Undergraduate Courses, Fall 2012

Times and locations of class meetings are subject to change. Consult the UF Schedule of Courses for official class times and locations and an explanation of the class period abbreviations.

Lower Division (1000–2000) Special Content Courses

Note: Only course descriptions are listed below. For a comprehensive summary of course numbers, sections, times and locations, titles, and instructors, see the following web page:

Fall 2012, Lower Division, Special Content

AML 2410

Issues in American Literature and Culture: Encountering Difference

Sarah Hayes

Since Christopher Columbus “discovered” the “New World” and its indigenous peoples, American history has been defined by different groups of people encountering one another. This course will examine how American literature has reflected these encounters in letters, narratives and novels. Questions we will explore include: how do we define ourselves against others and others against ourselves? What are the consequences of these definitions? How do we create notions of home and away? How do we adapt and/or adopt aspects of different cultures? How do we survive unfamiliar territory and people? To broadly define “encounter,” we will read a variety of texts from the contact period through the 20th century, from Christopher Columbus to Octavia Butler.

This course is designed to provide 6000 words toward the meeting of the Writing Requirement. Assignments may include 5 bi-weekly response papers, 1 midterm paper (4–5 pages), a final paper prospectus and 1 final paper (7–8 pages).

AML 2410

Issues in American Literature and Culture: An American Horror Story

Najwa Al-Tabaa

Gothic, horror, fantasy, and science fiction genres have come to play a central role in the American literary canon. This course studies the development of these “horror” stories in U.S. literature and popular culture. It looks at how they communicate larger themes and how they explore different political and social issues; these include American guilt and the haunting of the past, the rise of technology, and the degradation of the environment. Finally, the course will explore how classic texts in these genres influence contemporary horror and science fiction writers.

This course is designed to provide 6000 words toward the meeting of the Writing Requirement. Assignments may include reading quizzes, in-class activities, weekly discussion board postings, five or six short response papers of about 500 words each, one midterm paper of about 1200 words, and one final research paper of 2500 words (in addition to a prospectus and source list).

AML 2410

Issues in American Literature and Culture: Teenage Wastelands: American Dystopian Young Adult Fiction

Rebekah Fitzsimmons

Dystopian fiction portrays a futuristic, alternative world in which powerful institutions (such as governments and corporations) have caused the downfall of society. These stories depict the lives and coping strategies of survivors, and they offer critiques of real-world institutions. Over the last two decades, dystopian scenarios have infiltrated young adult (YA) fiction and providing it with more rebellious teenage protagonists. This class will explore dystopian YA fiction, focusing on its treatment of political questions surrounding technology, ecology, race/gender rights, and government oversight.  Finally, it will attempt to understand the rise in YA dystopian fiction in relation to current political climates.  

This course is designed to provide 6000 words toward the Writing Requirement.  Assignments will include but not be limited to: 3 papers (4–6 pages), informal blog entries, quizzes, one in-class presentation, and reading quizzes.

AML 2410

Issues in American Literature & Culture: Irony & Authenticity in the Writing of David Foster Wallace

Robert Short

When David Foster Wallace committed suicide in 2008, he left unfinished his most difficult and personally significant project. It was a novel of seemingly naïve conviction. Wallace believed that fiction could connect human beings in a meaningful way, and his writing represents an unabashed attempt to engage contemporary Americans afflicted by psychic isolation and ironic disaffection. This course examines the assumptions of Wallace’s writing and evaluates its challenge to postmillennial readers.

This course is designed to provide 6000 words toward the Writing Requirement. In addition to participation in class discussion, assignments may include – but not be limited to – reading responses, online discussion (total 2000 words), a 1500-word midterm essay, and a final 2500-word paper.

AML 2410

Issues in American Literature and Culture: Nature, Multi-Ethnic Literature, and American Identity

Yeonhaun Kang

This course will study nature's significance in the making of the modern American nation. It will look at nature's dynamic role in the struggles through which cultural minorities tried to achieve their own voices in the face of racial discrimination, ethnic discrimination, and socio-economic inequality. By presenting a wide variety of environmental writings from the 19th century to the present, the course will consider how current social and political issues are closely connected to histories of the land.

This course is designed to provide 6000 words toward the meeting of the Writing Requirement. Assignments may include (but not be limited to) the following: reading quizzes, five or six short responses (2 pages each), one mid-term paper (4–5 pages), one final paper (7–8 pages), as well as daily participation.

ENC 1145

Writing about the Young Adult Bestseller

Casay Wilson

Despite recent hardships faced by publishers and booksellers, one segment of the American publishing industry has thrived: young adult literature. A genre whose appeal stretches far beyond its original teen audience, the young adult novel has become an important part of popular culture and academic discourse. We will read and discuss an array of bestselling young adult novels from the past decade, in conjunction with popular and academic criticism of those novels. We will engage topics including but not limited to: the history and "construction" of the adolescent, the representation (or lack thereof) of minority groups, and the influence of fandom.

This course is designed to provide 6000 words toward the meeting of the Writing Requirement. Assignments may include (but not be limited to) blog posts and response papers, a rhetorical analysis of a selected book cover, a series of brief critical essays related to in-class discussion, and a final research paper. Active participation in class and on the course blog will also be expected.

ENC 1145

Writing about Gender in Texts

Todd Jurgess

This course will examine questions of gender as they relate to the writing, reading, and valuing of fictional texts. Feminist theory has long rejected the idea that gender can be reduced to simple categories of male and female, but the impact of this rejection on art is ongoing. Where and how do gender categories (whether simple or complex) inform how texts are written, how they are read, and how they take on historical value? The texts we discuss may include early American novels, proto-feminist literature, agitprop video, new queer cinema, and contemporary fiction by LGBTQ authors.

This course is designed to provide 6000 words toward the meeting of the Writing Requirement. Writing assignments may include (but not be limited to) the following: two textual analysis papers of four pages (including revision assignments), one 12-page research paper, one presentation (including a written component), and daily quizzes.

ENC 1145

Writing about Vampires

Thomas Cole

Dracula. True Blood. Twilight.These titles bring to mind one of the most infamous, fantastic creatures of the past few centuries in the Euro-American literary tradition: the vampire. As this course will demonstrate, the vampire figure tends to show up in times of crisis. It functions as a metaphor for what scares its contemporary society. For example, why are vampire stories so hung up on sexuality, desire, and courtship? How does Count Dracula embody British fears at the end of the 19th century? Why do vampires who come out of hiding end up "coming out of the coffin" in True Blood? In Twilight, why is Edward so afraid of harming Bella? These are the kinds of questions we will ask as we examine various texts and their intersections with post/colonialism, feminism, queer theory, and ecocriticism.

Possible primary texts include:

This course is designed to provide 6000 words toward the meeting of the Writing Requirement. Major writing assignments would include the following: two 600-word expository essays (which focus on close reading and textual analysis, i.e., the basics of critical reading skills); one 1,200-word argumentative essay; one 1,500-word argumentative essay; eight 200-word responses on Sakai (spread throughout the semester); and a final (somewhat creative) project of a minimum of 500 words.

ENC 1145

Writing about Modern European Theatre

Justin Grant

This course introduces students to reading and writing about European theatre from 1880 to the present. We will read plays from a range of artistic, intellectual, and avant-garde movements such as naturalism, expressionism, dada, surrealism, and existentialism. We will examine how playwrights examine questions of alienation, human nature, aesthetic representation, futurity, and society in their respective cultural contexts.

Possible texts studied include August Strindberg’s Miss Julie (Sweden), Frank Wedekind’s Spring Awakening (Germany), Luigi Pirandello’s Six Characters in Search of an Author (Italy), Jean Genet’s The Maids (France), Karel Čapek’s R.U.R. (former Czechoslovakia), and Federico García Lorca’s The House of Bernarda Alba (Spain), among others. All texts will be read in translation.

This course is designed to provide 6000 words toward the meeting of the Writing Requirement. Students will learn how to develop close-reading strategies and practices, and they will hone their critical writing skills. Assignments may include a close reading assignment (750 words), a comparative play analysis (1000 words), a research paper prospectus (250 words), an annotated bibliography (750 words), and argumentative research paper (2750 words), a written handout on an assigned play (500 words). In addition, there will be a midterm exam and a grade for participation.

ENC 1145

Writing about Punishment

Andrew Wilson

What does it mean to be punished? How do penal systems reflect the values of a society? We will examine a range of contemporary texts focusing on the concept of “punishment” and the questions it raises about the relationships between individual people and modern societies. We will analyze literary and critical works, and students will refine their critical writing skills. Above all, this course will help students develop the ability to make thoughtful inquiries of their own.

All writing assignments will be analytic or critical in nature, and the course aims to give students a sense of how, in writing, style influences substance. Class discussion and close reading exercises will encourage students to present and engage their own ideas as they gradually prepare to explore, in depth, the topic of their final research paper.

This course is designed to provide 6000 words toward the meeting of the Writing Requirement. Assignments may include the following:

Close Reading Exercises (one 500–750 word response to each text, seven total): Students will craft a brief yet sustained inquiry regarding a single text (no outside references).

Synthesis Essay (5–6 pages): A continuation of the Close Reading Exercises, this paper will allow students to peruse an idea or line of questioning between two or three of the course texts.

Annotated Bibliography of 8–10 sources (1250 Words): A precursor to the final research paper.

Research Paper (2000–2500 words): Unlike the previous essays, students are required to craft a thesis and pursue it through outside resources. The topic must pertain to a text, author or theme introduced through the class. Beyond these restrictions, students will be able focus on their topic as they see fit (that is, students will be allowed to peruse their topics in the context of their respective, or prospective majors).

CRW 2100

Imaginative Writing: Fiction Writing


This workshop ccourse is the first in our series of undergraduate workshops in fiction writing., Its the penultimate in our series of undergraduate workshops in fiction writing, seeksobject is to help you learn to write literary fiction better than you might already. Time is spent also on correct usage. We also seek toIts object is also to have you read better: to read for form, recognizing strength and weakness in your own and in others' writing, and recognizing various technical maneuvers in the published work we will read. Time is spent as well on correct usage.

Students write three pieces of fiction, delivering a copy to each class member one week prior to group criticism. Students participate in that group criticism with wit and cogency and pertinence and deliver a letter of good criticism for each story read. This criticism has one object: to improve the work.

Assigned readings, from a book or two by a major writer, will also be discussed. This reading will be looked at usually in a somewhat technical manner; it is hoped that in the best of all possible worlds the reading will inspire a mimicry of correct form as you make the long trek unto your own vision and your own good writing.

There is no prerequisite for this course. It runs parallel to CRW 1101, which is for freshmen.