Descriptions from Faculty

May Interim 2014

ENG 130.01  Introduction to Native American Literatures  Online Course
Dr. Brill de Ramírez

What is the relationship between human persons and stories? What is the relationship between oral storytelling and written literature?  Why do we read literatures and tell and listen to stories?  In this January Interim course, you will be learning how stories (oral, written, lived) powerfully communicate the realities of the world to their readers (and, in the case of films, their viewers) as demonstrated in the work of Native American writers and filmmakers.

We will explore issues of great relevance to the problems, struggles, and achievements of people around the world because Native American literature requires that we face head on the painful histories of colonization, European and Euro-American empire building, racism, and Manifest Destiny, along with the attendant themes of survivance, endurance, indigenous sovereignty, and the re-indigenization of North America.

Additionally, you will learn the broad relevance of your studies in Native American Literatures. The material you study this semester and the cultures and histories that you learn about will be directly relevant to your understandings of contemporary international and global relations. In many ways, the realities of the 21st century are defined in terms of the interactions between the West and the Non-Western world, their past historical relations, and the legacies of that past as it impacts today. Counts for NW gen.ed. credit.

Texts for the class: Sherman Alexie, The Absolutely True Diary of a Part-Time Indian; Robert J. Conley, Mountain Windsong: A Novel of the Trail of Tears; Simon J. Ortiz, from Sand Creek; Wallis, Velma. Two Old Women: An Alaskan Legend of Betrayal, Courage and Survival.

Films for the course: Sherman Alexie, Smoke Signals (available in 12 parts via, Chris Eyre, Skins (available via 2-day streamed rental from or DVD purchase); Invisible Nation (available online from the National Film Board of Canada via online purchase), and Valerie Red-Horse, Naturally Native ($13 DVD purchase from BU Bookstore).

Summer Session I 2014

ENG 124 American Writers
Dr. Laurie Vickroy

In this course you will read, discuss and write about novels, memoirs, and short stories by contemporary American writers. We will examine forces that shape our conceptions of human values, specifically the interconnections of family and cultural values, and the ethical or moral issues posed by this literature. The focus on families will highlight issues such as family relations, responsibilities and loyalties; families responding to crisis or trauma; children’s conflicts around development and gender. We will look at a variety of storytelling approaches and perspectives of family life.

Required readings:  Lee Martin’s From Our House; Jonathan Safran Foer’s Extremely Loud and Incredibly Close; Laurie Halse Anderson’s The Impossible Knife of Memory; Sherman Alexie’s The Lone Ranger and Tonto Fistfight in Heaven; Lionel Shriver’s We Need to Talk about Kevin; and short stories and poetry (handouts).

Assignments and grading:

Class participation, with a short research presentation (20 pts @)=100 points

Group in-class discussions=100 points

Five email responses (individual follow-up to group discussions): submit to Sakai on the day of class discussion; assignments and dates on schedule)=100 points 

One 5-page paper on human values in the novels=200 points.

Three exams (identifications and essay questions)--100 points each (300 points)

Grading scale:  720-800 points = A; 656-719 points = B; 576-655 points = C; 496-575 points = D; below 496 = F.

Summer Session II 2014

ENG 301: Advanced Writing – Argumentative Writing (ON-LINE)

Instructor: Anne Herbert

This on-line course focuses on an exploration of public literacy and critical engagement with current public discourse.  Students analyze and apply argumentative language and style, argumentative claims, and organizational patterns of both print and visual argumentative rhetoric.  Analysis of visual rhetoric on the Internet and in a 3-D virtual environment (SECOND LIFE) is a significant focus of this course.

Method of Instruction:

Assignments on Sakai:  This course requires extensive use of all features of Sakai to complete daily (M-F) assignments, including readings from on-line texts, video or audio presentations, and discussion forum activities.  Assignments are asynchronous, with firm due dates.

Second Life Assignments:  Second Life is a major component of this course.   Second Live assignments will begin in the 3rd week of the session (Unit 3).  

Enrollees must have reliable, high-speed Internet access.   Laptops pre-loaded with Second Life can be checked out and used in the BU Library to complete assignments in Second Life.   Personal computers must meet the system requirements for Second Life:

Texts: No print textbook – all instructional materials will be accessible through Sakai, Second Life, or the Internet.

Fall Semester 2014

ENG 101/123: Linked courses:--European Writers: Austrian Literature/Composition

Professor Timothy Conley

Course objectives: These two courses will satisfy two General Education requirements—the first course in the Basic Skills/Writing (C1) and Human Values/Literature (HL). You must register for both courses, which are only available via reserve card. You will develop writing projects through a series of stages and will adapt different projects for different audiences; each project will focus on the culture and literature of modern Austria.  


Bernard, Thomas.  Woodcutters

Canetti, Veza.   Yellow Street

Jelinek, Elfriede.  Wonderful, Wonderful Times

Musil, Robert.  The Confusions of Young Tőrless

Reed, Carol, dir.  The Third. Screenplay by Graham Greene.  [video of film; in-class screening]

Stefan Ruzowitzky, dir. Die Fälscher [The Counterfeiters [video of 2008 Academy Award winner for Best Foreign Language Film; in class]

Schnitzler, Arthur.  Desire and Delusion: Three Novellas 

ENG 101-17 English Composition

Professor Laird

The course is designed to help students communicate by the written word. There are two research papers--one is Argumentative, and the other is Comparative. The papers are 5 to 7 pages in length. They must contain 5 to 7 internal citations, and the Works Cited must include 5 to 7 sources, as well. The style sheet is MLA.
There are several in class papers. Included are: Description, Comparison, Persuasion, and Process. These papers are in-class, timed essay tests. They include an Introduction, three Detail Paragraphs, and a Summary Conclusion. Each paper is discussed individually, line by line, with the instructor.
The in-class essays are worth 100 points, each, and the two Research Papers are worth 300 points, each. Grades are figured by total points.

ENG 123-02 & 03 European Writers 

Professor Bourhis

In this course, we will study the representation of human values in significant texts (in translation) by European writers. More specifically, we will read, analyze, and discuss six essential works of philosophical literature by Fyodor Dostoevsky, Franz Kafka, Herman Hesse, Albert Camus, Milan Kundera, and Jostein Gaarder. While our approach will be mostly literary, we will also study cultural, social and historical issues at stake in these texts. 

ENG 127-01 British Writers
Dr. Caitriona Moloney

English 127, fulfills the General Education Human Values-Literature requirement. This course is Global British Literature: will examine short stories, poems, plays and novels from England, Ireland, Africa, the Caribbean, and India, countries where identity has been shaped by British colonialism. We will read the fiction of writers of different ethnicities, classes, and nationalities in an attempt to understand the full complexity of colonialism. The class will investigate such issues as: Relationships between men and women; Relationships between mothers and daughters; Violence & Collaboration; Identity [Race, Color, Nationality]; Language and naming; Movement [Diaspora, Exile, Return]; Sanity and madness.

Attendance: Students who wish to do well need to attend regularly, do the reading and be prepared to discuss it.  My policy follows the Academic Handbook, which states that “absence will affect the grade” [20]; grades will be lowered to after excessive unexcused absences. Incomplete grades require a signed contract. Sakai is required and therefore, working Bradley email. Students who are absent on official Bradley business may make up work they missed; however, it is their responsibility to attend office hours, ascertain what was missed, and make arrangements for completing it.

Group Presentations:These presentations should last between 10 and 15 minutes; they should demonstrate the students’ familiarity with the material and they should make it clear to the rest of the class. THESE ARE NOT SUMMARIES.  Students should talk to me about their topics, by phone, email, or office visit.  Students who plan to use AV should arrange it in advance and practice using it. BR 135 does not contain a computer, but it has connects for laptops. Suggestions for presentations include, but are not limited to: 1. A close reading of a passage demonstrating preparation, study and practice that is combined with an explanation of the passage. Interpretations should comment on issues raised by this class, either to agree or disagree. For this option, students should pick passages NOT emphasized in class.   2. Report on research concerned with a specific text/passage; students must go beyond summary and evaluate the research in terms everyone can understand. For this option, students must use high quality databases and websites. Please select research that deals with the specific topics this class is discussing.   3. An artistic, creative presentation that takes an unusual approach to a text/passage which has clear significance and relevance to the issues raised by this class.  Power point and Prezi is recommended. 4. A teaching unit complete with materials and rationale. If teaching units are located on the internet, they should be substantially adapted to the materials and issues raised in this class and the web page cited. Reports should treat classmates as fellow colleagues not students.6. Something exciting and fun I haven’t thought of. Students will be graded individually; I expect a short, written report from each student on his or her contribution.

Text: Anthology of Colonial and Postcolonial Short Fiction

English 129-01:  Introduction to African American Literature
Professor Herbert  

 This introductory course traces themes of African-American literary discourse through an exploration of the strong “autobiographical impulse" that characterizes this literature.  Focusing on black rhetorical traditions, both oral and written, students read slave narratives, sermons, folklore, poetry, essays, short fiction, and drama to explore the ways African American writers use black cultural forms  to  express visions of self, social justice, and survival. 

Method of Instruction/Assignments:  Lecture, discussion (in class and on line), short writing assignments, group poetry performance project (great fun!), literary analysis essay  

Midterm and Final Essay Exams.

Text:     Norton’s Anthology of African American Literature, two-volume 3rd edition 

ENG 207-01 Creative Writing I

Dr. Demetrice Worley

In this course, we will examine, analyze, and participate in the craft of creative writing.  We will read creative texts by professional and nonprofessional writers, we write creative texts in two genres (poetry and prose), and we will share our understandings of our creative writing self/selves with each other orally and in written form. 

Methods: Discussion/Writing Workshops

Examinations: Specific Poetry, Fiction, and Creative Nonfiction Writing Assignments; Poetry Terms Examination; Prose Terms Examination; and Semester Creative Writing Portfolio

Text: Imaginative Writing: The Elements of Craft, 3rd ed., Janet Burroway

ENG 207-02: Creative Writing

Professor Thomas Palakeel

This course introduces students to the possibilities of aesthetic expression through the written word. Our focus will be the art of the short story, although we will work on techniques of poetry and conclude the semester with a one-act play/or script for a short film. Structured as a writing workshop, the class will provide opportunities for giving and taking constructive criticism and encouragement essential for beginning writers. Our course also seeks to help writers develop editorial skills necessary for lifelong engagement with language.

Workshop/Reading/Discussion/Final portfolio/No exams
Textbook: Imaginative Writing by Janet Burroway. Third Edition

ENG 233.01 American Literature to 1865

Professor Timothy Conley                      

Course Description:  ENG 233 is one of two required survey courses in American Literature, intended as introductory courses for English majors.  As such, the course provides an overview of literary texts and movements from Native American oral literatures to the poetry of Whitman and Dickinson.  We will focus on both cultural and aesthetic cultural issues:  our goal will be to examine the terms by which "America" and "literature" have been understood by diverse writers for diverse communities.  In addition, we will explore the ways contemporary readers/writers have interpreted these texts. Writing/reading/interpretation are themselves considered as negotiations of meaning and effect within particular groups.

We will make frequent use of computer-assisted technologies, both in and out of class, and so you must have an active e-mail account and be (or become) familiar with Sakai, Bradley's web-based teaching/learning program. I usually answer e-mail very promptly; take advantage of this opportunity to extend our exchanges beyond the given office hours.  Note: the course does not satisfy the General Education-Human Values requirement. 


Lauter, Paul, ed. The Heath Anthology of American Literature: Volumes A-B.  7th  ed. Boston and New York: Houghton Mifflin

St. Martin's Handbook, or comparable grammar text with explanation of MLA Style.

ENG 235:  American Literature from 1865 to the Present

Professor Stein 


This survey course introduces English majors to American literature from 1865 to the Present. Our primary goal is to provide the foundation for majors' upper-level courses by surveying specific literary movements, salient topics as well as compulsions, and aesthetic dimensions of American literature during this period. In short, students are expected to become familiar with the aesthetic, cultural, social, and literary history of the period. This admittedly daunting task will be made easier by a mixture of lecture, lively discussion, and group work.  We'll also indulge ourselves by reading the work of at least one Visiting Writer and attending Visiting Writers Series events. In addition, the course will introduce students to the format and style of writing about American literature. 


Lecture and discussion




Baym, Nina, et al, ed.  The Norton Anthology of American Literature. Vols. C, D, E. 8th ed.  New York: W. W. Norton, 2011.

ENG 237-01: British Literature to 1800

Professor Thomas Palakeel

We will survey British Literature from the beginnings in the 7th century to the end of the 18th century, examining periods, movements, genres, careers, styles, and the ideologies that shaped the English literary tradition while vigorously pursuing developing skills for close reading and interpretation of texts.  There will be much analysis, writing and discussion based on the assigned texts and relevant films and audio materials.


Midterm and Final Examination/Two short papers and other writing exercises


ENG 239-01 British Literature Since 1800

Dr. Moloney

This course will examine a number of the works of British Romantic, Victorian, Modern, Postmodern and Postcolonial authors in an attempt to understand how historical movements and issues help shape literature and to examine how literature expands our understanding of culture, history and humanity. The course is structured as lecture, discussion, and group work, so participation is essential.  Study questions will be available on Sakai for many of the texts we are reading; these questions can be used for studying for exams, reading responses, and general discussion. Introductory essays and headnotes in the textbook are not required, but are strongly recommended, especially for those planning to go on to secondary English teaching and/or graduate school.

Texts: The Norton Anthology of English Literature, Seventh Edition, Vol F The Twentieth Century

The Romantics, Dover Press (costs about $1.50 so don’t rent)

The Importance of Being Earnest, Oscar Wilde

James Joyce, The Dubliners

ENG 301-02 & 03: Advanced Writing – Argumentative Writing

(ON-LINE – Sakai and Second Life Virtual World)
Professor Herbert

This on-line course focuses on an exploration of public literacy and critical engagement with current public discourse.  Students analyze and apply argumentative language and style, argumentative claims, and organizational patterns of both print and visual argumentative rhetoric.  Analysis of visual rhetoric on the Internet and in a 3-D virtual environment (SECOND LIFE) is a significant focus of this course.

Method of Instruction:  

Asynchronous Assignments:  This course requires extensive use of all features of Sakai to complete weekly assignments, including readings from on-line texts, video or audio lectures/presentations, as well as group discussion forum activities. Most assignments are asynchronous, with firm due dates.

Synchronous Assignments:  Second Life (a 3-D virtual environment) is a major component of this course.  In addition to a one-hour face-to-face orientation session in the Bradley Library (early in semester), students will meet mid-semester in the Second Life virtual world for a mandatory one-hour presentation.  All other Second Life assignments are asynchronous activities and independent research within the virtual world.

Enrollees must have reliable, high-speed Internet access.   Laptops loaded with Second Life can be checked out and used in the BU Library to complete assignments in Second Life.   Personal computers must meet the system requirements for Second Life:

Texts: No print textbook – all instructional materials will be accessible through Sakai, Second Life, or the Internet. 

ENG 304: Research in Individual Disciplines

 Professor Vickroy

Course Description:  In ENG 304 students develop strategies for and successfully complete an upper-level research project. The tasks will include reading and discussion about research guided by the text Bookmarks: A Guide to Research and Writing.  3rd ed.  New York: Pearson, 2006. Then you will proceed with planning your project through a series of written assignments including: a research proposal, a review and summary and analysis of articles in your discipline, a progress report, and drafting to produce your completed research project.

ENG 306-03: Business Communication

Professor Susan Manley

This advanced writing course (Gen. Ed. C2) provides students with practical experiences and proven strategies for effective professional writing and business communication. Throughout the semester, students will focus on adapting messages for given audiences and purposes, and they will create a variety of business documents. They will also have the opportunity to practice interviewing techniques  and to learn the fundamentals of non-verbal communication. This course, which includes individual and collaborative writing assignments, applies to all majors.

At the end of the semester, students will submit a comprehensive portfolio project to demonstrate what they have learned about professional writing and communication.  

ENG 306-04 - Business Communication

Dr. Demetrice Worley

Principal types of business letters and reports. Prerequisite: ENG 101 and junior standing. This section will be taught in the English Department computer lab.

Text: How to Write for the World of Work, 7th ed., Donald H. Cunningham, Elizabeth O. Smith, and Thomas E. Pearsall

Text: Why Does My Boss Hate My Writing?, Becky Burchkmyer, (Barnes and Noble 2007) 

ENG 307: Creative Writing II

Dr. Kevin Stein

This is a writers’ workshop. It operates under the assumptions that fuel the engine of writerly community:  that the private act of writing can be aided, induced, encouraged, cajoled, and emboldened by the communal act of sharing that work with other writers.

The primary activity of the workshop is, of course, writing your own work as well as reading and commenting on the work of your classmates. To that end, you’ll learn and employ appropriate poetic terms to discuss workshop submissions.  We’ll complement these goals by reading the work of other authors, by attending Visiting Writers Series events, and by your “discovering” several contemporary poets and critiquing their work. 

Finally, note that the emphasis of this particular section will be on the process of writing and revising POETRY (as opposed to fiction, non-fiction, or drama).  

ENG 320-01: Young Adult Literature

Dr. McBee Orzulak

 With more books being published annually for teens than ever before, the field of adolescent literature, or YA lit, is flourishing. Books written and published expressly for teens are attracting a growing amount of attention among teachers, parents, and teens themselves, particularly as YA novels are assigned in middle and high school English classrooms, showing up on best-seller lists, and being turned into popular movies. Students in this course will engage in intensive study and analysis of YA lit. The course includes exploration of trends and issues in YA lit, from its modern origins in the 1960s to its most recent thematic and literary innovations. The course is designed with beginning teachers in mind but also can meet the needs of English majors and others with a general interest in the topic. Participation and attendance are vital to success in this course; work will be done individually and in groups.



Professor Dusenbery

This course takes its impetus from the consensus view of historians that the U.S. Civil War amounted to a second American revolution. The Civil War involved most Americans of the mid-19th Century in the fundamental issues or the era: the color line, regional differences vs. national unity, and all types family conflict and triumph. These issues resonated in all kinds of writing throughout the 19th Century, into the 20th Century, and down to the present. To bring these issues into focus as a literary study, we will read and discuss the following works (a tentative list):  

1. Selected social & political histories.
2  From Before the war: Frederick Douglass, Narrative; Harriet Beecher Stowe, Uncle Tom’s Cabin.
3. Literature written during the war or by people with direct experience: Ambrose Bierce, Stories; Lincoln, speeches; various autobiographies, diaries & letters (such as Mary Chestnut, Robert Shaw).
4. Poetry: Walt Whitman, Herman Melville, Emily Dickinson, John Greenleaf Whittier.
5. Stephen Crane, The Red Badge of Courage; selected short stories (Louisa May Alcott, Kate Chopin, Caroline Gordon, Eudora Welty, etc.).  

Assignments and projects: weekly reading response papers; panel discussions; a mid-term exam; and a semester long research project culminating in a documented essay.  

ENG 344: Renaissance English Literature     

Professor Thomas Palakeel

We will focus on issues, movements and characteristics of the roughly 150 years of English Literature that begin with King Henry VIII declaring himself the head of the Church in England (1534) and conclude with works created in the context of major historical events surrounding the Civil War (1642-49), the Restoration (1660), and the beginning of the Enlightenment. It is in this period, the European Renaissance finds eloquent expression in such English authors as Thomas More, William Shakespeare, Christopher Marlowe, Philip Sydney, John Donne, Francis Bacon, Margaret Cavendish, Mary Wroth, Thomas Hobbes, John Milton, Sir Thomas Browne, and John Locke. What makes this period particularly interesting is the depth of the humanist striving that lead to institutions of democracy, scientific thinking, and modernity.

Required Texts: Norton Anthology 9th edition, Volume B; Religio Medici, Blazing World

Midterm/Final/Term paper and other writing exercises.

Discussion Class/Writing/Research

ENG 472.01: Methods of Teaching Integrated Language Arts

Dr. McBee Orzulak

In this course, students will study the inter-relationships among writing, reading and interpreting texts, speaking, listening, speech, and technology for diverse student populations and diverse professional contexts in secondary language arts instruction; registration open only to English education majors or by consent of instructor. Prerequisite: ENG 347, ENG 391, ENG 392, COM 103; Concurrent registration in ETE 379.

ENG 560-01 Writing Theory

Dr. Demetrice Worley

This course is designed to survey the wide contemporary range and the full historical background of theories of writing. Readings from a variety of contexts and sources will be used to explore varying concepts of writing. Using an interdisciplinary focus and approach, we will examine texts ranging from Plato to Derrida to gain awareness of the wide range of roles, genres, functions, definitions, and applications of ‘writing.” In so doing, we will explore the vital and intriguing regions of inquiry between Rhetorical and Critical Theory known as "Writing Theory." Overall, students should gain an enhanced appreciation for the value and complexity of the act of writing.

Method: Lecture/Discussion, Writing Workshop

Examinations: Proposal, One 8-10 Page Paper, One Book Review, Oral Presentation, Reading Journal.

Texts: TBA

ENG 650: Selected Authors—Margaret Atwood

Professor Vickroy 

Course Description: Sly, wry, erudite, a student of storytelling, society, the environment, and history, Margaret Atwood has been one of our most prolific contemporary writers. The breadth of her work spans many genres: poetry, short stories, novels, essays and even a web presence for her many fans. Known most for her novels, she has explored a number of its forms including:  the psychological novel, the historical novel, the novel of development, the dystopian novel and explorations in speculative fiction, or possible futures. The range of her work will enable us to study elements of these different types of storytelling as well as her own unique skills for bringing enormously complex human problems and issues to a human and humane level.