Loyola University Maryland

Department of English

Course Descriptions

English majors and minors should consult the course cycle before registering for any course.

English majors and minors are encouraged to complete the advising template (PDF) before meeting with their academic advisors. Those who choose to register online might consider filling out the document in Word, saving it to a file, and then e-mailing it to their advisors as part of the "permit to register" request.

English Department Course Offerings - Fall 2022

200-Level Courses

Ingle EN 203D

Major Writers: American Lit:  Major Writers in African American Literature
EN 203D. 02 - M/W 3:00-4:15 PM

 

 




Comic Books as Literature, TV & Cinema
EN 220.01 - M/W 3:00-4:15 PM
Dr. Brett Butler

Butler EN 220

The impact of comic books, graphic novels, and manga have had on popular cultural is massive. However, it is only in the last couple decades that these mediums have become the topic of proper scholarly debate and criticism. This course exposes students to a variety of comic book and graphic novels and teaches them how discuss them in academically. Whether they are dedicated comic book fans or mildly interested newcomers, students learn to develop a more profound appreciation for visual storytelling.

Ellis EN 265D - Cropped Justice & Hope: Writing the U.S.
EN 265D.01 - M/W 3:00-4:15 PM and EN 265D.02 - M/W 6:00-7:15 PM
Dr. Juniper Ellis

Focusing on the ways writers develop a language and a literary form that is distinctively American, this course examines the ways writers present diversity and solidarity as founding principles of the United States.  We examine writers from many differing communities, creating an ongoing investigation into the way people define themselves and others.  Many of the writers we read provide distinct but complementary perspectives on personal and national identity:  for example, Walt Whitman’s poems and Jacqueline Woodson’s Brown Girl Dreaming create innovative literary forms that depict the ways our ideas about race may affect both black people and white people.  Though the works are written more than 100 years apart, and though one writer is black and the other white, the works share common ground in experimenting with ways to tell stories that promote freedom and justice.  The course offers a strong foundation in both time-honored American fiction, drama, and poetry, and contemporary multi-ethnic classics.  This course meets the University's Diversity Course Requirement, focusing on domestic awareness.

EN 280EN 280.01 - T/TH 10:50 AM-12:05 PM
Growing Up Modern
Dr. Mark Osteen

Childhood and adolescence are modern inventions. Building upon that fact, this course explores how the literature of the past two centuries has depicted childhood, adolescence, and early adulthood. Among the questions we ask in the course are these: what trials do children and adolescents endure on their way to adulthood? How do children, teens, and young adults respond to authority? How do unusual people (such as disabled youths) challenge norms? Is coming of age the same across different cultures and ethnicities? How have representations and beliefs about childhood, adolescence and maturation changed over the decades? Readings will include Mary Shelley’s Frankenstein, Thomas Hardy’s Far from the Madding Crowd, short stories by James Joyce and Alice Munro, and a selection of recent novels that may include Mark Haddon’s The Curious Incident of the Dog in the Night-Time, Margaret Atwood’s Oryx and Crake, Colson Whitehead’s The Nickel Boys, and Karen Joy Fowler’s We Are All Completely Beside Ourselves. We will also view and analyze film versions of selected texts. Each student will complete a research paper and deliver an oral presentation. Students will also write two brief papers in which they reflect on their own identities and disabilities.

Introduction to Film:  The Animating Imagination Miller EN 281 resize
EN 281.01 – T/TH 1:40-2:55 PM
Dr. Nicholas Miller

This course offers an exploration of the history and practice of animation from handheld flipbooks to contemporary digital cinema. Students  will examine the tools and techniques involved in creating the illusion of movement through optical toys, cel animation, stop-motion photography, and various experimental forms. We will consider the influence of animation history on literary and other forms of artistic expression, exploring the animating imagination’s often overlooked role in driving experiments with narrative, character development, the use of metaphor, and so on. Through readings, lectures, discussions, and screenings, we will investigate the developing aesthetics of the animated image while considering its social and political influences as an expressive form. In addition to reading, viewing, and writing assignments, participants will undertake several practical exercises in basic animation techniques.

300/400-Level Courses

Scheye EN 310

Shakespeare: History and Tragedies
EN 310.01 - M/W 3:00-4:15 PM
Dr. Thomas Scheye

“He doth bestride the narrow world / Like a colossus.” The reference is to Julius Caesar, but it applies to Shakespeare as well: because his achievement towers over all other authors in our language; and because of the nature of that achievement. Shakespeare does more than write plays; he creates a world—one where the characters come alive for us and the language becomes part of our inheritance, our common inheritance as English speakers.  This course focuses on Shakespeare’s history plays where that world is first defined and his mature tragedies where it finds it finest expression.

Topics in Literature Before 1800: BWoods EN 339Queering the Canon: Life and Literature in the Queer Eighteenth Century
EN 339.01/EN 439.01 - M/W/F 11:00-11:50 AM
Dr. Barnett-Woods

This course will explore the cultural ephemera and literary expressions of the LGBTQIA+ past, beginning with a survey of queer theoretical approaches to eighteenth-century literature This is to ensure that we have a firm understanding of the presentist challenges modern readers have in approaching a queer history, when gendered identities were not clearly defined, even if they were experienced. Much of our time together will be in celebrating the lives of those who struggled, survived, and thrived as a queer subject in the long eighteenth century (1680-1830). We’ll complement our readings with 21st-century adaptations and re-visions of these men, women, and non-binary members of our literary world. Most of the class will focus on the British literature but will dip into comparative conversations as needed (Chevalier d’Éon as an example).

Content will have a wide breadth, to include literature of course, but also diaries, journals, logs, and court trials. Conversations are in the works of inviting guest speakers, who can share their expertise and insight in this important but understudied literary field.

Seminar in Victorian Literature:  The Brontës—Wild at Heart
EN 363.01/EN 463.01 - T/TH 4:30-5:45 PM
Dr. Gayla McGlamery

The tiny books they produced as children hint at what would later follow. McGlamery EN 363 They were an unusual family—three sisters and a brother who grew up in an isolated Yorkshire village with only servants’ gossip, their father’s books and journals, and their own extraordinary imaginations to entertain them.  Brother Branwell’s early promise ended in scandal and degeneration, but Anne, Emily, and Jane left distinctive marks upon the literary world, publishing at least five novels of note, among them three acknowledged masterpieces.

In this seminar, we will read and discuss five Bronte novels—Anne Brontë’s Agnes Grey and The Tenant of Wildfell Hall, Emily Brontë’s Wuthering Heights, and Charlotte Brontë’s Jane Eyre and Villette, along with selected poems and the early writings of all four siblings.  We’ll examine these strange and wonderful works in the context of the Brontë’s lives, their reading, and the literary, religious, and political movements that shaped their unconventional views about gender, sexuality, and difference.  Protocols permitting, we’ll also have a viewing party featuring a Brontë film adaptation.

EN 381 - EllisSeminar: 21st Century Literature and Time
EN 387.01/EN 487.01 - M/W 4:30-5:45 PM
Dr. Juniper Ellis

Explore can’t-put-it-down readings that focus on time: time past and future, dystopic and unitive, projected, remembered, imagined, rewritten, claimed, and denied, time bent by the reader and by quantum physics, fantastic time. Literary forms investigated include a non-fiction call to action from an indigenous climate crisis justice attorney, a “found” diary, a graphic novel, a non-linear autobiography in verse, a Broadway musical, and a feminist manifesto in epistolary form.  Lively class discussions, term paper, two exams, service option.  For those who select the service option, opportunity to respectfully serve, and to observe the ways concepts and experiences of time function differently for youth, for different populations in the same city, and/or for young refugees.

These works focus on time to call for justice in response to climate crisis, sexual violence, misogyny, homophobia, racism in the United States during the Civil Rights Era and today, and United States’ imperialism in Oceania.  The works front the voices of those most affected by situations of injustice, immersing readers in culture, geography, history, and a felt, embodied honoring of non-dominant cultures and minority groups.  To hone our investigation of these works, we focus on the epistemologies portrayed in each book.  Ozeki, for instance, fronts the way Japanese Buddhist conceptions of time may interrupt both international disrespect of the oceans and middle-school sexual violence.  Aguon focuses on the way Chamorro honoring of land, oceans, and matriarchal wisdom may liberate Guam from its imperial relationship with the US and the world from climate extinction.  Adichie suggests that feminism is non-optional for men and women in Nigeria and the United States if we wish to honor the equal humanity of all people.  This course meets the University's Diversity Course Requirement, focusing on domestic awareness.

Questions we will investigate include: How can we live now in ways that create hope for the future?  How does working toward justice shape time?  How do the works we read interrupt dominant structures of time?  How can we understand the past in ways that are helpful?  Is there such a thing as Buddhist time, Jesuit time, Christian time, queer time, Black time, feminist time?  What experiences of being “out of time” or beyond time have occurred to you, both positive and negative?  What worlds of time do you move through in your daily life?  Are we bound by time?


Guttman EN 388Seminar in Multi-Ethnic Literature:  Asian/Pacific U.S. Lit
EN 388D.01/EN 488D.01 - T/TH 10:50 AM-12:15 PM
Dr. Sondra Guttman

Join Loyola’s first course devoted to literatures written by people of Asian descent who were either born in or have migrated to the United States. The expanding field of Asian/Pacific U.S. literature is a relatively new one, born out of the civil rights and liberations movements of the 1960s. This semester we’ll discover works from the Chinese American, Japanese American, Korean American, Filipino American, Hawai'ian, Indian American, and Vietnamese American traditions. We’ll honor and learn about the distinctness of each tradition, while at the same time recognizing how racism and the resistance to it have led to reoccurring themes and literary techniques across these diverse works.

The course is organized around the keywords: citizenship, diaspora, family, memory, community, and resistance. We’ll discuss race and ethnicity, nationalism and assimilation, gender and sexuality, stereotyping, and literary canon-building. This course meets the University's Diversity Course Requirement. All majors are welcome. 

Class work includes discussion forum posts, written responses, collaborative discussion leadership, one close reading essay, a midterm exam, and choice of final project. 

Seminar-Early American Literature: Unsettling Early American Literature
EN 397.01/EN 497.01 - M/W/F 1:00-1:50 PM
Dr. Stephen Park

Park EN 397
The State of Maryland’s official website recounts the story of the first “settlers” arriving in Maryland in 1634. But what does it mean to settle a place? What do the narratives of settlement tell us about the people who were already there and then found themselves being “settled”? What do these narratives tell us about the people who arrived in America and the way they saw themselves? The literature of Early America often featured narratives of settlement as a way to assert the idea that European colonization was inevitable and a mark of progress. This course sets out to un-settle these narratives by centering other literary voices and other possibilities for the Americas.

We will read a wide array of texts from the 16th century to the early 19th century, including works by women, Black authors, and Native American authors. We will also look at more canonical texts and explore ways of locating a Native presence in them, as well. Our reading will include early American writers such as Álvar Núñez Cabeza de Vaca, Mary Rowlandson, Anne Bradstreet, Phillis Wheatley, William Apes, and James Fenimore Cooper. This course will also unsettle established narratives about Early America by turning to recent works of historical fiction to see how modern writers have recovered or reimagined marginalized voices. These modern texts will include Laila Lalami’s The Moor’s Account, Honorée Fanonne Jeffers’s The Age of Phillis, and Toni Morrison’s A Mercy.   

* Note for English Majors:  This course counts toward the pre-1800 requirement.

Honors Seminar:  Poetry in Public
EN 470.01 - T/TH 1:40-2:55 PM EN 470.01 - Cropped
Dr. Melissa Girard

Open by invitation only to selected students based on academic achievement, the senior honors seminar is offered each year on a special topic. Students enrolled in this course will also have the option of completing an independently directed thesis in the spring. The topic for next fall is Poetry in Public.

On October 7, 1955, the legendary “Six Poets at Six Gallery” poetry reading inaugurated a new era of poetry in public. “Beat” poets, such as Allen Ginsberg, Anne Waldman, Lawrence Ferlinghetti, Gary Snyder, and Jack Kerouac, challenged a poetry establishment that had become increasingly “sterile” and isolated from American audiences. This class reclaims their vision: of a poetry directly engaged with public politics and deeply embedded in its local community. Throughout the semester, we will survey a variety of poets and poetry movements that inspired the Beats and that have arisen from their experiments. We will focus primarily on performance-based poetries from nineteenth-century minstrelsy through the Harlem Renaissance, the Beats, Nuyorican poetry, Dub Poetry, and Slam. You will be introduced to these diverse traditions in the U.S., U.K., Caribbean, and throughout the African diaspora, and also develop methods for analyzing poetry in performance. Our “readings” will include an array of multimedia: recordings of poetry readings and performances, spoken word anthologies, popular radio broadcasts, and videos, as well as printed poems and critical essays, most of which will be made available through the course website. These movements and many other poems and poets in between will help us to understand how local communities have given rise to new forms of poetry and new models of what it means to be a poet.

EN 099 English Internships

Students may take one internship course for degree credit. The course counts as an elective, not as a course fulfilling requirements for an English major or minor. Students taking an internship course are responsible for locating the internship and must work at least ten hours per week. For-credit internships include biweekly meetings with Dr. Cole and other fellow interns, and students undertake a series of reflective and goal-setting activities that can be highly beneficial aspects of the career discernment process. Internships may be done locally in the Baltimore-Washington region or remotely, but written or electronic permission of the instructor is required and all arrangements for a spring semester internship must be made prior to the end of the drop/add period. Interested students should contact Dr. Forni (kforni@loyola.edu) , the departmental internship supervisor, before registration.

Carol Abromaitis
Faculty

Carol Abromaitis, Ph.D.

Dr. Abromaitis, professor emerita of English and Catholic Studies, taught at Loyola for five decades in addition to advising students bound for law school

English, Catholic Studies