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ENGL 502 |
CRITICAL CONVERSATIONS IN TECHNICAL PROFESSIONAL COMM |
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48349 Section M70 |
WEB |
Justine Wells |
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This course introduces student to Technical and Professional Communication (TPC) through the “critical conversations” that have defined its histories, practices, and contemporary iterations. As a field that includes both practical “core competencies” and academic research, responds to industry expectations and scholarly inquiry, and refuses easy categorization, TPC invites careful and critical attention.
In this course, this “critical” attention means highlighting what has been deemed important or foundational to the study and practice of TPC. This means looking at key moments in the histories of TPC, significant scholars of and scholarship about TPC, and the central concepts that make it up. It also means learning to ask and respond to difficult questions about the purposes, functions, and effects of TPC or, in other words, its rhetoric. Accordingly, students in this course can expect to spend time reading and writing about and participating in “critical conversations,” the goal for which is to provide a conceptual foundation for the study and practice of TPC in the Department of English at NMSU.
Topics to be covered include: Histories of TPC Practice and Instruction; Defining the practice and academic field of TPC; Conceiving “good” TPC; Usability, Accessibility, Access; Cultural Usability, Translation, Localization; Data visualization and visual tech comm; Risk Communication; Care Communication and DIY/Tactical Technical Communication; Environmental Communication and Environmental Justice in TPC. |
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ENGL 507 |
SPECIAL TOPICS: RHETORIC TPC: THEORIES OF COMMUNITY-ENGAGED RESEARCH |
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50538 Section M70 |
WEB |
Kelli Lycke Donate |
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50539 Section U70 |
WEB |
Kelli Lycke Donate |
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Description: This course introduces students to the theories and methods used to design, conduct, and critique community-engaged research projects. While the course draws on frameworks from Technical and Professional Communication (TPC) and Literacy Studies, students from all majors are welcome. We will survey a range of community-engaged and participatory action research projects from both academic and independent scholars. Students will learn methods for conducting CER and PAR, including collaborative research design, community perspectives on consent, and strategies for sharing research with public audiences. Throughout the semester, students will develop a research paper or project on the topic of their choosing.
Course Learning Objectives:
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ENGL 509 |
GRADUATE STUDY IN SHAKESPEARE II |
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48341 Section M01 |
TR: 1030 – 1145 |
Tracey Miller-Tomlinson |
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This course begins in 1600, the midpoint of Shakespeare’s dramatic career and the start of a firestorm of creativity and experimentation. In rapid succession, Shakespeare produced a series of tragedies that many consider his greatest—Hamlet, Othello, King Lear, Macbeth, and Antony and Cleopatra. These plays seek to understand human nature, our capacity to harm and to heal, and the purpose of human existence. The tragedies are interspersed with late comedies that seem at times to share their sensitivity to human suffering, including Twelfth Night and Measure for Measure, and are followed by late plays that reflect on the power and purpose of art forms such as the drama. Of the last, we will read The Winter’s Tale and The Tempest, likely Shakespeare's last sole-authored play. While we develop a range of interpretations of these plays, sustained attention will be devoted to discovering how these plays explore issues coming to a boil in the crucible of modernity, from the rise of radical individualism to new ways of thinking about gender, sexuality, and race. You are encouraged to bring your own areas of interest and expertise to bear on our study of Shakespeare and early modern culture. |
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ENGL 514 |
ADVANCED POETRY WORKSHOP |
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46741 Section M01 |
W: 1630 – 1900 |
Connie Voisine |
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Creative writing poetry workshop for advanced writers of poetry. Graduate level works for students who are not in the English Department MFA program. Repeatable for a maximum of 12 credits. Taught with ENGL 414 with additional work required at the graduate level. |
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ENGL 516 |
GRADUATE STUDY IN APPROACHES TO LITERATURE |
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44898 Section M01 |
M: 1630 – 1900 |
Jesse Allred |
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Understanding, appreciation, techniques of instruction in the high school. Requirements include independent directed research. Prerequisite: at least 6 credits in upper-division English courses. |
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ENGL 542 |
MODERN AND CONTEMPORARY AMERICAN POETRY |
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46743 Section M01 |
Poetic Form and Social Formation in 21st Century US Poetry |
Ryan Cull |
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TR: 1330 – 1445 |
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Certain moments in literary history lean more toward innovation than the synthesizing of existing trends; other moments exhibit the reverse tendency. It may be that early twenty-first century US poetry, though not without innovation, is more characterized by acts of synthesis that advance, combine, and/or query existing trends. Such writers often reimagine techniques associated with fundamental facets of poetry (like diction, address, metaphor, genre), knowing that formal features, whether or not you realize them, invite and, indeed, shape an audience’s response. This course, which could be subtitled poetic form and social formation, will study some striking examples of contemporary poets who take advantage of this dynamic and, in doing so, hope to stir twenty-first century readers to reimagine how we relate to each other and to facets of the world around us. Though the syllabus has not been finalized, we will likely consider some of the following poets: Mei-mei Berssenbrugge, Jorie Graham, Terrance Hayes, Cathy Park Hong, Layli Long Soldier, J. Michael Martinez, Harryette Mullen, D. A. Powell, Claudia Rankine, etc. |
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ENGL 549 |
GRADUATE STUDY IN WRITING |
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48345 Section M02 |
W: 1630 – 1900 |
Barry Thatcher |
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Close study of a topic in composition, rhetoric, and/or technical and professional communication. Topics vary. Repeatable for a maximum of 6 credits. |
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GNDR 550 |
ADVANCED MASCULINITIES STUDIES |
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47338 Section M71 |
WEB |
M. Catherine Jonet |
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Masculinities are not singular. They are multiple and shaped by race, class, sexuality, gender identity, and culture. This course examines how U.S. society constructs and values different expressions of masculinity—who gets to claim it, who defines it, and how it impacts lived experiences. Some questions to consider: Who shapes masculinity, and where do you see it in everyday life? How do institutions like family, schools, politics, and media influence masculinity? Who benefits from traditional ideas of masculinity, and who is marginalized by them? How do race, class, and gender identity affect how masculinities are experienced and enforced? Through essays, films, and multimedia, we will explore these questions, and you'll have the opportunity to add your own insights through weekly coursework and projects. |
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GNDR 554 |
ADVANCED ISSUES IN WOMEN CROSSING BORDERS |
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48360 Section M01 |
WEB |
TBD |
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This course will use feminist and interdisciplinary readings to explore the varied experiences of women while crossing cultural, social, racialized, class, political, economic, sexual, and gendered borders- both locally and globally. We will discuss the myriad borders and borderlands that women/girls cross and analyze these crossings through an interdisciplinary lens. We will discuss women resisting state-sponsored violence in Latin America and we will analyze borderlands’ theoretical frameworks that apply to women’s activism at the U.S. -Mexico borderlands. We will learn about local and global feminist scholars and migration issues to understand the economic, political, social and cultural issues forcing women and families to leave their homelands. We will explore the use of agency, and how women work locally, regionally, and globally to affect change. We will examine issues of oppression, violence, vulnerability, power, and the structural factors that have worked historically and in current times to create situations of fear, hate, misogyny, gender- based violence, persecution and other forms of violence that impact women directly. We will discuss the tools that women and their allies use as agents of social change to create structurally meaningful practices for positive long-term societal change. |
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ENGL 560 |
PROPOSAL AND GRANT WRITING |
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48346 Section M01 |
MW: 1330 – 1445 |
Barry Thatcher |
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This course teaches students how to write proposals for a variety of funding agencies, including federal, local, and nonprofit foundations. In the course, the students learn to develop proposal ideas, search for grants, understand the agency’s Call for Proposal, develop the project according to funding agency requirements, create a budget, form a project team, and write the full proposal. The major project is a proposal or grant written to an actual funding opportunity. Students may choose to write the proposal in small groups of two or three, depending on the size of the proposal and workload. The course requires intensive writing and project development. It also addresses grammar, style, and workplace communication expectations. |
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ENGL 560 |
PROPOSAL AND GRANT WRITING |
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49852 Section M70 |
WEB |
Clinton Lanier |
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Developing proposals and grants in a workshop setting. |
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ENGL 564/664 |
HISTORY AND THEORY OF COMPOSITION STUDIES |
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49852 Section M01 |
M: 1330 – 1600 |
Eric House |
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A popular narrative of the history of composition studies suggests that the desire to address students’ grammar and mechanical correctness at Harvard in the late 1800s stands as a potential point of origin for the field within higher education. Those conversations were slightly revised but had similar emphases on grammar and mechanical correctness in students’ writing during the open admissions era in the 1960s and 1970s. Composition studies is thus often inextricably linked with pedagogy and becomes a space where language and writing are disciplined in the classroom according to the logics and legacies of the academic institution. This class seeks to reread this popular narrative of composition studies by remixing composition theory, understanding that writing practices from discourse communities outside of higher education have always impacted definitions and applications of composition. We will then investigate how conversations of pedagogy, culture, technology, power, and identity all impact both composition history and the current trends within composition theory. |
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GNDR 565 |
ADVANCED SEX, GENDER & THE BODY |
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49848 Section M70 |
WEB |
Laura Anh Williams |
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Advanced examination of forces at work in defining and differentiating gender, race, sexuality. How ideas about what is 'natural' and 'normal' for men and women shifted over time. Considers different discourses shaping embodied experiences and categories of identity. |
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ENGL 569 |
GRADUATE IN AMERICAN LITERATURE |
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BLACK MIRRORS: THE GOTHIC THEN AND NOW |
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49861 Section M01 |
TR: 1800 – 1915 |
Fabrizio Ciccone |
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Terror, escape, romance, and violence—these are the coordinates the literary critic Leslie Fiedler uses in Love and Death in the American Novel to tell the story of America. Because the story of our country-- violent, crazy, dark--is ultimately a Gothic one, it is to the Gothic that Fiedler turns in his account of American literature. Fiedler’s study is being republished next spring, an occasion this course will take as an invitation to reopen the question of the Gothic in American literature and culture. Our course falls into two roughly equal halves: we will spend the first half of the semester reading Fiedler’s magisterial book alongside the canonized authors he discusses (Poe, Hawthorne, Melville, Faulkner), tracking the chronological development of an unmistakably Gothic tradition in America from Romanticism to Modernism. The second half of the course will consider the legacy of this tradition in late twentieth- and twenty-first-century media, tracking the many transformations of the Gothic as it migrates into detective fiction, horror cinema, political philosophy, and sci-fi. We will approach the Gothic as a study of monstrosity, locating the monstrous not only in fantastic creatures but also in the many terrifying acts of human beings that have shaped modernity. |
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ENGL 578/678 |
TOPICS IN RHETORIC AND TECHNOLOGY |
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49858 Section M01 |
W: 1630 – 1900 |
Kerry Banazek |
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This course is designed to contextualize arguments surrounding multimodal pedagogy and to give students practical experience designing multimodal assignments. We will work with a range of media---maps, comics, games, field recordings, podcasts, video essays, et al.---and play with a range of tools. You can expect to read about the tools we use to compose (their cultural histories and material affordances or limits) and about theoretical connections that will help you decide when, where, and why you might want to deploy multimodal assignments. Some threads we’ll follow connect multimodal pedagogy to translingual practices and translation, queer worldbuilding, accessibility, and Disability Justice. Scholars we will read call themselves variously: scavengers, bricoleurs, tinkerers, makers, designers, advocates, DJs, and composers. We will talk through the stakes, politics, and practical concerns of these different approaches. We will also practice developing hands-on workshops, as well as frames for student reflection and assessment. Much of the scholarship we engage will come from writing studies, but this class is appropriate for anyone who teaches or plans to teach in a field that values writing (creative or technical), media production, research, or literacy---broadly defined. No specific technical experience is necessary; indeed, we’ll use colored pencils, Legos, and needles and thread in our work together---not just cameras, microphones, and computers. All students will choose one or two modes to focus on and develop individual projects relevant to their own goals and interests. |
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GNDR 582 |
GENDER & POPULAR CULTURE |
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49856 Section M70 |
F: 1330 – 1600 |
Laura Anh Williams |
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Intensive study of the representations of gender in popular culture. Examines the historical, aesthetic, and cultural contexts of these representation and the various critical and theoretical lenses we use to understand them. Repeatable under different subtitles. May be repeated up to 6 credits. |
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ENGL 597 |
INTERNSHIP IN TECHNICAL AND PROFESSIONAL COMMUNICATION |
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46749 Section M01 |
TR: 1330 – 1600 |
Justine Wells |
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46744 Section M71 |
WEB |
Justine Wells |
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Open to undergraduate and graduate students in any field (e.g., Literature, Rhetoric and Professional Communication, Creative Writing, etc.), in this course you will complete an internship with a business, nonprofit, or university entity that helps you professionalize in your chosen career path or field of study. All variety of internships involving communication are supported, and internships may be paid or unpaid. To make for a full learning and professionalization experience, enrolled students participate in an online course with brief weekly assignments tailored to their internship, and a final project. Internship opportunities are regularly advertised on the student listservs. Students interested in completing an internship should contact the internship coordinator, Dr. Justine Wells (jbwells@nmsu.edu) as soon as possible, to discuss how to search for an internship or design your own. Although students can begin seeking an internship at the beginning of the term, ideally, you will arrange for your spring internship before the end of the fall term; contact Dr. Wells for details.
CRITICAL CONVERSATIONS IN TECHNICAL AND PROFESSIONAL COMMUNICATION (Web) This course introduces student to Technical and Professional Communication (TPC) through the “critical conversations” that have defined its histories, practices, and contemporary iterations. As a field that includes both practical “core competencies” and academic research, responds to industry expectations and scholarly inquiry, and refuses easy categorization, TPC invites careful and critical attention. In this course, this “critical” attention means highlighting what has been deemed important or foundational to the study and practice of TPC. This means looking at key moments in the histories of TPC, significant scholars of and scholarship about TPC, and the central concepts that make it up. It also means learning to ask and respond to difficult questions about the purposes, functions, and effects of TPC or, in other words, its rhetoric. Accordingly, students in this course can expect to spend time reading and writing about and participating in “critical conversations,” the goal for which is to provide a conceptual foundation for the study and practice of TPC in the Department of English at NMSU. Topics to be covered include: Histories of TPC Practice and Instruction; Defining the practice and academic field of TPC; Conceiving “good” TPC; Usability, Accessibility, Access; Cultural Usability, Translation, Localization; Data visualization and visual tech comm; Risk Communication; Care Communication and DIY/Tactical Technical Communication; Environmental Communication and Environmental Justice in TPC. |
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