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University of Oregon

Fall 2016

ENG 104 Introduction to Literature: Fiction
Actual reading lists vary significantly depending on the expertise and teaching philosophy of the instructor, but all sections of the course offer students a broad introduction to the study of literary fiction. Whether readings focus on the stories and novels of major writers or on works from a specific period or national tradition, students develop analytical skills that will allow them to think, write, and speak intelligently about fiction. The course addresses basic questions about the nature of prose narrative and the interrelated activities of reading, writing, and interpretation. What is a story, and what role do stories play in our cultural and political lives? Is interpretation of a literary text a purely subjective process, or are some interpretations more valid than others? Narrative technique, point of view, and character development are some of the terms and concepts examined in the course, though each instructor will bring his or her own analytical framework to the class. Weekly readings of short stories and novels are substantial in scope and difficulty, and students will be asked to compose critical essays of varying length, totaling at least 8-10 pages.
Gen Ed (A&L); Major II: Lower-Division Elective

ENG 105 Introduction to Literature: Drama
Wonham, Henry
This course is an introduction to drama, one of the major genres in literary studies. Students will read, discuss, and analyze plays from a variety of periods and national traditions in order to become familiar with the major styles, techniques, and conventions that characterize dramatic literature. Although this is a course on drama as literature, with an emphasis on the interpretation and analysis of dramatic texts, students will explore the performative dimensions of drama as well. The course will provide a broad introduction to theoretical and historical debates that stand at the center literary studies today, and students will have the chance to enter into these debates through critical writing assignments totaling at least 8-10 pages. Readings typically average one play per week, in addition to which students may be expected to attend out-of-class screenings of dramatic performances.
Gen Ed (A&L); Major II: Lower-Division Elective

ENG 106 Introduction to Literature Poetry
Upton, Corbett
This course is designed to provide students with a basic understanding of the formal properties of poetry in English. Through careful analysis of poems by major writers, students will be challenged to explain not only what a given poem might mean to its readers, but also how a poem communicates meaning differently than a work of fiction, drama, or some other mode of literary expression. ENG 106 is not a comprehensive introduction to the traditions of English and American poetry; it is, rather, a series of intensive exercises designed to equip students with the analytical tools needed to read, discuss, and write about poetry effectively. Weekly readings are relatively short but extremely demanding, and students will do a substantial amount of critical writing, including formal essays totaling at least 8-10 pages.
Gen Ed (A&L); Major II: Lower-Division Elective

ENG 107 World Literature
Shankman, Steven
We will read foundational works from three different ancient cultures: China, Greece, and Israel. We will pay particular attention to the question of the kinds of values that these foundational works were meant to instill in their ancient audiences. What, for each culture, constitutes the exemplary person, sometimes referred to as the “hero” or “heroine”? In particular, what does each work have to say about the nature of war, peace, and ethics understood as my responsibility – impossible to shirk – for the unique and irreplaceable other in front of me? Emphasis will be on close and attentive reading of texts. Literature during this period was meant to be taken in by the ear rather than the eye, and we will emphasize the oral [spoken aloud]/aural [heard] dimension of these works. Students will train their ears to hear and scan ancient verse, even if they do not know the ancient languages (Chinese, Greek, and Hebrew) themselves; and to hear modern attempts at approximating the aural effects of ancient poetry and prose. You will develop the ability to appreciate and analyze literary texts from a variety of cultural and linguistic traditions in the ancient world. You will be asked to demonstrate this ability in both written and spoken English. In our increasingly multicultural world, both in the classroom and in the workplace, you will be increasingly expected to develop what is called “intercultural competence.” This class, by exposing you to foundational texts from three ancient and very different cultures, will boost your “intercultural competence.”
Gen Ed (A&L); Multicultural; Major I and Major II: Lower-Division Elective

ENG 110 Introduction to Film & Media
This course will introduce you to the formal and narrative study of film. We will focus on film history, the technology of film production, and the methodology of film studies as an academic discipline. Along with film itself, we will pay particular attention to the cultural, political, and economic contexts from which it emerges. To emphasize—and unpack—the formal conventions of narrative cinema, much of the required viewing falls within readily identifiable genre categories (i.e. crime and horror), but we will also analyze experimental, realist, and documentary films.
Gen Ed (A&L); Major I and Major II: Lower-Division Elective

ENG 200 Public Speaking as a Liberal Art
Horton, Kathleen
While the primary focus of our class will be on the practice of public speaking, we will also discuss theories of rhetoric; the identity, characteristics, and relationship of speaker (self) and audience (other), the importance of listening as an aspect of speaking; the role of gender, culture, and context in public discourse, and the common challenges and barriers humans face and overcome when engaged in public speaking. In addition, we will explore ethics and morality as foundational concerns in any arena in which speakers seek the assent of others. By the end of this course, students will have developed their capacities in the following areas:
• understand foundational rhetorical and ethical theory
• develop a toolbox of rhetorical practices for use in composing and engaging in public discourse
• practice listening and speaking exercises as a form of dialogic engagement in the development of ideas
• discern best use and balance of ethos, pathos, logos in public discourse
• consider the value of the liberal arts as an aspect of public discourse
• evaluate the public discourse of self and others with clarity and discernment
• improve as public speakers and listeners
Major I and Major II: Lower-Division Elective

ENG 205 Genre: Lyric(s)
Pyle, Forest
Major I: Lower-Division Elective; Major II: Genre Requirement

ENG 208 Shakespeare
This introductory course will cover four of Shakespeare’s earlier plays – Titus Andronicus, Julius Caesar, The Merchant of Venice, and Much Ado About Nothing. Written in the early modern period, Shakespeare’s plays examine pressing concerns of the human condition pertaining to the use and abuse of power, the aesthetics of violence, the erotics of relationships, and the construction of social positions based on wealth, class, race, gender, and religion. After orienting ourselves to Shakespeare’s language, culture, and composing process, we will develop a glossary of dramatic, literary, and rhetorical terms and consider how to apply these to issues of understanding and interpretation. Our primary focus throughout the term, however, will be on close reading and analysis of the plays, paying careful attention to the details of language and textual evidence to support various interpretations. We will also consider the work of performance in embodying dramatic meaning and a variety of interpretations.
Gen Ed (A&L); Major I: Shakespeare;  Major II: Elective

ENG 225 Age of King Author
Laskaya, Anne
The tales of King Arthur, Merlin, Guenevere and other mythic figures and objects developed across more than a thousand years of oral tales, written history, poems, songs, and long narratives in Northwest Europe. The stories emerged in relation to many other tales and cultural phenomena concerned with other issues and ways of thinking. This course will introduce students to some Arthurian tales from the Middle Ages and will place them next to other non-Arthurian medieval narratives. All readings will be in modern English translation with a little exposure to Middle English and late medieval calligraphy for fun.
Gen Ed (A&L); Major I and Major II: Lower-Division Elective

ENG 260 Media Aesthetics
Analysis of media, material objects, aesthetics, and cultural history related to media with a focus on print, audiobook, and tumblr.
Major I and Major II: Lower-Division Elective

ENG 265 History of the Motion Picture
Aronson, Michael
This course together with 266 & 267 forms a chronological survey of the evolution of cinema as an institution and an art form. The courses can be taken individually or as parts of an integrated sequence. ENG 265 moves from the origins of cinema in the late 19th century through World War II. The primary texts for the course are the films themselves, but supplementary readings will also be assigned. Students will submit a media journal and a term paper, and there will be two exams. The aim of each course is to develop interpretive skills relevant to the study of film by examining the history of major movements in Hollywood and world cinema. As a broad introduction to interpretive, theoretical, and institutional issues that are central to the study of film, both courses satisfy the university’s Group Requirement in the Arts and Letters category.
Gen Ed (A&L); Major I and Major II: Lower-Division Elective

ENG 280 Introduction to Comic Studies
Gilroy, Andrea
This class is conceived as an introduction to the art of comics, and to the methodologies of the new academic discipline of Comics Studies. Course content will vary from term to term, according to the specialist interests of the individual instructor, within the following parameters. Students will be exposed to a spectrum of comic-art forms (i.e., at a minimum, three of the following archetypal forms: the gag cartoon, the editorial cartoon, the newspaper strip, the comic book, the graphic novel, the web comic.) Students will be exposed to a historical range of comic texts, ranging from (at least) the early 1900s to the present. Students will be required to read several professional critical or theoretical essays over the course of the term alongside the primary materials the instructor of record assigns. These essays will be drawn relevant academic peer-reviewed sources. Scott McCloud’s influential book, Understanding Comics, will be required reading for all versions of the class.
Gen Ed (A&L); Major I and Major II: Lower-Division Elective

ENG 300 Introduction to Literary Criticism
O’Kelly, Brendan
Various techniques and approaches to literary criticism (e.g., historical, feminist, formalist, deconstructionist, Freudian, Marxist, semiotic) and their applications.
Major I and Major II: D

ENG 301 Foundations of the English Major
Ginsberg, Warren; Kaufman, Heidi; Ovalle, PriscillaENG 301 is divided into three parts to address the following questions: What is a cultural context? How are cultural contexts tied to the historical imagination? To answer these questions, each part of the course studies its literary and media forms within their cultural and historical contexts. We use comparative methodologies to appreciate how cultural, historical, biographical, and archival concerns frame the way we understand and approach each text. These are skills you will continue to practice as an English major.

In the Medieval portion of the term, we examine such contextual factors as how the difference between orality and writing in the Old and Middle English periods and the status of English in a bi- and tri-lingual society influenced the production and reception of literary texts. In the Victorian portion we focus first on print culture and the Victorian experience of reading. From there we’ll read Dickens’s Oliver Twist (serialized from 1837-8) within the context of Victorian Poor Laws (1834). In the Newer Media portion, we ask similar questions of context and reception to explore the historical, cultural, and technical/technological traditions that led to a newer media classic: Citizen Kane (1939).
Major I: Introduction to the English Major; Major II: Foundations of the English Major

ENG 316 Women Writers: (Re)Invent the Detective
O’Fallon, Kathleen
The names of male writers like Arthur Conan Doyle and Dashiell Hammett have long dominated the study of detective fiction, leaving the significant contributions of women writers to be marginalized and dismissed as formulaic, “cozy” or stylistically uninteresting. This course aims to question assumptions about female detectives and female writers of detective fiction by examining novels by women who began defining the conventions of the mystery/detective fiction genre before Sherlock Holmes was created, who challenged established conventions, who created some of the genre’s most memorable detectives, and who refused to be limited by common conceptions of what can be achieved in crime fiction. We will study a range of novels and short stories from the genre-defining 19th century works of A.K. Green to widely influential contemporary fiction that challenges and extends genre boundaries.
Major I: E, C; Major II: F, C

ENG 322 English Novel
O’Fallon, Kathleen
The literature of the 19th century in England—especially of that period associated with the reign of Queen Victoria—is often neglected by modern readers who assume its values are prudish, its style is stuffy, and its ideas are hopelessly out of date. However, the Victorian period was a time of radical change socially, economically, politically, and scientifically. The resultant excitement, uncertainty, and anxiety of the English people can be found expressed in the works of the country’s greatest novelists. The novels selected for this course contain memorable characters and complex narratives, which give us a dazzling portrait of a nation separating itself from the past, yet not fully embracing the future.
Gen Ed (A&L); Major I and Major II: C

ENG 325 Literature of the Northwest
Witte, John
(Eng 325) surveys the rich contribution of the Northwest to our nation’s literature. Our class begins with the oral tradition of the Northwest’s indigenous people – part story, part song – in particular the myths and tales of the Calapooya who inhabited for 10,000 years what is now the Eugene area. A selection of Northwest fiction follows, including the always-dangerous Sherman Alexie, Ken Kesey’s notorious One Flew Over the Cuckoo’s Nest, and Brokeback Mountain, by Annie Proulx, with discussions of their Academy-Award-winning film versions. Northwest poets are represented by Portlander Hazel Hall and Theodore Roethke, the most famous of our region’s poets, as well as the beloved William Stafford. Finally, a selection of seminal essays on Northwest
literature will help us consolidate our readings and formulate a judgement whether a unique literature of our region can be identified.
Major I and Major II: C

ENG 335 Inventing Arguments
Frank, David
Analysis and use of patterns of reasoning derived from the disciplines of rhetoric, informal logic, cognitive science, and the theory of argumentation. Prerequisite: WR 122 or equivalent.
Gen Ed (A&L); Major I and Major II: D

ENG 381 Film, Media, and Culture
McGuffie, Allison
This course studies works of film and media as representational objects that engage with communities identified by intersectional categories including sex, gender, sexuality, race, ethnicity, nation, class, and ability. It considers historical and contemporary effects of prejudice, intolerance, and discrimination on media and filmmaking practices and modes of reception, as well as alternative strategies that promote cultural understanding and a valuing of diversity. Classroom discussion will be organized around course readings and screenings. Assignments and exams will supplement these discussions by providing opportunities to develop critical, analytical, and evaluative dialogues and essays about audiovisual media representation. ENG 381 satisfies the Arts and Letters group requirement by actively engaging students in the ways the discipline of film and media studies has been shaped by the study of a broad range of identity categories and by promoting an understanding of cinema as an art form intimately intertwined with is various social contexts. ENG 381 also satisfies the Identity, Pluralism, and Tolerance multicultural requirement by enabling students to develop scholarly insight into cinematic representational strategies.
The topic for this section of ENG 381 is “Gender in Film.” It focuses on cultural questions of gender and representation in cinema. We will explore dominant as well as resistant representations of masculinity, femininity, and transgender identities on screen. We will employ a range of theoretical paradigms, including perspectives from feminist film theory, masculinity studies, queer studies, postcolonial theory, and transnational feminist scholarship. Because this course is for both new and experienced film students, the curriculum includes both introductory and advanced content.
Gen Ed (A&L); Multicultural; Major I: Elective; Major II: E, F

ENG 385 Graphic Narrative & Cultural Theory
Gilroy, Andrea
Graphic novels are literary narratives in comic book form. In 1992, Art Spiegelman won a Pulitzer Prize for his Holocaust narrative Maus and demonstrated that a comic book could also be an important work of literature. Since then, authors have increasingly turned to the graphic novel, especially for exploring family history, global politics, and cultural identity. This course is a survey of 20th and 21st century graphic novels, grounded in cultural theory, ethnic and gender diversity, and political context. The last section centers on graphic novels about Middle East politics from a wide variety of perspectives. Graphic novels include Maus, Flaming Iguanas,
Incognegro, Fun Home, New Orleans A.D., Persepolis, and Palestine. Cultural theorists include Benedict Anderson, Georg Simmel, Louis Althusser, Chela Sandoval, and Edward Said.
Gen Ed (A&L); Major I: D; Major II: D, E

ENG 391 American Novel
Bryant-Berg, Kristy
This course is designed to develop appreciation and understanding of the American novel by tracing its 19th century development. The novels we will read include examples of the historical novel, the sentimental novel, the novel of manners, regionalism and realism. We will explore the 19th century roots of the American novel in relation to their historical contexts, such as the public and political demand for a uniquely American literature, and the American novel’s role in propagating and critiquing belief in manifest destiny. We will examine each novel to explore how it fosters or complicates American identity and how it addresses and/or suppresses national sins. Brief lectures and supplementary in-class readings will be used to provide background about each author’s larger work and a sense of the central concerns and controversies surrounding each novel, while our class discussions will be geared to develop confidence in your ability to develop and convincingly support your interpretations.
Gen Ed (A&L); Major I: C;  Major II: C, G

ENG 395 20th Century Literature
Pyle, Forest
English 395 together with 394 forms a chronological upper-division survey of modern literature from America, Britain, and Europe. Both courses incorporate works of prose, poetry, and drama, and both attend closely to philosophical, political, and cultural events that run parallel to developments in 20th century literary history. These courses can be taken as a sequence, or they can be taken individually. ENG 394 covers the period from 1890 through 1945; ENG 395 covers the period from 1945 to the present. No prerequisites are required, but students should be prepared for advanced university-level work in literary studies. Although readings in each course focus on a relatively narrow fifty-year period, both ENG 394 and 395 address issues, movements, and intellectual trends (Freudianism, Marxism, Fascism, Existentialism, for example) that are central to 20th century intellectual history more generally.
Gen Ed (A&L); Major I and Major II: C

ENG 407 St. Louis Seminar in Poetry: World War I Poetry
Peppis, Paul
This capstone seminar, one of the St. Louis Seminars in Poetry, studies a selection of poetry written in English during and just after World War I (WWI). The first fully technological and industrial war in history, WWI tore across the globe between 1914-1918, leaving over 9 million combatants and 7 million civilians dead and millions more wounded, maimed, and shell-shocked. The war’s horrific devastation was enabled not only by the widespread use of mechanized and chemical weaponry (machine-guns, tanks, airplanes, mustard and chlorine gas) but also by trench warfare, a deadly form of combat based on attrition. Because WWI was also the first war fought by a soldiery largely literate, it generated a vast and varied literary record, including an unprecedented and unprecedentedly influential body of poetry written by combatants and non-combatants In this seminar,
we’ll be concerned with how poets—some combatant, some civilian—struggled to represent and respond through their verse to the unprecedented realities of the first modern industrial war and its aftermath. Authors to be discussed will include: Thomas Hardy, Rudyard Kipling, Edward Thomas, Rupert Brooke, Siegfried Sassoon, Wilfred Owen, May Sinclair, Ivor Gurney, Isaac Rosenberg, Mary Borden.
Major I and Major II: C

ENG 420/520 Art of the Sentence
Bergquist, Carolyn
We are going to look very closely at sentences to see how they work, how the individual parts of speech draw together into syntax, and what effect (artistic and otherwise) these patterns of syntax create. The course will mix technical study of sentence structure and analysis of the artful potential of those sentence elements. Cindy Vitto’s Grammar by Diagram is our introduction to (or review of) English grammar. Virginia Tufte’s Artful Sentences: Style as Syntax is a collection of and reflection upon sentences that will be our starting point for descriptive and analytic work with sentences. In individual projects and in our pooled observations about writing from class discussions, we will each develop a critical language based in grammar for describing written prose style. We will be looking at our own sentences and writing styles in order to gain more artistic and technical control of them. Throughout, we will reflect on the process of learning and engaging with sentences at this level of detail. We may also, perhaps, enjoy the possibilities of English and have some fun with words.
Major I: Elective; Major II: Writing Requirement, Elective

ENG 428/528 Old English I
Clark, Stephanie
Introduction to Old English, the language in which Beowulf was written. OEI is the first of a three-course sequence studying the language and culture that flourished in England from the 5th-11th centuries. In this class, you’ll learn the basic grammar and vocabulary of Old English. We’ll read a variety of Old English texts about daily life, travel, and education (some in OE, some in translation), and students will write a “Travel Guide to Anglo-Saxon England” (including an Old English phrasebook for tourists!), allowing for exploration of basic cultural information. OEI can be taken alone to fulfill the pre-1500 requirement, or the sequence can be taken twice (OEI-III, then repeat OEII-III the next year) to fulfill your foreign language requirement.
Major I and Major II: A

ENG 436/536 Advanced Shakespeare
Dawson, Brent
When Shakespeare’s villainous Iago declares, “I am not what I am,” he raises a host of questions about selfhood that run throughout Shakespeare’s plays: what is the relation between the performance of social identity and one’s sense of inner self? Is the self something permanent and essential or transitory and created? What power dynamics are at play when one asks or answers the question, “Who are you?” How do these answers change depending on one’s social status? In the eighteenth and nineteenth centuries, critics praised Shakespeare’s ability to create characters with rich inner lives. More recently, critics have drawn on Shakespeare’s works to articulate theories of the self as socially fabricated, split by lines of race and gender, unraveled by desire, and closely tied to the material and non-human world. In this course, we will read Shakespeare’s plays in
conversation with critical ideas of selfhood developed from reading Shakespeare. Students will complete short writing assignments throughout the semester, an in-class presentation, and a final paper.
Major I and Major II: B

ENG 461/561 American Literature to 1800
TBA
Major I and Major II: B

ENG 469/569 Literature, Science, and Nature in the Early Transatlantic
Dawson, Brent
This interdisciplinary course looks at how ideas of nature and the natural shape early modern understandings of the Americas. Whether imagined as a new world, an earthly paradise, or a state of nature, notions of the Americas as a natural space are formative of colonialism, literature, and science in the period. Following Columbus’s “discovery” of the Americas in 1492, new textual genres are invented to explore, make sense of, and shape ideas of American nature. These texts exhibit the desire for order and the wonder of variety through their own hybrid and multimedia forms, which include plant and animal catalogues, fictional utopias, atlases, essay collections, dialogues about other worlds, and epics. Through their acts of collecting and arranging, these texts give shape to ideas of race, sex, and species, and examine hybridity through their fascination with monsters and aliens. In their authorship and content, they reflect on the difference gender and ethnicity make in how texts about the Americas are written and received. The class will make use of the library and online collections to see the material forms of the texts we read. Students will complete two short writing assignments, a group presentation, and a final project.
Major I: B; Major II: B, G

ENG 486/586 New Media & Digital Culture
Kaufman, Heidi
How can new media and digital culture revolutionize old media? This class will study a rare, unpublished diary Abraham Septimus Lyon kept from 1826-1839 which includes detailed descriptions of both his life in London and his journeys around the world. In addition to learning about cultural and historical contexts for the diary, we’ll consider the ways new media can be used to engage with or represent historical contexts, such as the violence of slavery, poverty, Lyon’s troubling love life, and the money he lost while gambling. Working with digital mapping tools, text mining tools, and online publishing platforms, the class will collaboratively create and publish a digital edition of Lyon’s journal. This course requires no technical expertise, but you should be willing to experiment with technology, to work collaboratively with other students, and to engage creatively with digital methods of literary analysis.
Major I: Elective; Major II: C, E

Writing and Folklore

WR 312 Principles of Tutoring Writing
Horton, Kathleen
WR 312 is the gateway course into the Writing Associates Program, in which English majors of demonstrated excellence serve as writing tutors to assist struggling students in lower-division literature courses with their writing process. After successfully completing WR 312, students may choose to continue in the Program as Writing Associates by registering for the variable-credit ENG 404 WA internship. WR 312 and the subsequent internship(s) are designed to give students professional experience and insight as they move toward graduation and possible futures in English.
Elective

WR320 Scientific & Technical Writing
TBA
Emphasis on form, function, and style of scientific, professional and technical writing: weekly writing assignments include proposals, reports, definitions, instructions, summaries. Use of documentation in publication. Junior standing required. Prerequisite: completion of UO writing requirement.
Major I: Elective; Major II: Writing Requirement

WR 321 Business Communications
TBA
Practice in writing and analyzing internal and external messages common to business, industry, and professions. Suggested for business and management students.
Major I: Elective; Major II: Writing Requirement

WR 321 Business Communications
Upton, Corbett
Practice in writing and analyzing internal and external messages common to business, industry, and professions. Suggested for business and management students.
Major I: Elective; Major II: Writing Requirement

FLR 250 Introduction to Folklore
Gilman, Lisa
This course introduces the central concepts, vocabulary, theories, and methods of the discipline of folklore. We explore how folklore forms operate within specific groups of people who identify themselves along regional, ethnic, racial, occupational, gender, political and/or class lines in order to elucidate the role of folklore in the construction and negotiation of identities. We consider different types of folklore forms, the meanings they have for people involved, how they function, and relationships between folklore and social issues. Through lecture, discussions, readings, and assignments, students will strengthen critical thinking and ethnographic and
library research skills as well as their ability to communicate orally and in writing.
Gen Ed; Multicultural; Major I and Major II: Elective

FLR 255 Folklore & U.S. Popular Culture
Wojcik, Daniel
Introduces students to the theories and methods used in the study of folklore and popular culture; examines a diversity of approaches to the description and analysis of “common culture,” including popular narratives, legends, rituals, ethnic and gender stereotypes, carnivalesque events, fan cultures, subcultures, DIY, and the commodification of youth culture. Special focus on the ways that folklore and popular culture reflect and shape dominant ideologies, and how people may use mass cultural products to create new, personal, and sometimes subversive meanings.
Gen Ed (A&L); Multicultural; Major I and Major II: Elective

FLR 320 Car Cultures
Sayre, Gordon
Examines car customizing and tuning as forms of vernacular art; studies the environmental impacts of automobiles, the history of the industry, and the peculiarities of drivers’ behavior. Offered alternate years.
Gen Ed (A&L); Major I: E; Major II: E

FLR 370 Folklore and Sexuality
Gilman, Lisa
The central question that will guide class discussions and assignments is what does contemporary folklore suggest/reveal about sexuality (attitudes, behaviors, identities) in Eugene and the U.S. in 2015? We will examine a wide range of folklore forms that comprise explicit and implicit sexual content as our entry point for exploring how normative and transformative ideas about sexuality are constituted, perpetuated, and resisted among and between various groups in the United States. Central themes include folklore and heteronormative sexuality, multiplicities of sexual identities, relationships between sexuality and other categories of identity, sexuality and violence, and resistance and transformation.
Gen Ed (A&L); Multicultural; Major I: E; Major II: E

FLR 483/583 Folklore and Mythology of the British Isles
Dugaw, Dianne
This course traces ethnicity, cultural interaction, and forms of folkloristic expression in the British Isles and Ireland. Britain and Ireland possess a complex cultural history. Beginning with the prehistoric Celts, we will trace interactions and identities of historically documented base cultures in the region, especially as their cultural legacies have endured. The course focuses on (1) deep structures of myth, belief, and worldview from the past; and (2) persisting traditions and cultural practices. We examine such forms of folklore as myths, stories, material culture, worship, ritual, belief, music, song, dance, drama, and custom. We will consider British folklore up to the present day in the context of community & individual values and arts.
Multicultural; Major I: B, E; Major II: B, E