Department of English

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.

Summer 2023

Upper Division (3000–4000) Courses

Note: Course numbers listed in the table are linked to course descriptions below.

Summer A

Course #	Section #	Class #	Time(s)	Room	Course title	Instructor
ENC 3312	151B	15812	MTWRF 3	MAT 0118	Advanced Argumentative Writing	Motunrayo Ogunrinbokun
ENG 4905	DEP-X	DEP-X	TBD	TBD	Independent Study	Kenneth Kidd
ENG 4911	DEP-X	DEP-X	TBD	TBD	Undergraduate Research (English)	Kenneth Kidd
ENG 4940	DEP-X	DEP-X	TBD	TBD	Internship	Kenneth Kidd
ENG 4970	DEP-X	DEP-X	TBD	TBD	Honors Thesis Project	Kenneth Kidd
ENL 4273	151D	15814	MTWRF 5	MAT 0113	20th-Century British Literature	Maxine Donnelly
LIT 4334	4E20	19939	MTWRF 6	MAT 0113	The Golden Age Children’s Literature	Corinne Matthews

Summer B

Course #	Section #	Class #	Time(s)	Room	Course title	Instructor
ENG 4130	4C93	10943	MTWRF 3 / TR 6-7	TUR 2334 / ROL 0115	Race and Ethnicity in Film	Felipe González Silva
ENG 4905	DEP-X	DEP-X	TBD	TBD	Independent Study	Kenneth Kidd
ENG 4911	DEP-X	DEP-X	TBD	TBD	Undergraduate Research (English)	Kenneth Kidd
ENG 4940	DEP-X	DEP-X	TBD	TBD	Internship	Kenneth Kidd
ENG 4970	DEP-X	DEP-X	TBD	TBD	Honors Thesis Project	Kenneth Kidd
LIT 3003	4EH5	19938	MTWRF 4	TUR 2303	Forms of Narrative	Logan Schell

Summer C

Course #	Section #	Class #	Time(s)	Room	Course title	Instructor
ENG 4905	DEP-X	DEP-X	TBD	TBD	Independent Study	Kenneth Kidd
ENG 4911	DEP-X	DEP-X	TBD	TBD	Undergraduate Research (English)	Kenneth Kidd
ENG 4940	DEP-X	DEP-X	TBD	TBD	Internship	Kenneth Kidd
ENG 4970	DEP-X	DEP-X	TBD	TBD	Honors Thesis Project	Kenneth Kidd

Course Descriptions

Summer A

ENC 3312

Advanced Argumentative Writing
Motunrayo Ogunrinbokun

This course focuses on writing clearly and efficiently in the digital era. Students will learn how to compose and circulate fully developed arguments using different modes. They will learn how to work through the stages of planning, researching, organizing, and revising their writing. They will practice forming a coherent thesis and supporting it logically with evidence drawn from research.

The course will examine arguments in a range of genres, including essays, videos, memes, and social media posts. It will encourage students to investigate the rhetorical choices of arguments in variety of media and to discover how writing can persuade, rather than merely transmit, knowledge. Class discussions will reveal the complementary relationship between writing and research and demonstrate how persuasive techniques and genres vary from discipline to discipline.

ENL 4273

20th-Century British Literature
Maxine Donnelly

When thinking about Britain, many non-Brits have a certain vision of it: quaint country villages, bustling urban culture centers, ‘fairy tale’ images of the royal family or the magic of British children’s fantasies like Harry Potter. In this course, we will try to understand these fantasies, the histories they reveal, and the larger human stories they help illustrate. Following a roughly chronological order, we will trace the ways Britishness has grown up alongside ‘fantastic’ literature since 1900. Along the way, I hope to ask questions about the Britain (and the world) which exists now: How are fantasy and history intertwined? What do a nation’s stories tell us about who its people are or wish to be? And are Britain’s ‘realities’ actually as fantastic as the stories it tells about itself?

Through possible texts including J.K. Rowling’s Harry Potter and the Philosopher’s Stone, J.R.R Tolkien’s The Hobbit, and shorter works by Terry Pratchett, Neil Gaiman, and Angela Carter, we will follow the evolution of contemporary attitudes about fantasy, fiction, and British ‘heritage’ filtered through both. Some people understand Britain itself as a kind of real-life fantasy world, a place to escape from the messy ‘real’ world of modern life into innocent stories with universal appeal. But by reading across the 20th century, we can see this image stems as much from British culture, specifically British literature, as from any ‘real’ representation of the nation. Possible assignments include short bi-monthly response papers and a final creative project tackling the major themes of the course.

LIT 4334

The Golden Age of Children’s Literature
Corinne Matthews

The “Golden Age” of children’s literature tends to be defined as the period from the mid nineteenth century to the early twentieth century. It marked a shift in the kinds of literature being produced for children from morality tales to texts created with different ideas of what children want and need from their stories, giving more priority to enjoyment and entertainment. Many iconic children’s literature characters from the time still loom large in the cultural imagination, including Lewis Carroll’s Alice, J.M. Barrie’s Peter Pan, L. Frank Baum’s Dorothy, and L.M. Montgomery’s Anne. In this course, we’ll examine the defining features of Golden Age children’s literature, put shifting ideas of childhood throughout the time period in context, question how and why such texts became part of the canon, and consider the effects these texts have on how we conceive of children’s literature today.

This course will engage with a variety of materials, including but not limited to literature, visual culture, academic scholarship, and cultural commentary. Assignments may include a brief presentation, short critical response papers, and a research project drawing on materials from UF’s Baldwin Library of Historical Children’s Literature.

Summer B

ENG 4130

Race and Ethnicity in Film
Felipe González Silva.

This course focuses on films from and about Latin America. Specifically, it examines cinema’s role in affirming and resisting misconceptions about Latin America, including the notion that everyone speaks Spanish, looks a certain way, and lives in the tropics. It examines how cinema addresses questions of race, ethnicity, and indigeneity in the region, including the phenomenon of longing for Whiteness. Fundamental questions guiding our exploration will include: what is Latin America? what does it mean to be Latin American, Latinx/a/o, Hispanic, and so on? who is excluded from these classifications?

Films may include 500 Years: Life in Resistance (Pamela Yates 2017), Araya (Margot Benacerraf 1959), Black and Cuba (Robin Hayes 2015), El abrazo de la serpiente (Ciro Guerra 2015), Madeinusa (Claudia Llosa 2005), Nosotros los pobres (Ismael Rodríguez 1948), and others. We might also watch excerpts from telenovelas and other popular media. Assignments include screening posts, oral presentations, short papers, and a video essay.

LIT 3003

Forms of Narrative

Logan Schell

This course examines how comics allow for individual expression of real and imagined storytelling, focusing on how different forms of comics and graphic novels communicate. These forms are often categorized: American superhero, Japanese manga, Franco-Belgian bandedessinée, and so on. But even though the forms differ radically, they all use the “language” of comics.

To learn this language, we will study comics scholarship by Scott McCloud, R.C. Harvey, Thierry Groenstein and others. It will help us examine how comics work, and it will reveal a “connective tissue” that binds the very different forms within the comics medium, across languages and cultures. In short, we will study theories tailored specifically to comics. As comics scholar Frederick Aldama argues, “we need to take our pleasure in the study of comics on their own terms.”

Finally, we will analyze, discuss, and write about what makes comics unique in a diversity of global environments and media.

The work of the course will likely include daily and weekly responses to assigned readings, and one major research paper.