won it in 1936). Both were not only highly esteemed writers; Lewis a satirist of American classes and cultural manners, and Buck largely known for her realistic works about Asia (she grew up in China), the theme of the pull of tradition against rebellion, and her biographies of her missionary parents. Both were popular as well: Lewis's novels Babbitt, Arrowsmith, Elmer Gantry, Mantrap, Dodsworth, Ann Vickers, and Cass Timberlane were made into films. Buck's novels The Good Earth, Dragon Seed, China Sky, and Pavilion of Women were made into films as well as her script for what turned out to be Leo McCarey's last film, Satan Never Sleeps. Except for Lewis's dystopian novel about a fascist takeover of the United States, It Can Happen Here, the works of neither author are as read as they were at the authors' height of fame. This course is an exploration of some the major and lesser-known works of Lewis and Buck, and a consideration of their status in American letters. Why did their best works make the impact they did? And how did their work affect the direction of American literature, particularly from the 1920s through the 1940s? |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Early | Paper/Project/TakeHome | 15 | 1 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Schmidgen | No final | 20 | 20 | 4 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Though many English-speakers celebrate the prospect that English might become the "global language," others around the world question whether this particular language-with its incoherent spelling rules, its confusing retention of some principles of inflection, and its history as a language used by colonizers-can and should achieve that status. In this course we will learn why English contains words like "won't," "its," and "whom," and how it happened that spelling and pronunciation parted ways. We will look at how the Roman, Anglo-Saxon, Viking, and Norman invasions of Britain influenced the development of the language. By looking at primary materials such as dictionaries and grammar books, we will learn how seventeenth- and eighteenth-century grammarians continue to have an influence on how the English language is written and spoken today. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Arch | Paper/Project/TakeHome | 15 | 13 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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