The Center for Writing Studies

University of Illinois at Urbana-Champaign

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Selected Spring 2014 Course Offerings From Across Campus

AIS 501: Indigenous Critical Theory (CRN 60209), MW 12:00-1:20 p.m., V. Diaz

Explores the distinctive form of inquiry which critiques settler-colonial ideas and institutions at the interdisciplinary crossroads where American Indian and Indigenous Studies engages other theories including but not limited to feminist theory, critical race theory, semiotics and phenomenology, psychoanalysis, and the postcolonial theory (to name only some of the many possibilities).

ANTH 515: Social Theory and Ethnography (CRN 50204), M 5:00-7.50 p.m., 109A Davenport, A. Orta

This course is the second semester of a sequence initiated with Social Theory/Ethnography (ANTH 515 SC1). As a complement to the preceding semester’s focus on the historical and philosophical foundations of particular orientations within our discipline, and the intellectual genealogies and historical and political contexts out of which contemporary social theory has emerged, our task this semester will be to examine these theoretical roots (and contemporary shoots) through the disciplinary practice of ethnography. We will examine a set of classic and contemporary works as these reflect specific theoretical orientations in our field, and as these help to shape emerging theoretical orientations. We will also consider the extent to which ethnographies may exceed any immediate theoretical paradigm and offer something of an archive available to rereadings from other theoretical vantage points

CI 590: Narrative Inquiry in Teacher (CRN 43410), T 4-6:50 p.m., 242 Education, M. Parsons

Bruner (1990) argues that the power of narrative is that it renders "the exceptional and the unusual into comprehensible form" (p. 47). We will consider how the basic tenets and methods of narrative are useful for inquiry in education in general and teacher education in particular.In this course we will consider (a) varied theoretical positions (Ricoeur, Bruner, Polkinghorne. Clandinin & Connelly), (b) research approaches (narrative inquiry, life history, teacher stories, conversational narratives, anthropological approaches to narration, fictionized narratives), (c) methodological issues (representation, voice, identity, validity), and (d) research in teacher education programs and professional development that use narrative methods.

CMN 529: Folklore, Communication and Culture (CRN 50678), W 2:00-4:50 p.m., 109 GSLIS, S. Davis

This course explores the uses of the past in the present through the lens of folklore, a special but pervasive mode of communication framed as tradition. We will explore some of the history of folklore scholarship and look at its methods of study, analysis and interpretation, from the collection of "folklore texts" to the ethnography of communities.

We will be reading books and articles by: Roger Abrahams, Richard Bauman, Keith Basso, Benjamin Botkin, Linda Degh, Barbara Kirshenblatt-Gimblett, Henry Glassie, Zora Neal Hurston, Edward Ives, John Szwed, Barre Toelken, among others. We will also be listening to audio and video recordings of performers of tradition.

Writing for the course will involve short weekly “reaction” papers and a final research paper, the topic to be decided in consultation with the professor.

CMN 529: Language, Culture, and Identity (CRN 51998), TR 5:00-6:20 p.m., 4007 Lincoln Hall, M. Koven

We will discuss how language-use-in-context links speakers to a range of social and cultural realities. From this, we will see how talk not only reflects such realities, it also constitutes them. Specifically, we will examine how people not only use language to describe and refer to themselves and others, but to enact those identities.

We will cover a range of "micro" and "macro" approaches to the study of talk. That is, we will explore both how people display and infer identities within specific interactions, as well as how people may understand such identities through multiple, broader frameworks, to include race/ ethnicity, class, generation, peer-group, gender, nation-state, diaspora, etc.

We will be concerned with developing analytic frameworks that can be applied to talk in a variety of social and cultural contexts. Students will have the opportunity to collect and analyze their own materials. No previous background is required for this course. Students must be willing, however, to read, synthesize, and discuss material from a range of disciplines. We will read work in semiotics, pragmatics, communication, sociolinguistics, social psychology, and anthropology.

CMN 529: Race, Class, and Gender: Popular Media (CRN 51997), T 2:00-4:50, 4007 Lincoln Hall, P. Gill

This course is an introduction to cultural media studies. Through a critical perspective on media culture, the course examines the theories, debates, and methods of contextual analyses of race, class, gender, sexuality and ethnicity. As cultural theorists have argued, media culture provides the materials out of which many people construct their sense of class, of ethnicity and race, of nationality, of sexuality, and of “us” and “them.” In analyzing popular media and the critical readings that assess them, students will be working with the critical assumption that media culture is now the dominant form of culture, that no experience is unmediated, and that the media function both as social constructions and as reflections of personal and cultural knowledge.

CMN 538: Writing Rhetorical Histories (50680), R 2-4:50 p.m., 4103 Lincoln Hall, C. Finnegan

This seminar explores the joys and dilemmas of the research approach known as “rhetorical history.” Conceived variously as the historical study of rhetorical events, the study of non-contemporary public address, the reading of history as a series of rhetorical problems, the study of rhetoric to reveal its connections to the history of ideas, or the privileging of the archive, rhetorical history is not a singular method to be juxtaposed to “theory” or “criticism.” Rather, it is a multifaceted perspective that is interested in teasing out the relationship of rhetoric to its times.

The course will be divided into three unequal parts. Part One will examine the conflicted and contentious role of history in rhetorical scholarship. Part Two takes up the role of the archive in rhetorical research and will pay special attention to what it means to “do recent history.” Part Three will function like a workshop, as students in the class research and write their own rhetorical history projects. Here, students will have the option of developing an idea they bring with them to class (e.g., revising a conference paper, exploring a potential dissertation topic) or collaborating on a group project in which they explore campus rhetorical histories using archival resources available locally. Shorter writing assignments will encourage students to reflect upon various approaches to rhetorical history as well as the rhetoric of the archive.

Readings include Arlette Farge’s The Allure of the Archive, Potter and Romano’s Doing Recent History, and the edited collection Working in the Archives: Practical Research Methods for Rhetoric and Composition.

This course is appropriate for any graduate student who is interested in exploring rhetorical/historical perspectives on research. Previous graduate-level coursework in rhetoric is recommended, but not required.

EIL 445: Teaching Second Language Reading and Writing (CRN 31910), TR 12:30-1:50 p.m., G13 FLB, R. Sadler

First, give you some ideas about how people actually learn to read and write and the theories that we’ve come up with about the best ways to teach learners to do this (this is the theory part).

Second, provide an overview some of the research being done in this field and how to do your own research on second language reading and writing topics.

Finally, this class will have a significant practical component. You will design your own materials for teaching reading and writing, including a syllabus to use in such a class, etc. All the materials you create for this class will be shared with your classmates.

EIL 587: Computer-Mediated Communication for Language Teachers (CRN 32985), TR 9:30-10:50 a.m., G13 FLB, R. Sadler

A course for language teachers who want to explore how to use modern communications and social networking technologies to enhance the teaching and learning process.

In the course we will:

Explore how computer networks (the Internet) can be used in the language teaching/learning process to engage in authentic communication to enhance learning.

Examine how traditional language learning theory applies to new technologies.

Engage in practical use with a variety of CMC tools: Discussion Boards, MOOs, Blogs, Wikis, Podcasting (Audio and Video), Internet Telephony, Video Conferencing, Virtual Worlds (like Second Life) & more.

**The core component of this course will be an online collaboration between students in our course at UIUC and a course of students at the Universitat Autònoma de Barcelona (all future teachers of English).

**NO advanced computer skills required—just a willingness to learn!

ENGL 584: Rhetoric and Race in Writing Studies (CRN 32287), 1:00-2:50 p.m., 123 EB, C. Prendergast

The work of scholars of color has been substantial in shaping the field of rhetoric/composition/writing studies from its very beginnings. In this course we will read this work, following its arc from its considerable influence on linguistics, language policy, and literacy studies to its more recent contributions to the study of the practice and history of rhetoric.

Texts will include: Geneva Smitherman, Talkin’ and Testifyin’; Scott Lyons, X-Marks: Native Signatures of Assent; LuMing Mao, Reading Chinese Fortune Cookie; Victor Villaneuva, Bootstraps: From an American Academic of Color; Shirley Wilson Logan, Liberating Language: Sites of Rhetorical Education in Nineteenth Century Black America.

EOL 585: College Teaching (CRN 39405), W 3:00-5:50 p.m., No location Listed, M. Loui

Scholarly approach to curriculum and pedagogy at the college level: models of student development, instructional methods, active and cooperative learning, advising, evaluation and assessment, classroom research. Faculty roles and responsibilities. This course is intended for students who plan to pursue academic careers.

EPOL 590: Composing in Contemporary Childhoods, (CRN 33109), M 4:00-6:50 p.m., No Location Listed, A. Dyson

This course uses primarily a sociocultural frame to examine contemporary childhoods, literacies, and development, with emphasis on children's use of symbols within peer cultures. We will include the varying nature of children's experiences with literacy in homes, schools, and in the cultures of childhoods themselves. Course materials include: readings on the nature of literacy, on Vygotskian and Bakhtinian theories of cultural tools and societal dialogue, on sociocultural understandings of development, and on contemporary childhoods in media-saturated times, including my own research books.

Among our guiding questions are: How does world-making begin? How does composing find a niche in children’s communicative and representational repertoire (e.g., talk, play, and drawing)? What experiential resources do children bring to school to meet its compositional demands? What issues of equity arise? How do conceptions of children and literacy in this country relate to those internationally?

Although students' interests may vary widely, course material itself will emphasize literacy’s role in young children's lives; students may apply course concepts to a range of human situations, including peer cultures comprised of people of diverse ages and literacy experiences. In the spring semester, an international working conference on writing in childhood cultures will be held, and students will have the opportunity to attend and, as desired, be involved.

GWS 417: Leading Post-Perform Dialog (CRN 47194), 3:00-4:50 p.m., No Location Listed, L. Bright & D. Collier

Study of the history, processes, and methods of leading discussions with social issues theatre audiences. Emphasis on the skills and techniques of facilitators/peer educators; artistic considerations; function and application of the dramaturg; and practical experience through facilitation of social issues theatre dialog.

GWS 35: Commodifying Difference (CRN 40446), M 2:30-4:50 p.m., No Location Listed, I. Molina

An interdisciplinary examination of how racial, ethnic and gender difference is negotiated through media and popular culture, and how racial, ethnic and gendered communities use cultural forms to express identity and difference. Among the theoretical questions explored in the course are the politics of representation, ethnic/racial authenticity, cultural commodification and transnational popular culture. Some of the cultural forms examined are cultural festivals/parades, ethnic/race-based beauty pageants, cinematic and televisual texts and musical forms, such as Hip-Hop and Salsa.

GWS 455: Girls and Popular Culture (CRN 50217), W 2:00-4:50 p.m., 1205 W. Nevada, P. Gill

Examination of the relationship between girls and popular culture from various interdisciplinary perspectives. Topics include historical representations of girls, prominence of girls in contemporary popular culture, and how girls use, produce and interact with popular culture. Previous course in GWS recommended.

GWS: 501: Prob in Comp Women’s Hist., (CRN 40143), F 1:00-2:50 p.m., 318 Gregory Hall, M. McLaughlin

Topic: Gender and Religion: The Case of Christianity

The history of religion has been transformed within the last thirty years by the integration of feminist perspectives into the study of many traditional religious topics, as well as by the introduction of new research questions and agendas by feminist historians of religion. Scholars are now examining such topics as the role of gender and sexuality in the construction of religious symbols, the impact of sex segregation on religious institutions, and the relationship between embodiment and religious practice. This course is designed to provide students with a foundation for comparative work on these and similar subjects, by examining theoretical work from a variety of disciplines on gender and religion, as well as historical studies of gender in early (1st through 5th century), later medieval (11th through 15th century) and modern (20th century) American Christianity.

GWS 512: Gender Relations & Intl Dev, (CRN 54826), R 2:00-4:50 p.m., No Location Listed, N. Sugrue

Interdisciplinary seminar examining theoretical and empirical research on gender and the transformation of social and economic structures. Students will develop a comparative perspective on issues of women and public policy by contrasting and comparing such policies in North and South America, Eastern and Western Europe, Asia, and Africa.

LING 418: Language and Minorities in Europe, (CRN 50305), W 1:00-2:50 p.m., 136 Davenport Hall, Z. Fagyal

Language and Minorities in Europe. Survey of regional and immigrant minority language use and language policies in contemporary Europe. Focus on political and social issues, such as bilingual education, acculturation and assimilation, language loss and language maintenance in two immigrant languages, Turkish and Arabic/Berber, and four indigenous language families: Balto-Slavic with Estonian, Celtic, Romance with Basque, and Slavic with Hungarian. Taught in English. Same as GER 418, ITAL 418, LING 418, PS 418, SLAV 418, and SPAN 418. 3 undergraduate hours. 4 graduate hours.

LING 550: Sociolinguistics II, (CRN 36556), T 11:00-1:20 p.m., 1048 FLB, R. Bhatt

Focus on a critical examination of issues in the theory and practice of sociolinguistics concerning the study of language variation from a cross-linguistic perspective, language diversity, multilingualism, language ideology and power.

LING 588: Seminar in Second Language Learning, (CRN 38726), W 4:00-5:50 p.m., G48 FLB, C. Webster

Meets with GER 465, CRN 58484, sec CW. "Topic: Study Abroad and Second Language Acquisition" "This course is designed to increase students? knowledge of research on the role that study abroad plays in language acquisition and to allow students to explore possible areas of future research. The course will focus on the following themes: structure and administration of study abroad programs; comparisons of classroom and study abroad learning; study abroad and language skills; study abroad and cultural knowledge; and the social dimensions of study abroad. The course will be taught in English and will incorporate research on several host countries/target languages."

LING 588: Seminar in Second Language Learning, (CRN 60352), R 2:00-4:20 p.m., 242 Armory, M. Sadler

Topic: " Materials evaluation and design for language teaching"

LIS 515: Media Literacy for Youth (CRN 58788), T 4-6:50 p.m., 131 GSLIS, C. Tilley

Provides students with theoretical knowledge and practical methods useful to librarians and other professionals working with young people and media. Building on traditional understandings of literacy, media literacy explores the consumption and production of diverse types of texts including print, images, games, and music. Topics for this course may include the role of race in media, media literacy as a catalyst for social change, and intellectual property issues related to media education.

LIS 518: Community Informatics, (CRN 60635), W 4:00-6:00 p.m., No Location Listed, K. Williams

Survey of an emerging field that studies how local, historical communities use information and communication technologies or otherwise access, create, organize, and share information. Covers key principles for working in libraries or the wider non-profit/public sectors as individuals, organizations, and communities harness new technologies and media. Prepares both professionals and researchers, whatever their technology background. Especially useful for those interested in public or community libraries, youth services, university public engagement, social work, education, and anyone interested in working with or studying underserved communities.

LIS 528: Adult Popular Literature, (CRN 58785), M 9:00-11:50 a.m., 131 GSLIS, M. Towner

A survey of genre fiction, readers' advisory services, the promotion of fiction, narrative nonfiction & media collections in libraries, the social effects of reading, and publishing as a business. Course objectives include: understanding why adults read for pleasure; gaining familiarity with popular fiction genres and their authors; understanding principles and tools of readers' advisory services; examining the issues of popular fiction publishing including the impact of technology in creating new formats; and the process of acquisition, maintenance, and marketing of popular fiction in libraries.

LIS 590: Advanced Problems in LIS

Variety of newly developed and special courses on selected problems within the seven curriculum domains that reflect different aspects of library and information science, offered as sections of LIS 590: Information organization and knowledge representation; Information resources, uses and users; Information Systems; History, economics, policy; Management and evaluation; Social, community, and organizational informatics; Youth literature and services. May be repeated. See individual sections for credit hours and course descriptions for each topic section.

LIS 590: Topics in Information Literacy, (CRN 48931), T 1:00-3:50 p.m., ARR GSLIS, M. Hensley

Prerequisite: LIS 458. Meets from Feb. 4 - April 1 in Room 242 LISB. See section description at http://www.lis.illinois.edu/academics/courses/catalog . 2 GR hours.

LIS 590AP: Publishing as Info Profession, (CRN 22017), R 9:00-11:50 a.m., 109 GSLIS, M. Bonn

This course will be organized around in-depth explorations of the traditional publishing functions ranging from acquisitions through distribution, with a special focus on how those functions have been inflected and sometimes transformed by digital technologies and networked communication. Students will emerge from the course with an understanding of publishing fundamentals, both as traditionally practiced and in the current state of digital play. The course aims to prepare students for further in-depth study or for practical work experience in the practice of publishing. The course will be ever-mindful of the ways in which traditional librarian skill sets (such as collection development, metadata preparation and management and user outreach) overlap with and/or complement the skill sets of publishing professionals. [Will possibly be offered for the first time in Spring 2014]

LIS 590DH: Digital Humanities, (CRN 54867), F 1:00-3:50 p.m., 131 GSLIS, J. Deisner

Will look at some of the history of digital humanities, examine some case studies of digital tools and methods applied to humanities material in the context of research, and consider the implications of such projects for libraries, both in terms of providing support to their creators and in terms of collecting the results. As a final project, each student will choose one digital humanities project and write a review essay about it, intended for publication: in that review, you'll consult with people involved in creating the project, and in your review essay you'll discuss the project's intended audience and use, its technical choices, its strategies for funding and sustainability, and its plans (if any) for eventual archiving of production records, and collection and curation of the product resulting from that process. [Elective course for the CAS in Digital Libraries concentration] [First offered Spring 2005]

LIS 590FR: Intellectual Freedom and Censorship, (CRN 60642), T 4:00-6:00 p.m., E. Knox

Examines intellectual freedom issues throughout the United States and the world. It approaches intellectual freedom as a social justice issue based in interpretations of the First Amendment and the United Nations Declaration of Human Rights. The course encourages information professionals to view commitment to intellectual freedom as a core professional value. Finally, the course gives students the opportunity to develop skills and strategies needed to navigate censorship controversies in the workplace. [First offered Fall 2012]

LIS 590HB: History of the Book, (CRN 60666), M 2:00-4:00 p.m., B. Mak

This course will cover a wide variety of topics concerned with the history and development of the book, both as a physical object and as the bearer of intellectual content. Discussions will explore different aspects of written materials, including the physical properties of the objects that carry text and image (e.g., papyrus, paper, parchment, etc.) and their cultural and intellectual function. [Elective course for the Graduate Certificate in Special Collections] [First offered Summer 2006]

LIS 590IH: Information History, (CRN 54866), R 9:00-11:50 a.m., 131 GSLIS, B. Mak, D. Schiller

Information history covers diverse institutions and practices, from libraries and postal systems to cartography and statistics, and connects these to overarching historical processes. This course examines the role of information in the transition to capitalism; in processes of state formation; in industrialization, and in other important historical movements and events. [First offered Spring 2011]

LIS 590IS: Information in Society, (CRN 39938), W 9:00-11:50 a.m., ARR GSLIS, D. Schiller

Drawing on classic and cutting-edge research on the system of information provision, this course provides conceptual foundations for historical, political-economic and policy analysis of information institutions and infrastructures. [First offered Fall 2008]

MDIA 575: Cult Studies in Crit Interp, (CRN 51709), TR 12:00-1:50 p.m., 336 Gregory Hall, C. McCarthy

Course will offer students the opportunity to become familiar with the history, applications and limitations of several theoretical and methodological approaches to the study of contemporary culture and popular media that have been developed in the emergent research field known as cultural studies. It is intended to provide students with analytical frameworks for understanding contemporary cultural life.

PS 579: Topics in Pol Theory, (CRN 60718), W 1:00-3:30 p.m., ARR DKH, M. Orlie

Reading, analysis, and discussion of selected topics of political theory.

PSYC 425: Psych of Language, (CRN 60002), TR 9:30-10:50 a.m., 17 Psych Building, S. Garnsey

Survey of theory and research in the psychology of language; topics include relation of linguistics and psychology, language development, and influence of language on perception, memory, and thought.

PSYC 551: Theory in Social Psychology, (CRN 45885), W 10:00-11:50 a.m., 608 Psych Building, D. Cohen

Overview of the major theoretical perspectives in experimental social psychology, including theories of attitudes, motivation, emotion, interpersonal and intergroup relations, and the self.

PSYC 593: Seminar, (CRN 46600), W 10:00-11:50 a.m., 708 Psych Building, M. Kral

Topic: Culture & Mental Health/Illness. In this seminar we will explore research and ideas about the cultural contexts of both mental illness and health, at the interface of psychology, medical anthropology, and cultural psychiatry. The course will examine psychiatric approaches, anthropological studies of psychopathology, epidemiology, clinical work, and recent theorizing, and then how all this may contribute to our understanding of the categories and idioms of mental illness. We will look more closely at depression, PTSD, and suicide. We will also review current work on culture and well-being in order to better understand meanings of mental health.

SOC 596AZ: Recent Developments in Soc (CRN 34488), TR 11:00-12:20 p.m., G7 FLB & G8A FLB, A. Zerai

Topic: Globalization and Health. In this course we will explore the current literature that examines the globalization and health from a sociological perspective. We will explore a framework in the course that considers the ways that national origin, ethnicity, race, class, gender, sexuality, religion, urbanity, globalization and other dimensions of oppression intersect to impact upon the experiences and agency of individuals and groups with health care and social support in the various countries of the global south. Additionally, students will get hands-on experience analyzing data sets from the Demographic and Health Surveys for these countries. Students will be expected to stay current on the course readings, participate in class discussions, and work collectively to utilize SPSS to investigate health utilizing data from the Demographic and Health Surveys.

SOC 596AZ2: Recent Developments in Soc (CRN 60681), TR 2:00-3:20 p.m., 1057 Lincoln Hall, A. Zerai

Topic: Seminar on Family Diversity and Change in the 21st Century: Implications for Theory, Research and Policy. Social Scientists have documented changes occurring in the institutions of marriage and family over the last century. Some highlight the challenges and disruptions families face due to difficult socioeconomic circumstances and multiple forms of inequality. In the proposed seminars and conference, we ask participants to discuss diverse family formations. We question examinations of family "change" that are measured against a single standard of family formation. We argue that family formations globally have always been diverse. Change therefore has to be qualified in terms of how each type of family structure in different pockets of the world is adapting according to its unique political, economic, cultural and historical circumstances. Further, conceptualizations of "normal" family processes should attempt a flexible framework that takes into account past differences and advances around the globe without pathologizing those that do not fit the "ideal". Assumptions of normality advantage certain family arrangements while marginalizing others, and this in turn, influences social theory, research and policy. A restricted theoretical scheme will bias findings and policy. If the family is construed narrowly then social policy will be a disservice to those who do not meet the prevailing definitions. It is therefore of urgent need for scholars from various fields to be mindful of preconceptions about what constitutes normal familiies. Attending to the last three years of global recession, we will also discuss the impact of the recession on family norms and structures, specifically how families in a multitude of environments have adapted and responded to current economic pressures. Our seminars on diverse families, will endeavor an interdisciplinary collaboration to reconstitute family norms for the 21st century and explore its implications.

SOC 596JD: Recent Developments in Soc (CRN 32824), W 1:00-3:20 p.m., No Location Listed, J. Dowling

Topic: Immigration, Race and Identity: The Changing Face of America Since the 1960's, the United States has experienced dramatic shifts in the composition of the immigrant population, as more migrants now arrive from Latin America, Asia, and the Caribbean. This course will focus on how race and nationality shape the integration of immigrants in the US and how immigration in turn challenges and redefines what it means to be an "American" in the 21st century.

UIC Courses

ENGL 507: Theory, Rhetoric, and Aesthetics (CRN 32781), R 2-4:45 p.m., Robin Reames

In this course, we will investigate the presumed opposition of seeming and being in language and art, and particularly in the formation of rhetorical theory as a theory of language. The opposition of seeming to being (the way something appears, as opposed to how it is), constructed through the history of philosophy, ultimately resulted in the subordination of language, rhetoric, and art to mere semblance, representation, and seeming—the implicit counterpoint to truth and reality. While such logics of subordination have been roundly critiqued by 20th and 21st century thought, the basic opposition of seeming to being, of appearance to truth, still holds strong in how we think about language in general and rhetoric in particular. Our inquiry will be guided by Martin Heidegger’s critique that, in fact, seeming and being fundamentally belong together, and under consideration, tend to merge with one another “in close connection with the stamping of Being” (Introduction to Metaphysics § 72). Following the path indicated by Heidegger, we will explore the presumed distinction as it is formed in Plato’s Gorgias and (following Heidegger) critiqued by Michel Foucault (Archeology of Knowledge, Will to Know) and Gilles Deleuze (Difference and Repetition).By investigating the basic interrelation of seeming and being, we will attempt to explore the limits of unthinking representation, signification, and seeming. While this basic question serves as a common topic of inquiry, students in this course will undertake their own original research project, engaging with some aspect of the relationship between seeming and being as it pertains to language, art, literature, or rhetoric. This course will focus heavily on professional research methods in the disciplines of English and Rhetoric, toward the end of helping students produce a publication-worthy paper.

ENGL 567: Discourse Analysis (CRN 36274), R 5:00-7:45 p.m., X. Xiang