FLC Department of English

Expanded Course Descriptions

SUMMER 2007

First Summer Session

Course No.	CRN# Credits	Course Description	Time	Days		Instructor
280 A1 or T	10053 4.0	Lit. of the Southwest	12:20-2:20		M-F	MJ Moseley
The Southwest has always been a richly textured land when it comes to ethnic backgrounds, and the writers we will study infuse their stories with those backgrounds. The literature reflects diverse styles and content and represents the three main cultural bases that define Southwestern cultural identity: the “Hispano,” the “Native American,” and the “Anglo.” We will read selections from authors such as Rudolfo Anaya, Edward Abbey, Denise Chavez, Simon Ortiz, Luci Tapahonso, Barbara Kingsolver and John Nichols. Students should expect to write two papers, take quizzes, give oral presentations, and take a mid-term and a final exam. One field trip may be required.
416	10054 4.0	Media Theory & Criticism	2:30-4:30		M-F	Faron Scott
This course takes a close look at some of the theories and methods used to analyze and understand contemporary mass media. We will anchor and test these approaches by applying them to mass media products. We will also investigate the claims of expert and lay critics of the mass media.
432	10055 4.0	Shakespeare	7:30-9:30		M-F	Larry Hartsfield
In this course we will be looking at Shakespeare’s plays in the four traditional Shakespearean genres: comedy, history, tragedy, and romance. We will also examine Shakespeare’s Sonnets. We will be discussing Shakespeare’s language and principal themes as well as examining Shakespeare’s culture and his cultural context.
TS2N 408 1	10029 4.0	EcoTexts	9:40-11:40		M-F	Larry Hartsfield
In this course we will examine the ways humans construct and interact with the world in scientific, historical and imaginative tests. The primary themes of this course will include sustainability and interconnectedness. We will be paying special attention to the theme of representation and questions concerning how humans create representations of the world and of nature as well as of the other beings that share the world with us.
TS2N 417	10032 4.0	Culture Clash	9:40-11:40		M-F		Gordon Cheesewright
This course will examine the ways humans construct and interact with the world in scientific, historical, and imaginative texts. We will pay particular attention to the theme of representation-how humans represent the world, nature, themselves, and the other beings that share the world with us. Most of those representations are organized by principles of sustainability and interconnectedness, although we will sample other perspectives as we proceed. Always we will focus attention on the assumptions and values that shape the perspectives we’re encountering.

Second Summer Session

340	10051 4.0	19^th C British Lit: The Victorians	12:20-2:20	M-F	Delilah Orr
This course which explores the major works by authors such as Tennyson, Arnold, Robert Browning, Christina Rossetti, Stevenson, and Doyle aims to introduce students to a wide range of Victorian literature. We will also view a couple of contemporary films depicting Victorian England. Students from any major is welcome, but each student should be prepared to do critical reading of literary texts and to write clear, well organized, basically grammatical expository prose.

Second Summer Session, Cont’d.

TS2S 401	10018 3.0	TS2S-Power & Privilege In Literacy OR EGC–Challenges to Global Literacy	7:30-9:30	M-R	Gordon Cheesewright
What are the signs of literacy? The markers of its absence? The methods of arriving at signs and markers? What are and have been the implications of your progress through the many “hoops” of literacy you’ve jumped through for 15 or 16 years now—at FLC the “rules for graduation,” Gen Ed and major and electives, prerequisites, minimum standards, resume building, testing/testing/testing/testing (short answer, essay, multiple guess), subjective vs. objective grades, A’s you worked hard for, A’s you got through B.S., honors awards, advanced placement . . . and in lower grades, the CSAP (or similar tests for other states), and NCLB (No Child Left Behind) with “failing” or “below average” schools, and reading groups (the Bluebirds, The Sparrows, the Hawks) and remedial placement and maybe for you, soon, the GRE, or the LSAT or the MCAT, and . . . and so on and on and on. Are you literate? Is the person sitting next to you? How do you tell? What judgments do you use? Are FLC grads literate? How literate? Who’s more literate than another? What powers and privileges have you enjoyed . . . or been denied . . . or do you anticipate . . . because of such judgments about your literacy? We’ll ask all these questions—these and many more—about literacy. We’ll look at literacy as these questions have, experientially and personally, but also regionally, nationally, and especially globally. All the experiential and personal issues compound as the scope widens. This course will require considerable internet research.

Third Summer Session

180	10025 4.0	Lit. of the Environment	9:40-11:40		M-F	Shawn Fullmer
This course is an introduction to literature that both celebrates the natural world and considers the state of the environment.  In this course, we will study the rise of ecology, the human connection to animals and nature, the politics and economics of environmentalism, and socially constructed concepts of nature.  We will read (and watch) a wide range of texts from the green canon, including essays and excerpts from The Norton Book of Nature Writing, Edward Abbey’s Desert Solitaire, Aldo Leopold’s A Sand County Almanac, Dr. Seuss’s The Lora, and television shows and movies.
270	10026 4.0	History of the Film	9:40-11:40		M-F	Michele Malach
This course will be a brief introduction to the history of international, narrative, feature film.
TS2N 408	10016 4.0	EcoTexts	9:40-11:40	M-F		Gordon Cheesewright
This course will examine the ways humans construct and interact with the world in scientific, historical, and imaginative texts. We will pay particular attention to the theme of representation-how humans represent the world, nature, themselves, and the other beings that share the world with us. Most of those representations are organized by principles of sustainability and interconnectedness, although we will sample other perspectives as we proceed. Always we will focus attention on the assumptions and values that shape the perspectives we’re encountering.
TS2S 401	10018 3.0	TS2S-Power & Privilege In Literacy OR EGC–Challenges to Global Literacy	7:30-9:30	M-R		Gordon Cheesewright
What are the signs of literacy? The markers of its absence? The methods of arriving at signs and markers? What are and have been the implications of your progress through the many “hoops” of literacy you’ve jumped through for 15 or 16 years now—at FLC the “rules for graduation,” Gen Ed and major and electives, prerequisites, minimum standards, resume building, testing/testing/testing/testing (short answer, essay, multiple guess), subjective vs. objective grades, A’s you worked hard for, A’s you got through B.S., honors awards, advanced placement . . . and in lower grades, the CSAP (or similar tests for other states), and NCLB (No Child Left Behind) with “failing” or “below average” schools, and reading groups (the Bluebirds, The Sparrows, the Hawks) and remedial placement and maybe for you, soon, the GRE, or the LSAT or the MCAT, and . . . and so on and on and on. Are you literate? Is the person sitting next to you? How do you tell? What judgments do you use? Are FLC grads literate? How literate? Who’s more literate than another? What powers and privileges have you enjoyed . . . or been denied . . . or do you anticipate . . . because of such judgments about your literacy? We’ll ask all these questions—these and many more—about literacy. We’ll look at literacy as these questions have, experientially and personally, but also regionally, nationally, and especially globally. All the experiential and personal issues compound as the scope widens. This course will require considerable internet research.