Course Descriptions

Does poetry have the power to change the world? How are black, indigenous, and poets of color harnessing that power to fight for equality and justice?  In this mini-course we will study how living poets are fighting to make the world better.

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As the saying goes, “this ain’t yo mamma’s” poetry class.  This is a class for poets (page and stage), poetry-lovers, folks who are new to poetry, and for folks who aren’t quite sure about poetry. During our time together, we will decenter the work of the “dead white guys” and study living, breathing black, indigenous, and other poets of color such as Jericho Brown, Tracy K. Smith, Ada Limòn, Ocean Vuong, Terrance Hayes, Danez Smith, Craig Santos Perez, Natalie Diaz, Javier Zamora, and Tarfia Faizullah. Through our examination of poetry, essays, interviews, videos and articles we will learn how these poets are using poetry to change the world.

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Each week, we will read and/or view several poems, a (short) prose piece about poetry and activism, and/or watch a video and write 100- word responses to the material which we will discuss in class. During this course,  you will also select a book of poetry that fits in with the aims of this class and write a term paper (4-5 pages) analyzing one or more poems from it. (If you need help picking a book, I would be happy to provide some suggested texts.)You will share your book and your favorite poem (s) from that book with the class.

Activism doesn’t happen in a vacuum; it takes a team effort that involves connecting with the community. Therefore, we will work in groups throughout our time together.  

Students in this graduate course will examine the concepts of diversity, inclusion, justice, and equity from an anti-racist and critical perspective. From defining and dialogue to reflection and re-examination, this course is as much a personal inquiry journey into one’s own identity as it is an exploration of the core concepts. Readings, discussions, and self-exploration will push us to consider how our own ways of knowing, learning, and teaching can more fundamentally account for and enact diversity, inclusion, justice, and equity. We will examine both scholarly and empirical texts, as well as applied strategies and practices. We will also consider our own identities and how human interaction plays a crucial role in learning and teaching in and beyond the university setting.

This class is about writing and academic inquiry.  Effective arguments stem from well-formulated questions, and academic essays allow writers to gain deeper understanding of the questions that they are exploring.  In this course, you will learn to create complex, analytic, well-supported arguments that matter in academic contexts. The course will also hone your critical thinking and reading skills. Working closely with your peers and instructor, you will develop your essays through workshops and extensive revision.  Our course readings will cover a variety of genres and serve as models or prompts for assigned essays. The specific questions that you pursue in your essays will be guided by your own interests.

English 219 focuses on how to write and design the kinds of documents that are typically used in the professional workplace. The assignments for this class require students to create documents that are based on the needs of their readers. To create these documents, students will consider the type of research to conduct as well as the appropriate structure, writing style, and page layout to use. Assignments include creating professional letters, memos, instructions, proposals, and analytical reports. English 219 assignments focus on the following:

•   composing documents for workplace situations that relate to students’

      professional interests, with an emphasis on elements of design

•   ethical considerations related to communication in the workplace

•   writing for multi-cultural and international audiences

•   working with a team of writers

•   using technology

​Introduces various work-related and academic texts and assists students in comprehending these texts and in constructing effective work-related and academic writings of their own. Students develop strategies to improve their reading and writing skills.   Students learn the fundamentals of sentence structure as well as grammar and mechanics. (45 theory hours) (Prerequisites: IRW 0796 or combined Accuplacer Reading and Sentence Skills score of 75 to 124)

The purpose of this class is to explore and practice writing in a variety of genres. It is an introductory course, and as such, perfection is neither expected nor encouraged. This class is not about the destination; it is the journey.

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But, if you don’t start with some sort of destination in mind, you spend your life wandering around in circles. By the end of this course, you should be able to differentiate between reading for analysis and reading as a writer. You should also have a working understanding of the terminology writers use to discuss their work. Writing well is not enough. You must be able to describe what is working and what needs work.

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You should also have written, a lot. You will have at least one writing assignment per week.  These assignments are designed to allow you to explore your inner writer and to practice your craft.

Writing is primarily solitary pursuit. Therefore, you will periodically be required to reflect on your progress using the terminology previously discussed.

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At the end of the course, your final exam will be your portfolio submission. It will contain multiple drafts of one piece your selected from each unit of instruction. We will have 3 units during this semester, fiction, nonfiction, and poetry. My goal is that by the end of the semester you have completed a piece that you are proud of.