Skip to Content
University of Oregon

Fall 2016 – Graduate Seminars


ENG 608               Workshop: Job Placement (ABD students only)

Quigley, Mark

This workshop prepares job candidates as they apply for academic and other positions.  We will discuss and explain the job-search process and prepare and workshop the many documents and other job-search materials necessary for a search, from cvs to writing samples.  We will also review job lists to find jobs for which students will apply, will prepare for interviews and conduct mock interviews, and will prepare for campus visits.  When students have campus visits scheduled in winter and spring, we will reconvene for mock campus talks.


ENG 612               Composition GTF Seminar II

Gershow, Miriam

This course supports GTFs who are teaching in the University of Oregon’s Composition Program for the first time. We will discuss ways to foster a good learning environment for your students, specific aspects of the Program’s pedagogy, and review Program and campus-wide resources for you and your students.


ENG 613               GTF Composition Apprenticeship

Gershow, Miriam

Prospective Composition GTFs who are currently enrolled in or have successfully completed ENG 611 spend one term working with an experienced teacher in a section of WR121 or WR122. The apprenticeship is set up to complement the theoretical work in ENG 611 with practical experience for teaching WR121 or 122. Grading option is P/NP only.

ENG 615               Theory of the Novel

Li, David

The seminar bases itself on Michael McKeon’s anthology of the same title, Theory of the Novel, and follows as well the spirit of its subtitle, A Historical Approach. We will choose from this wide-ranging collection representative essays to read them closely, just as we scrutinize literary works. The objective is to apprehend the writings on the novel form and its transformation in their own terms. Immediate application of theory on novels is not something that the seminar intends to venture into. Appreciation of the novel’s social and symbolic roles and an apprehension of the discourse that enables such appreciation are what the seminar shall hopefully develop. There will be no requirement of a long term paper; in its stead are bi-weekly response papers, 5 in all that shall help synthesize the main arguments in the day’s assigned readings and energize our class discussion.

ENG 660           American Literature: Realism

Wonham, Harry

This seminar will introduce students to the major debates surrounding the rise of “realism” in post-bellum American literature. Writers will include William Dean Howells, Mark Twain, Charles Chestnut, Mary Wilkins Freeman, Hamlin Garland, Henry James, and others.

ENG 690               Introduction to Graduate Studies: Early Modernists

Bovilsky, Lara

This course provides a rigorous introduction to scholarly writing and speaking through the process of conceiving, researching, writing, and revising one long paper and presenting this work as a conference paper at the end of the term. We will also analyze, discuss, and workshop components of scholarly writing.

ENG 690               Introduction to Graduate Studies: Medievalists

Laskaya, Anne

This course provides a rigorous introduction to scholarly writing and speaking through the process of conceiving, researching, writing, and revising one long paper and presenting this work as a conference paper at the end of the term. We will also analyze, discuss, and workshop components of scholarly writing.

ENG 691               Composition Theory: Reason, Writing, and Culture


The teaching of writing in Composition programs in colleges and universities is generally aimed at preparing students for success in higher education, by teaching writing as inquiry, and for successful citizenship (of all kinds), by teaching writing as a kind of deliberative reasoning. These efforts are grounded in conceptions of argumentation as the core of reasoning, and so in concepts and theories of argumentation. These theories of reasoning and argumentation are supposed to be universal enough—culturally neutral enough—to be able to explain how controversies can be resolved through argumentation in a fair and just way, a way that does justice to the participants in the controversy. This is, of course, a great challenge. It was, historically, one of the challenges taken up by rhetorical theory and by philosophy, especially in the development of theories of democracy, and it has drawn renewed attention from contemporary philosophers and rhetorical theorists.

In this seminar, we will study a few of the most promising theories of argumentation of our time, examine their claims to do justice, and ask about their implications for the teaching of writing in colleges and universities. We will also look at the cultural challenges faced by these theories, and we will test them to discover the extent to which they can respond to these challenges.

ENG 695               Queer TV Studies


This course teaches students to negotiate and refigure various combinations of normative forces in queer/TV culture and scholarship. We will: use a constellation of anti-identitarian and anti-assimilationist methods to critique the contemporary field and historical trajectory of television studies; examine tensions and contradictions among queer and conventional archives, sensibilities, and approaches to representation; collaborate to refine aims and strategies for queer TV history, theory, and criticism.

FLR  681                History and Theory of Folklore

Wojcik, Daniel

Participants in this class will meet weekly to discuss the history and theoretical assumptions of folklore studies. Class members will be exposed to the various aims, concerns, and debates in folklore scholarship. The objectives of this course are to introduce participants to the kinds of intellectual frameworks, data, and research questions that have been employed to document, analyze, and represent those traditional expressive behaviors and forms identified as folklore. Readings reflect various schools of analysis and survey important, interesting, or representative works. Recurrent concepts include tradition, genre, structure, transmission, comparatism, culture, performance, context, gender, ethnicity, class, politics, identity, community, representation, creativity, and the individual. The seminar also introduces students to various University of Oregon faculty members, their research, and their fields of expertise relating to folklore studies.