“ENG 292/392: Toni Morrison” (Clark University)
Nobel Laureate Toni Morrison forever reconfigured how the world studies literature and race. Reading her novels, poetry, and non-fiction, we will examine how Morrison’s writing enhances African American literary theory by critiquing the role race plays within the literary canon and society as a whole. Implementing Morrison’s strategies such as removing the white gaze and discovering the Africanist presence, we will explore the historical and psychological themes of race, colorism, the ancestor, motherhood, multigenerational trauma, and love. The course is discussion and inquiry-based, so students must read, participate, moderate, and challenge themselves to think critically. For undergraduate English majors, this course satisfies the Period (D-3) requirement or Theory (E) requirement but does not double-count. Meets the Aesthetic Perspective (AP) requirement. Fulfills the Diversity and Inclusion (D&I) requirement.
Nobel Laureate Toni Morrison forever reconfigured how the world studies literature and race. Reading her novels, poetry, and non-fiction, we will examine how Morrison’s writing enhances African American literary theory by critiquing the role race plays within the literary canon and society as a whole. Implementing Morrison’s strategies such as removing the white gaze and discovering the Africanist presence, we will explore the historical and psychological themes of race, colorism, the ancestor, motherhood, multigenerational trauma, and love. The course is discussion and inquiry-based, so students must read, participate, moderate, and challenge themselves to think critically. For undergraduate English majors, this course satisfies the Period (D-3) requirement or Theory (E) requirement but does not double-count. Meets the Aesthetic Perspective (AP) requirement. Fulfills the Diversity and Inclusion (D&I) requirement.
“ENG 293/ 393: Special Topics in African American Literature: Afrofuturism: Then and
Now” (Clark University)
This course traces the speculative strain in the 20 th and 21 st century African American literature, music, film, and visual art. The course is designed to help students refine their theoretical approaches to the study of second wave Afrofuturism and the Black Speculative tradition, and to help sharpen and broaden their critical thinking and analytical faculties through a study of selected works. During the course, students will evaluate the work of W.E.B. Du Bois, Samuel Delany, Ocatvia Butler, Colson Whitehead, Janelle Monae, Sun Ra, Outkast, Kara Walker, and Marvel’s Black Panther.
This course traces the speculative strain in the 20 th and 21 st century African American literature, music, film, and visual art. The course is designed to help students refine their theoretical approaches to the study of second wave Afrofuturism and the Black Speculative tradition, and to help sharpen and broaden their critical thinking and analytical faculties through a study of selected works. During the course, students will evaluate the work of W.E.B. Du Bois, Samuel Delany, Ocatvia Butler, Colson Whitehead, Janelle Monae, Sun Ra, Outkast, Kara Walker, and Marvel’s Black Panther.
“ENG 372: Radicalism and The Black Arts Movement” (Clark University)
The Black Arts Movement remains the most radical realization of a literary culture in the history of the United States. Resulting from centuries of racial oppression, this movement is to be understood as Black Americans’ revolutionary use of art to express deep-seated existential rage and political critique in order to generate social change and psychological reconstruction. Accordingly, this course will examine the historical factors responsible for the emergence of the Black Arts Movement and will pay special attention to the thinkers and writers responsible for the articulation of it aesthetic manifestos and the production of its literary canon. For undergraduate English majors, this course satisfies the Period (D-#) requirement.
The Black Arts Movement remains the most radical realization of a literary culture in the history of the United States. Resulting from centuries of racial oppression, this movement is to be understood as Black Americans’ revolutionary use of art to express deep-seated existential rage and political critique in order to generate social change and psychological reconstruction. Accordingly, this course will examine the historical factors responsible for the emergence of the Black Arts Movement and will pay special attention to the thinkers and writers responsible for the articulation of it aesthetic manifestos and the production of its literary canon. For undergraduate English majors, this course satisfies the Period (D-#) requirement.
“ ENG 293/ 393: Special Topics in African American Literature: The African American
Gothic” (Clark University)
What is the African American Gothic? Scholars agree that African Americans have utilized the Gothic to highlight the horrors of the African American experience beginning with slave narratives up to the present day with films like Jordan Peele’s Get Out. In this course, we will examine and discuss the evolution of the use of the Gothic within African American literature starting with the era of chattel slavery. We will begin with the connection of the white fear of slave rebellion and how it connects to the concept of black monstrosity. It is through the basis of race creation, and the fear of the other, that we will follow the evolution of African American Gothic, focusing on historical atrocities such as Jim Crow segregation and police brutality. This course will investigate the African American Gothic utilizing philosophical, psychoanalytic, sociological, and historical approaches. It is a discussion-based course with minimal lecturing, so students are expected to read, participate, moderate, and be an active citizen in the class. For undergraduate English majors this particular rendition of the course satisfies the Period (D-3) or the Theory (E) requirement but cannot double-count.
What is the African American Gothic? Scholars agree that African Americans have utilized the Gothic to highlight the horrors of the African American experience beginning with slave narratives up to the present day with films like Jordan Peele’s Get Out. In this course, we will examine and discuss the evolution of the use of the Gothic within African American literature starting with the era of chattel slavery. We will begin with the connection of the white fear of slave rebellion and how it connects to the concept of black monstrosity. It is through the basis of race creation, and the fear of the other, that we will follow the evolution of African American Gothic, focusing on historical atrocities such as Jim Crow segregation and police brutality. This course will investigate the African American Gothic utilizing philosophical, psychoanalytic, sociological, and historical approaches. It is a discussion-based course with minimal lecturing, so students are expected to read, participate, moderate, and be an active citizen in the class. For undergraduate English majors this particular rendition of the course satisfies the Period (D-3) or the Theory (E) requirement but cannot double-count.
“ENG 183: African American Literature II” (Clark University)
Explores the aesthetic modes configuring the evolution of African American literature in the 20 th and 21 st centuries, especially the novel. Focus is on the experimental and innovative sensibilities regulating the evolving canon of postmodern writing produced by American of African descent. Authors studied may include David Anthony Durham, Percival Everett, Minister Faust, Edward P. Jones, Gayl Jones, Jamaica Kincaid, Toni Morrison, John Ridley, Fran Ross, Carl Hancock Rux, Olympia Vernon, Colson Whitehead, and Kevin Young. For undergraduate English majors and minors, this course satisfies the Historical Sequence (B-@) requirement. Meets the Verbal Expression (VE) requirement.
Addresses major periods and principal authors of the African American canon. Readings may cover a historical span that could range from the 18 th century to the present or could represent focused concern with select authors and/or given literary movement. Students are expected to gain a historically as well as culturally contextual appreciation of the literature produced by writers of African descent in the Americas. For undergraduate English majors and minors, this course satisfies the Historical Sequence (B-1) requirement. Meet the Historical Perspective (HP).
Explores the aesthetic modes configuring the evolution of African American literature in the 20 th and 21 st centuries, especially the novel. Focus is on the experimental and innovative sensibilities regulating the evolving canon of postmodern writing produced by American of African descent. Authors studied may include David Anthony Durham, Percival Everett, Minister Faust, Edward P. Jones, Gayl Jones, Jamaica Kincaid, Toni Morrison, John Ridley, Fran Ross, Carl Hancock Rux, Olympia Vernon, Colson Whitehead, and Kevin Young. For undergraduate English majors and minors, this course satisfies the Historical Sequence (B-@) requirement. Meets the Verbal Expression (VE) requirement.
“ENG 182: African American Literature I” (Clark University)
Addresses major periods and principal authors of the African American canon. Readings may cover a historical span that could range from the 18 th century to the present or could represent focused concern with select authors and/or given literary movement. Students are expected to gain a historically as well as culturally contextual appreciation of the literature produced by writers of African descent in the Americas. For undergraduate English majors and minors, this course satisfies the Historical Sequence (B-1) requirement. Meet the Historical Perspective (HP).
“ENG 164: The Gothic” (Clark University)
The Gothic, one of the most popular genres in nineteenth-century Britain, explores the dominany culture through its dark underside. In detailing both individual and national transgressions, this literature responds to significant cultural movements of the time, such as the advent of psychology and the explosion of revolutionary politics. This course traces Gothic literature from its origins in representations of fear and pain to its culmination in portrayals of alienation and monstrosity. To fully understand the genre, we will read a wide range of authors including Mary Shelley, Bram Stoker, and Robert Louis Stevenson, as well as critical literature of eighteenth and nineteenth-century theories of psychology and politics. For undergraduate English majors this course satisfies the Genre (C-2) requirement. 1
Expository writing focusing primarily on argumentative and narrative essays. Discussion and practice of logic—inductive and deductive reasoning—as it relates to the argumentative essay form. Topics as thesis on main idea, organization, style, unity, supporting evidence, avoiding logical fallacies, and basic writing mechanics, including constructing sentences, paragraphing, transitions, and correct grammar. “AFROAM 151: Literature and Culture” (University of Massachusetts Amherst) Relevant forms of Black cultural expressions contributing to the shape and character of contemporary Black culture; the application of these in traditional Black writers. Includes West African cultural patterns and the Black past; the transition-slavery, the culture of survival; the cultural patterns through literature; and Black perceptions versus white perceptions.
Examination of the Civil Rights Movement from the Brown v. Topeka decision to the rise of Black power. All the major organizations of the period, e.g., SCLC, SNCC, CORE, NAACP, and the Urban League. The impact on white students and the anti-war movement. “English 085: Pre-College English I” (Holyoke Community College) The first course in the developmental English sequence engages underprepared students in the writing of clear, grammatically correct sentences and logically developed paragraphs. Students will develop active reading and critical thinking skills, improving their comprehension and interpretation of course texts, including editorials, essays, memoirs, novels, and fiction. Students will produce a variety of written works, ranging from paragraphs to a 2-3-page paper.
Relevant forms of Black cultural expressions contributing to the share and character of contemporary Black culture; the application of these in traditional Black writers. Includes West African cultural patterns and the Black past; the transition-slavery, the culture of survival; the cultural patterns through literature; and Black perceptions versus white perceptions.
This course is the first half of the college composition sequence and focuses on close reading, critical thinking, beginning research skills, and the writing process. Students will read, analyze, and cite a range of non-fiction texts. Students will produce several formal essays totaling approximately 3000 words.
This course is the second half of the first-year composition sequence and focuses on close reading, critical thinking, academic writing, research, and the writing process. Students will locate and evaluate both primary and secondary sources, and will gain skills in summarizing and synthesizing source material while employing MLA documentation. Texts will include a range of non-fiction (articles, essays, scholarly sources) and literary works. Students will produce at least 3000 words of formal written work, including a documented essay of at least 1250 words.
This first course in the developmental English sequence engages under-prepared students in the writing of clear, grammatically correct sentences and logically developed paragraphs. Students will develop active reading and critical thinking skills, improving their comprehension and interpretation of course texts, including editorials, essays, memoirs, novels, and fiction. Students will produce a variety of written works, ranging from paragraphs to a 2-3 page paper.
The Gothic, one of the most popular genres in nineteenth-century Britain, explores the dominany culture through its dark underside. In detailing both individual and national transgressions, this literature responds to significant cultural movements of the time, such as the advent of psychology and the explosion of revolutionary politics. This course traces Gothic literature from its origins in representations of fear and pain to its culmination in portrayals of alienation and monstrosity. To fully understand the genre, we will read a wide range of authors including Mary Shelley, Bram Stoker, and Robert Louis Stevenson, as well as critical literature of eighteenth and nineteenth-century theories of psychology and politics. For undergraduate English majors this course satisfies the Genre (C-2) requirement. 1
“AFROAM 365: Composition: Style and Organization” (University of Massachusetts Amherst)
Expository writing focusing primarily on argumentative and narrative essays. Discussion and practice of logic—inductive and deductive reasoning—as it relates to the argumentative essay form. Topics as thesis on main idea, organization, style, unity, supporting evidence, avoiding logical fallacies, and basic writing mechanics, including constructing sentences, paragraphing, transitions, and correct grammar. “AFROAM 151: Literature and Culture” (University of Massachusetts Amherst) Relevant forms of Black cultural expressions contributing to the shape and character of contemporary Black culture; the application of these in traditional Black writers. Includes West African cultural patterns and the Black past; the transition-slavery, the culture of survival; the cultural patterns through literature; and Black perceptions versus white perceptions.
“AFROAM 236: History of the Civil Rights Movement” (University of Massachusetts Amherst)
Examination of the Civil Rights Movement from the Brown v. Topeka decision to the rise of Black power. All the major organizations of the period, e.g., SCLC, SNCC, CORE, NAACP, and the Urban League. The impact on white students and the anti-war movement. “English 085: Pre-College English I” (Holyoke Community College) The first course in the developmental English sequence engages underprepared students in the writing of clear, grammatically correct sentences and logically developed paragraphs. Students will develop active reading and critical thinking skills, improving their comprehension and interpretation of course texts, including editorials, essays, memoirs, novels, and fiction. Students will produce a variety of written works, ranging from paragraphs to a 2-3-page paper.
“AFROAM 151: Literature & Culture” (University of Massachusetts Amherst)
Relevant forms of Black cultural expressions contributing to the share and character of contemporary Black culture; the application of these in traditional Black writers. Includes West African cultural patterns and the Black past; the transition-slavery, the culture of survival; the cultural patterns through literature; and Black perceptions versus white perceptions.
“English 101: Composition I” (Holyoke Community College)
This course is the first half of the college composition sequence and focuses on close reading, critical thinking, beginning research skills, and the writing process. Students will read, analyze, and cite a range of non-fiction texts. Students will produce several formal essays totaling approximately 3000 words.
“English 102: Composition II” (Holyoke Community College)
This course is the second half of the first-year composition sequence and focuses on close reading, critical thinking, academic writing, research, and the writing process. Students will locate and evaluate both primary and secondary sources, and will gain skills in summarizing and synthesizing source material while employing MLA documentation. Texts will include a range of non-fiction (articles, essays, scholarly sources) and literary works. Students will produce at least 3000 words of formal written work, including a documented essay of at least 1250 words.
“English 085: Pre-College English I” (Holyoke Community College)
This first course in the developmental English sequence engages under-prepared students in the writing of clear, grammatically correct sentences and logically developed paragraphs. Students will develop active reading and critical thinking skills, improving their comprehension and interpretation of course texts, including editorials, essays, memoirs, novels, and fiction. Students will produce a variety of written works, ranging from paragraphs to a 2-3 page paper.