Descriptions from Faculty

January Interim 2016

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.

Note that this is an online class. There will be three scheduled synchronous online exams. Students will need to make sure that their schedules will accommodate the dates and times for the scheduled exams; otherwise students will need to take the class during another term when the scheduled exams will fit into their schedules:

Three synchronous exams will be held on Thursday, Jan. 7 3-4 pm, Friday, Jan. 15, 3-4 pm; and the final exam will be held Monday, Jan. 18 from 3-5 pm.

Spring Semester 2016

ENG 101 English Composition

English 101 prepares students to
1. write accurately, clearly, and effectively;
2. achieve an acceptable level of competency in grammar, punctuation, and 
3. complete all stages of the writing process successfully;
4. execute the major forms of expository writing effectively; and
5. demonstrate an acceptable level of competency in research techniques and 

ENG 123-40 & 385-40 Modern Austrian Fiction in Vienna
Dr. Timothy Conley

Note: Enrollment limited to students in Bradley’s Honors Program.

Focus: Both courses will ask how the cultures and history of Vienna have been represented in fiction and film and how the experience of visiting the sites represented in the novels can change our understanding of both the fiction/film and the city.


Forum: in-class group responses to questions on each novel (10%/20 points each; 40%/80 points total)

Journals: all students will develop an academic journal based on their experiences and daily notes during our week in Vienna. The journal should include observations and reflections on those observations. (10%/20 points)

Final Projects: visual/verbal/audio group project on the city in the fiction/film and the fiction/film in the city. 3-4 students from 123/385 for Yellow Street, Wonderful Times, Piano Teacher, Woodcutters, Third Man, or Museum Hours; each group will select a different text/film.. All students in 385 will also work on Malina (additional project).   Choices of text or film to be determined after we return from Vienna. (30%./60 points).

Participation in all classes on campus and all classes and activities in Vienna (20%/40 points)

Texts: for both ENG 123 and 385:

Bernhard, Thomas. Woodcutters

Canetti, Veza. Yellow Street

Cohen, Jem, dir. Museum Hours

Jelinek, Elfriede. The Piano Teacher

Jelinek, Elfriede. Wonderful, Wonderful Times

Reed,Carol, dir. The Third Man

Brook, Stephen, main contributor. Eyewitness Travel: Vienna (2014)


Additional Text for ENG 385 only:

Bachmann, Ingeborg. Malina

ENG 127 British Writers
Dr. Caitriona 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 in class and on Sakai is essential. 

 Texts: The Romantics , Dover Press; Henry James, The Turn of the Screw. The Norton Anthology of English Literature, Ninth Edition, Vol F The Twentieth Century (there are many editions of the Norton 20th century, but be prepared to have different page #s in another edition.)

ENG 129 Introduction to African American Literature
Professor Anne 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, 2-volume 3nd edition

ENG 233 American Literature to 1865
Dr. Timothy Conley

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.

ENG 235 American Literature 1865 to the Present
Dr. Laurie Vickroy

This survey course introduces American literature from 1865 to the present. Our primary goal is to provide the foundation for majors’ upper-level courses in specific topics, movements, and esthetics of American literature. This course will provide ways for students to become familiar with the aesthetic, cultural, social and literary history of this period. The course is split into sections on the late 19th century, Modernist, and Contemporary periods. The 19th century will largely focus on Huck Finn as representative text and the controversies surrounding the content and language of that novel. Course approach is a combination of lectures, discussion, and group work/presentation. Course work of weekly group responses, exams and short papers.

Text: The Concise Heath Anthology of American Literature and The Adventures of Huckleberry Finn, casebook edition by Gerald Graff and James Phelan (be sure to get this edition).

ENG 301-01 & 02 Advanced Writing - Argumentative Writing
Professor 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:  

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 304-40 Advanced Writing - Research in Individual Disciplines 
Dr. Timothy Conley

Course Description:  In ENG 304 students develop strategies for and successfully complete an upper-level research project:

Required Text: No text


#1 Proposal for Research Project: detailed description and justification of research project, see Bookmarks, 39-43, for list of the parts to the proposal; may be revised for higher grade, 10%/20 points.

#2 Comparative Analysis of Articles: comparison/evaluation of two articles related to your research topic;; 10%/20 points.

#3 Summary of Article: detailed summary of article related to your research topic; 10%/20 points

#4 Progress Report: detailed report on work completed, work planned, and problems encountered and anticipated; 10%/20 points

#5 Research Project: final draft exam will be a detailed response to another project; project=45%/90 points; exam=5%/10 points

Participation: in-class memos and daily assignments (no make up) 10%/20 points

Extra credit: if you participate in the Student Research Exposition and submit a brief (2 pages) report on your participation, you may receive up to 20 extra credit points.

ENG 306-03 Advanced Writing - Business Communication
Dr. Melinda McBee Orzulak

This is a rigorous writing course (Gen. Ed. C2) that will provide course participants with experiences and strategies for effective writing related to future professional goals. Students will have opportunities to practice creating professional materials, such as letters, reports, résumés, proposals, and other types of writing used in professional contexts. Participation and attendance are vital to success in this course; work will be done individually and collaboratively.

ENG 310 Readings for Creative Writers
Dr. Kevin Stein

ENG 310: COURSE PURPOSE / DESCRIPTION: Who Benefits from This Course and Why

In class we'll read from a range of contemporary American poets who approach notions of "self" in divergent ways ranging from Confessional verse to persona and dramatic monologue formats. We'll ask who is the poem's "I" and examine ways readers form a notion of speaker from this presentation. We'll read both complete poetry volumes and choice selections of their works. Among these poets are Kim Addonizio, Tony Hoagland, Dean Young, Sharon Olds, and James Wright.

Our course purpose is two-fold. You'll first compose a prose analysis of each poet's work to identify characteristic aesthetic techniques, strategies, and compulsions. Then you'll use your analysis as framework to write your poem mimicking the poets' key elements of style.

The course thus focuses on your becoming conversant with a particular literary form’s aesthetic theories and applied practices – and then creating your own works in that very form. The purpose of such study is less to interpret a text than to understand how a piece of writing is made and how it comes to function as artistic object. Even the Greek root of the word “poetry” echoes this notion of making, for poiesis translates as “to make.”

This approach to learning a poet’s aesthetic and then applying its strategies to your own poetry stems from Theodore Roethke’s seminal essay “How to Write Like Somebody Else.” Roethke, a fine poet in his own right, is regarded by many as the most influential poetry-writing teacher of his generation. Among Roethke’s cadre of former students at the University of Washington are award-winners such as Richard Hugo, Carolyn Kizer, and James Wright. 

In short, Roethke taught (and practiced himself) the belief that one becomes a better writer by essentially apprenticing oneself to other poets from throughout the ages. From careful analyses of these chosen poets, one artistically “steals” elements of technical craft, formal invention, and intellectual as well as personal content – and then transforms these things into one’s own. The result, Roethke believed, is that one consciously (and unconsciously) learns these techniques and then applies them in one’s own writing in ways that are unique to oneself. Surprisingly, and paradoxically, what one thieves from another’s poetry in turn enriches and makes more original one’s own verse.

ENG 310: Readings for Writers offers students literary texts examined from writerly perspectives. This approach serves the needs of students who wish to understand a literary form from the blended viewpoints of both reader and practitioner and/or who wish to refine means of creating their own literary texts.

ENG 320 Young Adult Literature
Dr. Melinda 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, including the increasing role of nonfiction and call for diverse texts (e.g. #WeNeedDiverseBooks). The course is designed to meet the needs of English education majors, English majors, teaching majors, current teachers, 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. Access to a computer will be needed for some hybrid-learning activities that will take place online.

ENG 331 Studies in Women Writers
Dr. Laurie Vickroy

In this course we will examine major women novelists and memoirists of the 20th-21st century from North America, Great Britain and Europe addressing peoples lives in relation to contexts of war. Significant issues and themes include: identity and history; women’s views of war and its impact on men and women, mothers and children, and friendships between women; societal attitudes toward women and their influence on the formation of women’s identity and mental health; class; testimony and the influence of gender on the creation women’s literature, and genre conventions.

Course approach: a combination of lecture, discussion, and group work.

Course work: discussion, question preparation, light group research, paper and exams.

Required texts: The Blind Assassin by Margaret Atwood, Testament of Youth by Vera Brittain, The War by Marguerite Duras, Suite Francaise by Irene Nemirovsky, My Brilliant Friend by Elena Ferrante, History: A Novel by Elsa Morante, and excerpts from Svetlana Alexievich.

ENG 334 19th Century American Literature
Dr. Danielle Glassmeyer

This course will provide both a broad knowledge of major schools and movements in American Literature of the 19th Century and an opportunity for focused work on the articulation of sentimental culture in 19th century prose and prose fiction, and sentiment’s legacy in 20th century narrative film. We will take a thematic focus on the impulse to reform as that impulse shapes and shifts during the century, paying particular attention to the way that reform correlates with gendered subjectivity. We will sample from gothic, transcendentalist, sentimentalist, realist and naturalist treatments of slavery, gender inequity, and poverty and will focus upon authors such as Emerson and Thoreau, Melville, Stowe, Alcott, Twain, and Crane. Assessment will be based on a combination of projects to include brief but formal essays, two longer papers, group work and discussion.

This course fulfills the American Literature Requirement, or counts as an Elective, for English majors and minors; it can also be counted as a Women’s Studies Elective.

To find out more write to:

ENG 365 Irish Literatures
Dr. Caitriona Moloney

This course will include representative texts from 20th-century Irish literature in four genres: poetry, short stories, drama, and the novel. We will examine themes including cultural nationalism and folklore, literature and colonial violence, and the relationships between class, gender, religion and identity formation. We will discuss significant cultural shifts and attempt answers to ongoing cultural questions. These include issues of national identity in an era of globalization, the relationship between tradition and innovation in post "Celtic Tiger" Ireland, the challenges and contradictions posed by the Northern Ireland Peace Process, as well as issues of gender, sexuality and ethnicity in the "new Ireland."

Literature by Paul Muldoon, Roddy Doyle, James Joyce, Evelyn Conlon, Eilis Ni Dhuibhne, Seamus Heaney, Anne Enright, Siobhan Dowd, and Brian Friel will be our texts.

TEXTS: The Collected Poems of W.B. Yeats, Simon and Schuster; James Joyce, Ulysses, Dover ; Siobhan Dowd, Bog Child by, Random House; Paul Muldoon,  Poems 1968-1998 Farrar, Straus and Giroux; Brian Friel, Translations Faber; Anchor Book of New Irish Writing, Knopf Doubleday; Eilis Ni Dhuibhne, The Hiring Fair,Poolbeg; Roddy Doyle, The Woman Who Walked Into Doors, Penguin; Maeve Binchy, Whitethorn Woods Knopf

ENG 378 Individual Authors: Geoffrey Chaucer
Dr. Jean Jost

Come visit the Middle Ages with us as we travel along Chaucer's Canterbury Tales pilgrimage. Meet loving, strange, and interesting characters who tell their tales. Then write your very own Canterbury Tale and publish it in our book of Lost Tales! Come join the fun.

ENG 392 Methods of Teaching Literature and Reading
Dr. Melinda McBee Orzulak

(Open to English education majors and by consent of instructor.) This course provides methods for incorporating literary theory, a range of literary texts, and research in reading and literary studies pedagogy into English language arts curriculum.