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 2024
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 |
|---|---|---|---|---|---|---|
| AML 4242 | 4C90 | 10208 | MTWRF 3 | MAT 0114 | Studies in Twentieth-Century American Literature and Culture | Haldar |
| ENC 3310 | 4GS1 | 20795 | MTWRF 5 | MAT 0118 | Advanced Exposition | Chattopadhyay |
| ENG 4940 | DEP-X | DEP-X | TBD | TBD | Internship | Kidd |
| LIT 4332 | 2CL1 | 20353 | MTWRF 2 | MAT 0114 | Children’s Literature and Controversy | Mullens |
Summer B
| Course # | Section | Class # | Time(s) | Room | Course title | Instructor |
|---|---|---|---|---|---|---|
| ENG 4133 | 151C | 15472 | MTWRF 3 / MW 5-6 | TUR 2334 / ROL 0115 | Film Studies | Patton |
| ENG 4940 | DEP-X | DEP-X | TBD | TBD | Internship | Kidd |
| ENL 3132 | 4BL1 | 20354 | MTWRF 4 | ONLINE | 20th-Century English Novel: Women Writing Fantasy | Moore |
Summer C
| Course # | Section | Class # | Time(s) | Room | Course title | Instructor |
|---|---|---|---|---|---|---|
| ENG 4940 | DEP-X | DEP-X | TBD | TBD | Internship | Kidd |
Course Descriptions
Summer A
AML 4242
Studies in Twentieth-Century American Literature and Culture
Debakanya Haldar
Robert Moses, the American urban planner who transformed New York City in the twentieth century, called the Empire City “too big, too complex to be served by any one writer.” He was right: few cities have inspired as much great art and literature.
In this course, we will look at twentieth-century literary and visual representations of New York City. We will begin with John Steinbeck’s essay “Making of a New Yorker” (1953) to understand the city’s impact on the modernist artist. We will proceed with the poem “Union Square” (1911) by Sara Teasdale, followed by the City Symphony film Manhatta (1921) by Paul Strand and Charles Sheeler. We will study the importance of Harlem, a predominantly Black neighborhood, and the Harlem Renaissance with poems of Langston Hughes such as “The Weary Blues” (1925). We will analyze the contradicting visual depictions of the city in Martin Scorsese’s Taxi Driver (1976) and Woody Allen’s Manhattan (1979). Finally, we will read Bright Lights, Big City (1984) by Jay McInerney and analyze the city’s growing consumerism.
Course assignments include weekly position papers, panel presentations, and a final research/creative project. Students will learn how to critically engage with literary and visual texts and develop sound argumentative skills in their writing.
ENC 3310
Advanced Exposition
Anwesha Chattopadhyay
This course will examine technologies that engage in “copying” or mechanical reproduction, from the creation of the Gutenberg printing press to Open AI, and the evolution of people’s attitudes towards them.
Assignments will include:
- Two critical essays, examining one “emerging” and one “extinct” technology with works cited in either APA or MLA. (1500 words each)
- Weekly responses, examining the texts discussed in the previous week and relating them to a new piece of technology or current events. (300 words each)
- “Prompt Engineering” a “new” piece of visual art every week on Midjourney or similar Generative AI platform, based on the week’s readings, and reflecting on the process of creation. (200 words each)
Key texts in this course will include:
- Herman Melville’s short story “Bartleby, the Scrivener”
- Walter Benjamin’s essay “The Work of Art in the Age of Mechanical Reproduction”
- Kalindi Vora and Neda Atanasoski’s Surrogate Humanity: Race, Robots, and the Politics of Technological Futures
- Sidney I. Dobrin’s AI and Writing.
LIT 4332
Children’s Literature and Controversy
Noah Mullens
This course will examine children’s literature as a political genre with a history of sparking controversy. We will explore what makes a text controversial, delving into how literature intended for young readers or about children can provoke backlash, protests, and removal from educational systems. Selected texts include The Golden Compass by Philip Pullman, Julián Is a Mermaid by Jessica Love, and The Bluest Eye by Toni Morrison.
The course will take an international perspective, with students collaborating virtually and cross-culturally with counterparts in the Netherlands. Students will collaborate to create a portfolio of controversial children’s literature found in digital archives. At the end of the course, students will submit a short piece of writing to an international academic journal (Bookbird) for possible publication.
Summer B
ENG 4133
Film Studies
Bryce Patton
In the climactic moments of Robert Egger’s 2015 folk horror film The Witch, a demonic voice asks a young woman, “Wouldst thou like to see the world?” In this course, we will follow the voice’s advice and go on a journey around the globe, exploring various cultures’ relationships to folklore and horror as conveyed through their cinema.
The class features units focusing on folk horror films from different parts of the world including Latin America, Eastern Europe, Africa, and East Asia. We will watch and analyze a diverse groups of horror films from Scotland, Mexico, Guatemala, Chile, Senegal, Czechoslovakia, Estonia, Russia, Japan, South Korea, and Thailand, while exploring the history of each country’s folklore.
This class has two weekly mandatory screenings and will rely on in-class discussions. Course assignments include weekly Letterboxd discussions, group or individual presentations, several short exams, and a final project.
ENL 3132
20th-Century English Novel: Women Writing Fantasy
Mandy Moore
This course will explore British women-authored novels throughout the 20th century with a particular focus on children’s fantasy. Assigned texts may include novels by authors such as Edith Nesbit, Susan Cooper, Eva Ibbotson, Diana Wynne Jones, and Malorie Blackman. We will examine how shifting British cultural norms and values influenced the fantasy worlds that these authors imagined for their child audiences, thinking especially about gender, class, race, the legacies of war and colonialism, and the role of folklore/mythology. Potential assignments may include short written responses, leading in-class discussion with a partner, a close reading essay, and a creative final project.