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Topics of study in the English Department range from Old English poetry to post-modern fiction.
Course level:
100 | 200 | 300 | 400
Introduction to College Writing
Course develops students' ability to express themselves in clear, accurate, and thoughtful English prose. Offered regularly. Fulfills first-year writing requirement. Open to first-year students only.
Writing through Literature
Writing-intensive introduction to literature using poetry, drama, short stories, and novella. Emphasis is placed on the process method of writing, basic techniques of literary analysis, and library research. Offered regularly. Fulfills first-year writing requirement. Open to first year students only.
Writing the Classics
An introduction to academic writing based on the close reading of classical texts from the Greek, Roman, and/or Judeo-Christian traditions. Students write regularly in response to reading assignments and take a series of essays through an extensive revision process. Critical thinking and links with a variety of academic disciplines are stressed along with research, documentation, editing, and writing fundamentals. Offered regularly. Fulfills first-year writing requirement. Open to first-year students only.
Writing In and About the Native American Tradition
Study of ancient and contemporary Native American poetry and fiction with emphasis on academic writing. Students write regularly in response to reading assignments and engage in extensive revision of their work. Close attention is given to the development of academic voice, editing, documentation, critical thinking, research skills, and writing a reflective preface that is representative work from a first year writing course. Offered regularly. Fulfills first-year writing requirement. Open to first-year students only.
Writing the Public Essay
An examination of public essays: reviews, political commentary, letters to the editor, op-ed articles, art criticism, problem analysis, proposals for change. Students practice the craft of writing with grace, clarity, and fluency. Students read, study, and debate essays about significant topical issues by writers whose prose styles have much to teach about the art of writing. The course is for all students, majors, minors, and those interested in developing their expository and persuasive writing skills. Offered regularly. Prerequisite: English 101 or equivalent.
Introduction to Creative Writing
Workshop in the writing of short stories, verse, and plays, with an analysis of models. Offered regularly. Prerequisite: English 101 or equivalent. Fulfills arts requirement.
Topics in Medieval and Renaissance Literature
Intermediate study of a variety of authors, themes, genres, and movements, ranging from Anglo-Saxon literature through Shakespeare's works.
Shakespeare: the Major Plays
Course endeavors to communicate an awareness of Shakespeare's evolution as a dramatist and his importance in the development of Western literature and thought. Designed for students not majoring in English. Offered occasionally. Fulfills humanities requirement.
Survey of English Literature: Medieval & Renaissance
Selective survey of medieval and early modern English literature from the likes of Beowulf through the death of Queen Elizabeth in 1603 - almost a millennium. The goals of the class are to introduce students to several major writers and works of these centuries, to give an outline of the development of the literature, and to help develop skills in reading critically and discussing and writing about literature. Fulfills humanities requirement and English department Pre-1800 requirement.
C17th English Drama
This course will chart the development of English drama from Shakespeare to Gay. Our exploration of the drama will include the thematic, the dramatic, and the theoretical and will be informed by an understanding of early modern history and culture. Students will read works by Marlowe, Shakespeare, Kydd, Jonson, Dekker, Milton, Etherege, Congreve, and Gay and think about the role the theater -- public, private, and closeted -- played in early modern England. Offered occasionally. Fulfills humanities requirement.
Literature and Politics in Early Modern England
A study of the rapidly shifting political landscape of early modern England and the central place that literature played in these shifts. Poets, playwrights and essayists in the early modern period were often in the thick of political intrigue, dispute and faction. Students study the interplay between early modern texts and their political contexts, investigating the role of drama, poetry and prose in the power of the state and the ideological conflicts that abounded during this period. In the process they will focus on the manner of political expression and resistance during this period, as well as the central influence that literature and the printed text generally had on public opinion.
Survey of English Literature:17th &18th Century
Course examines representative literary works from the period in which England experiences the crisis of civil war, the turn to constitutional government, and the expansion of an overseas empire. The turn to modernity registers in a range of literary forms, from over-the-top Jacobean tragedy to Milton's epic Paradise Lost, and from the rapidly-developing novel to the witty satires of an expanding public sphere. Class discussion focuses on strategies of close reading, with some attention to historical and cultural context. Fulfills humanities requirement.
The Unreasonable Age of Reason
The eighteenth century has been called "The Age of Reason," a designation that implies straight and narrow thinking about straight and narrow subjects. To those of us who know and love the eighteenth century, it is hardly that. In Fact, its literature is full of such things as horses that talk like humans, gangs of criminals that sing operatic arias in praise of their "profession," and young men who journey to London in search of adventure and get much more than they bargained for. Through plays, poems, novels, and personal journals, we will discover just why the "Age of Reason" is a misnomer for the eighteenth century in England. Offered occasionally. Fulfills humanities requirement.
Milton and the Eighteenth Century
Course introduces students to Milton's masterpiece, Paradise Lost, and reads representative eighteenth-century British texts that respond to and re-imagine the key questions that shape the poem. Representative authors and genres of the period are studied, and students practice basic skills of literary analysis in regular writing assignments that introduce them to resources and research methods in literary studies.
Gender and Sexuality in 18th Century British Literature
Overview of the way literary representations of gender and sexuality help mediate social change in eighteenth-century Britain. Literature of this period often focuses on such figures as the libertine, the rake, and the harlot. Students survey the interplay between such figures and their cultural and political contexts, analyzing how literary works both shape and challenge norms for the expression of gender and sexuality.
Romanticism to Modernism
Students will look at the changing shape of English literature from the nineteenth to the early twentieth century. At a time when some theorists are asking "Is literary history possible?" we will attempt to understand a small portion of English literary history and some of the terms used to define it: "Romanticism," Victorianism," and Modernism." Among the representative authors, we may study from these three periods are Wordsworth, Coleridge, Shelley, Tennyson, Browning, Rossetti, Yeats, Eliot, and Woolf. Through the fiction and poetry of these authors, we will also explore some of the ideas and anxieties of this age, such as the relationship between science and faith, the role of women, and the impact of colonialism. Offered occasionally. Fulfills humanities requirement.
Survey of American Literature to 1865
A chronological study of American writing from colonial days through the present, with some attention to the social, political, and intellectual backgrounds. Primary emphasis during the first half of the sequence falls on the Puritans and American Romantics; the second half surveys writers from the Romantics forward, including such figures as Twain, Chopin, James, Williams, Stevens, Faulkner, Hughes, as well as selected contemporary writers. Offered occasionally. Fulfills humanities requirement.
Survey of African American Literature
Overview of African American literature from early slave narratives to realist novels and twenty-first century poetry. This course asks how foundational nineteenth-century African American writers invented and adapted literary forms to redefine the United States and construct new images of blackness. Further, we explore how their work speaks to our own moment by discussing recent literature, political discourse, and popular culture. Authors considered will include Phillis Wheatley, Frederick Douglass, Frances Harper, Charles Chesnutt, Claudia Rankine, and Ta-Nehesi Coates.
American Realism and Naturalism
In 1901, Charles Chesnutt observed that the United States "was rushing forward with giant strides toward colossal wealth and world-dominion," an assertion that captures the energy, anxieties, and priorities of the later decades of the nineteenth century. The nation's "rushing" vigor, simultaneously exhilarating and troubling, is likewise evident in the period's literature, which sought to document how vast cultural, technological, economic, and political changes impacted individual American lives. In this course, we will explore these decades through the works of Rebecca Harding Davis, William Dean Howells, Mark Twain, Henry James, Sarah Orne Jewett, Charles Chesnutt, Pauline Hopkins, Frank Norris, Theodore Dreiser, Edith Wharton, and Paul Dunbar, among others. Offered occasionally. Fulfills humanities requirement.
The Early American Novel
For a variety of reasons -- cultural, political, and logistical -- the development of the American novel is delayed until political independence from England is won. In this course, we will examine novels written during the early years of the nation, tracing the ways in which the works attempt to define a distinct national identity. Authors considered will include Brown, Foster, Tenney, Cooper, Sedgwick, Child, Poe, and Dana. Offered occasionally. Fulfills humanities requirement.
Antebellum American Literature
This course provides an overview of literary styles (sentimental, gothic, transcendental) and genres (novels, poetry, essays) that shaped US culture from 1830 to 1860. We explore how writers revise "foreign" literary traditions as they address debates over slavery, US expansion, and gender roles. We relate art and politics by asking: how do writers portray what it feels like to be American in this era? How do they craft stories of American history? And how do writers encourage readers to care about particular groups of Americans? The reading list will include such authors as Nathaniel Hawthorne, William Apess, Edgar Allen Poe, Harriet Wilson, Emily Dickinson, Frederick Douglass, and Herman Melville.
Literature of the Civil War Era
Course introducing students to American literature written around, or about, the Civil War. Beginning with a novel rumored (wrongly) to have started the conflict, students read a series of works that engage the political and social turmoil, from both Northern and Southern perspectives.
Down the Rabbit's Hole: The Golden Age of Children's Literature
An exploration of the wealth of British literature written for children from the mid-nineteenth century through World War I. After briefly considering the earlier traditions of children's literature, students will study fairy tales and fantasies, adventure stories and animal narratives, taking into account biographical as well as social and historical backgrounds to the works. The course will consider how these works – many of which are now considered literary classics – influenced the development of more recent children's literature and other forms of literature.
Riot, Rebellion, Revolution: The Tradition of Protest in Nineteenth-Century US Literature
A consideration of social upheaval in American literature of the nineteenth century. From slave rebellions to civil war, passive resistance to armed revolt, the US experienced regular social unrest—sometimes peaceful, more often violent—across the nineteenth century. In this course, we explore what it means that American literature is motivated by protest. Beginning with US responses to the Haitian Revolution and ending with early twentieth-century labor unrest, we examine the tensions between insurrection and the "domestic Tranquility" promised by the Constitution.
Survey of American Literature Since 1865
A chronological study of American writing from colonial days through the present, with some attention to the social, political, and intellectual backgrounds. Primary emphasis during the first half of the sequence falls on the Puritans and American Romantics; the second half surveys writers from the Romantics forward, including such figures as Twain, Chopin, James, Williams, Stevens, Faulkner, Hughes, as well as selected contemporary writers. Offered occasionally. Fulfills humanities requirement.
20th Century African American Literature
An introduction to 20th-Century African American authors who have acquired prominent and permanent status in American letters and a study of literary theories that have addressed specifically questions of black writing and representation. Investigating the link between African American literary production and changes in the social and political landscape of United States, it analyzes the ways in which the historical and political moment of production accounts for the different ways that the black experience is represented by African Americans. This course examines a wide range of texts in light of shifting paradigms-with regard to race, gender, and sexuality-in American culture and thought. It pays close attention to the ways literature by African Americans assert black humanity, revise history, and redress historical injury. Offered occasionally. Fulfills humanities and conceptualizing diversity requirements.
Images of Women in Literature
Survey of literature and film from the second half of the 20th century. Drawing on novels, short stories, popular movies, and social and political history, this course takes an interdisciplinary look at women's and men's differences and commonalities, examines the various ways women and men have been imagined, how these images affect us, and how they have transformed as a result of the feminist revolution. ENG 253 and WGS 253 are cross listed. Counts toward WGS major. Offered occasionally. Fulfills humanities and conceptualizing diversity requirements.
American Poetry
Study of the development of American poetry from 1620 to 1945. Though other writers are studied, course emphasizes Taylor, Whitman, Dickinson, Frost, Eliot, and Stevens. Offered occasionally. Fulfills humanities requirement.
Identity and Imagination: Jewish American Women Writers
Identity and Imagination: Jewish American Women Writers. A study of Jewish American women in literature and film. Praised as Yiddische mamas, derided as over-bearing Jewish mothers, condemned as materialistic Jewish American princesses, identified as red-hot mamas and sob sisters, active in Zionism, socialism, and feminism, Jewish American women fashioned complex identities for themselves. Fascinated with the ambiguity of identity in all its ramifications – gender, sexual, racial, religious – they used their literary and visual imaginations to explore and expand possibilities. ENG 255 and WGS 255 are cross-listed.
Sex and Love in Jewish Literature
"The Modern Age is the Jewish Age, and the twentieth century, in particular, is the Jewish century. Modernization is about everyone becoming urban, mobile, literate, articulate, intellectually intricate, physically fastidious, and occupationally flexible . . . . Modernization, in other words, is about everyone becoming Jewish." Thus declared Yuri Slezkine in his recent book The Jewish Century. Whether or not you accept Slezkine's argument, certainly the twentieth century witnessed some of the most powerful and extraordinary works of the Jewish imagination. From the ironic to the sentimental, from the controversial to the off-beat, from nostalgic exhumation of the past to raucous satires of the present and the future, from Avalon to Zelig, Jewish writers and filmmakers tackled the full spectrum of contemporary life. In this course, students will focus on novels and films that represent Jews in love. Course readings will include Philip Roth's Portnoy's Complaint, Grace Paley's The Little Disturbances of Man, S.Y. Agnon's A simple Story, A.B. Yehoshua's The Lover, and Rebecca Goldstein's The Mind-Body Problem. This course will also include evening discussions of literary texts and film screenings of such films as Annie Hall, Invincible, Crossing Delancey, Avalon, and Walk on Water. Offered occasionally. Fulfills humanities requirement.
African American Women Writers
Survey of poems, essays, novels, short stories and plays written by African American women. Starting with late 18th century poet Phillis Wheatley and ending with 1993 Nobel Prize Laureate Toni Morrison, we investigate the political, social, and aesthetic concerns with which these women writers contend: spiritual conversion; woman's labors under slave bondage; reconstructing the womanhood and family ties in the post-Emancipation Era; protest against racist violence, specifically lynching and rape; black women's moral reform movement; racial passing and socioeconomic mobility; government challenges to black women's reproductive rights; and collaborative methods to organize black women-centered communities. Cross-listed with AFS-248. Offered occasionally. Fulfills humanities and conceptualizing diversity requirements.
Amerika: Global Perspectives on the United States
Now more than ever America's role in the world is being decided in other places perhaps even more vigorously than it is in the U.S. itself. "Amerika" takes an international approach to the study of American literature. This course examines the idea of America in relation to the place of the United States, considering how it may be transferred, reflected, perceived, and debated globally, as we read fiction written about the United States by foreign writers. For some, such as Kafka, this means imagining an entirely fabricated space, whereas for others, such as Nabokov and Lorca, it means critiquing a culture found in a newly-adopted homeland. Although we will cover early accounts, such as those by Tocqueville and Columbus, the syllabus is weighted toward the 20th century fiction from countries as wide-ranging as Germany, France, Egypt, and Palestine in order to engage current questions about the reception and creation of American culture in the twenty-first century. Offered occasionally. Fulfills humanities requirement.
After Auschwitz: Literature of Witness
Holocaust memoir and poetry, written by collaborators and survivors, as well as their children. This course investigates the Holocaust through literature. Course themes include the intersection, within Nazi ideology, of "science" and propaganda; how trauma impacts testimony; the relationship between trauma and poetry; Jewish experience of the Holocaust; and the ways in which gender impacted the victim experience. Students write literary analysis: three short papers and a final research paper.
Contemporary African American Literature
This course examines the literary and cultural production of African Americans in the 21st Century, considering ways that contemporary African American writers have—through form and content—honored and built upon the expressive traditions that preceded them. Taking a multi-genre approach, we also consider the manner by which fiction, poetry, film, essays, and music have presented and reflected upon the contemporary reality of African Americans
Voice and Visibility: African Americans and the Power of Spoken Word
Politics and poetics of Hip Hop and Spoken Word, framed within African American oral traditions. We consider the significance of orality in crafting and cultivating the forms, styles, and content of African American cultural expressions, including written and oral poetries, music, and public speeches. Ultimately, spoken word is positioned as central to exploring complex issues of identity, culture, and politics shaping the African American presence in American society.
U.S. Latino Voices
The study of selected masterpieces of Latino literature from the United States. Special emphasis is given to writers representing the largest segments of the U.S. Latino population: Mexican Americans, Puerto Ricans, Cubans, and Dominicans. Other Latino communities are represented in shorter reading selections. This is primarily a literature course engaging students in literary analysis of each text's themes, structure and style. ENG 265 and LAS 265 are cross-listed.
History of the English Language
Course provides a historical understanding of the vocabulary, forms, and sounds of the language from the Anglo-Saxon or Old English period to the twentieth century. Ideal for secondary education minors. Offered one semester per academic year. Fulfills humanities requirement.
Introduction to Book History
Course provides an overview of the book as a material and technological form. Book history focuses on the material life of texts and how their materiality shapes books' cultural impact. Three basic areas of the field are explored: the physical production and form of books; the role of books in shaping their societies; and the theories of textual editing that produce literary works. Work in Musselman Library's Special Collections and Archives and field trips supplement the syllabus.
Critical Methods: History of Literary Criticism
This course will trace changing ideas and assumptions about literature from antiquity to the nineteenth century. In order to appreciate more fully the various ideas about literary value (broadly conceived), we will consider the arguments in tandem with examples of the specific genres literature being celebrated as exemplary or, in some cases, derided as dangerous. Throughout the semester, our goal will be to acquire a sense of the historical basis for the practice of literary criticism, as well as an appreciation of the kinds of questions and problems raised by the study of literature. Students may expect to read selections from some of the following: Plato, Aristotle, Horace, Longinus, Sidney, Boileau-Despreaux, Pope, Vico, Hume, Burke, Kant, Schiller, Marx, Nietzsche, and Freud. Offered occasionally.
Critical Methods
Introduction to advanced literary study. Attention is placed on close reading, using the library and electronic resources and incorporating scholarly perspectives. Course also considers a variety of theoretical approaches to literature and their place within contemporary literary scholarship. Offered regularly.
Forms of Fiction Writing
Discussion course in the writing and reading of alternative forms of fiction. Aim is to enhance understanding and implementation of various alternatives to short fiction, including short-short fiction, the novella, and the novel. Each student completes two short-short stories and a fragment of a novella or the opening of a novel. All styles and subjects are welcome, and students are encouraged to discover and exercise their unique writing voices. Offered regularly. Prerequisite: English 205.
Writing Short Fiction
Workshop in the reading and writing of short stories. Aim is to understand and implement various techniques and strategies of short fiction, including characterization, character development, variance of voice, transport, and resonance. Each student is to complete a number of exercises and two short stories (with both revised), as well as written critiques. Offered regularly. Prerequisite: English 205.
The Writing of Poetry: New Poems, New Poets
Course will provide a sampling of the vital new poetry being published today. We will read powerful volumes of poetry published within the last couple of years. Reading with attention craft, students will study the art and practice of writing poems.
Writing the Personal Essay
Workshop in the personal essay. The personal essay presents an idea from a personal point of view, requiring both persuasiveness and a distinctive voice. Students develop a series of essays over the semester, and read a wide variety of published essays for analysis and inspiration. Students are expected to serve as peer critics, and to complete various exercises and revisions in order to write ambitious, compelling essays. Offered occasionally. Prerequisite: English 205.
The Writing of Poetry: Free Verse & Form in Poetry
Whether writing in form or free verse, poets make careful choice of sound, diction, and line length. This course will pay particular attention to the way a poem's form (the way it looks on the page and sounds to the ear) reflects and amplifies its meaning. Readings may include poems by James Merrill, Anthony Hecht, Greg Williamson, Linda Gregerson, and Jorie Graham. Requirements will include seven original poems with revisions, two short papers ("close-readings" of particular poems), and a presentation.
Writing the Memoir
Workshop in the reading and writing of memoir. Students develop narratives based on personal experience and address the question of how to transform memory into compelling writing through the analysis of appropriate models and discussion of student work. Each student is expected to complete various exercises and critical responses, as well as a substantial memoir project. Offered regularly. Prerequisite: English 205.
Extending the Personal
Course explores ways to infuse your writing with other elements, such as art, science, history, and the natural world. Students read poetry, non-fiction, and fiction models. Offered occasionally. Prerequisite: English 205.
Writing the Literary Review
This course provides students with the advanced skills necessary to write short and long reviews of literature for print and online publications. Topics include the history and significance of the literary review, how to read and interpret literary reviews, the range of publications, how to find and choose work to review, how to pitch, how to self-edit, and how to work with editors. At the semester's end, every student pitches a review to an editor.
Topics in Writing
Advanced level writing workshops that are organized according to theme, motif, or subgenre, or that address the problem of writing with a specific audience in mind. Offered regularly. Prerequisite: English 205.
Metaphysical & Baroque Literature
Examination of literature often mistermed "metaphysical." Course considers the philosophic, religious, and cultural upheavals of that time as background for the great aesthetic changes that evolved through at least two distinctive styles, the metaphysical (or manneristic) and the high baroque. Offered occasionally.
Medieval Drama
Exploration of conflicting theories concerning the origin and development of medieval drama. Course examines social roles, discusses issues of text and performance, and compares the relative merits of 'good literature' and 'good drama.' Students read examples drawn from a variety of genres of drama, and view performances of several plays on videotape. Class stages its own production of the Noah story. Counts toward Theater Arts major. Offered occasionally.
In Search of Beowulf: Fact, Fiction, & Fantasy
Students in this course explore ancient Denmark and Scandinavia with Beowulf as guide, navigating a mystical landscape of trolls, dragons, and witches. Moreover, archaeological work now is allowing us to place the poem in a physical geography, opening up more fully our understanding of the world which produced the poem. In addition to a fantastic literary work, therefore, we may now begin to understand Beowulf as an artifact in a historical setting.
Love in the Renaissance
This course explores the flood of love poetry, essays on marriage, and romantic comedies that began in the Renaissance with the introduction (or re-introduction) of Francesca Petrarca to England by the poet Thomas Wyatt and that came to its fullest expression in Shakespeare's plays and sonnets. Students investigate what these authors had to say about courtship, sex, marriage, attraction, friendship and the opposite sex. Students not only read representations of more traditional male-female relationships in Shakespeare's comedies and tragedies, but also his homoerotic sonnets, the devolution into Restoration libertine poetry and the strange figurations of divine love in the poetry of John Donne and George Herbert.
Growth of Romance
The Growth of Romance Course examines the literary, social and historical factors that led to the development of Medieval romance and its subsequent flowering in the fourteenth and fifteenth centuries. Works read include lais and romances by Marie de France, Chr tien de Troyes, Chaucer, and Malory, and others. Offered occasionally.
Shakespeare:Earlier Plays
Course seeks to communicate an understanding both of Shakespeare's relation to the received traditions of his time and of his achievement as one of the most important figures in Western literature. Language, characterization, and structure in each of the numerous plays will be carefully analyzed. Counts toward Theater Arts major. Offered regularly.
Shakespeare:Later Plays
Course seeks to communicate an understanding both of Shakespeare's relation to the received traditions of his time and of his achievement as one of the most important figures in Western literature. Language, characterization, and structure in each of the numerous plays will be carefully analyzed. Counts toward Theater Arts major. Offered regularly.
Restoration & Early 18th Century Literature
Course focuses on literature written between 1660 and 1743, and examines dominant literary forms and modes, as well as such issues as the education of women and marriage, changing social behavior, and growing consumerism. Through plays, prose writings, diaries, and poetry, students sample the literary richness of the period. Offered occasionally.
Eighteenth-Century British Public Sphere
In 1675, King Charles II tried to shut down London's coffee-houses, declaring them dens of scandal and sedition. In 1710, Joseph Addison declared that he would bring philosophy out of the colleges and libraries into the very same coffee-houses. This debate over coffee-houses represents one element of a larger contest over the emergence of an eighteenth-century "public sphere," a space for supposedly free debate and investigation that also promised participants the chance to talk their way into a new understanding of both their own social status and their relationship to state authority. This course will examine how the eighteenth-century British public sphere was thought and brought into being, paying particular attention to the ways its emergence was defined in and by literary texts. We will also investigate broader questions about how the ways in which individuals imagine their communities and their social relationships helps to define the scope of their agency, and how the debates that structured the eighteenth-century public sphere give us ways to approach the shifts in our own public sphere brought about by the digital revolution and the rise of Web 2.0. Offered occasionally.
The Secret History of the Novel
Most accounts of novel's "rise" in eighteenth-century Britain emphasize the genre's "formal realism" and attribute its development to a triumvirate of male novelists—Defoe, Fielding, and Richardson. But behind and alongside that story exists a "secret history of the novel": a story largely about fiction by women frequently more salacious, less realistic, and more formally experimental than the mainstream novel. Students will learn about this alternate tradition while practicing skills of formal analysis, historical research, and critical reading and writing.
The Eighteenth-Century City
"When a man is tired of London," Samuel Johnson famously opined in 1777, "he is tired of life." In the eighteenth century, London was bursting with life. One tenth of England's population called it home. Many who migrated to or flourished in London found in the city a way of life that was fresh, exciting, and novel—in short, modern. In this course, we will explore how eighteenth-century cities, from London to Dublin to Philadelphia, give rise to distinctly modern forms of experience. We will examine the role that cities play in the eighteenth-century literary imagination by reading works of poetry, prose, and drama. We will focus on the nature of the individual who inhabits the modern city, and on the people who live in modernity's shadow, at the margins of the city. Throughout, we will keep in mind Johnson's further observation that "a great city is, to be sure, the school for studying life."
Rise of the Novel
In this course, we will explore what was "novel," or new, about the formal conventions and the style of the novel; we will examine what questions, problems, and themes preoccupied eighteenth-century novelists; and we will make connections between the novel and its historical and cultural context. Many of the texts we will be reading were bestsellers in their day, and one of our main tasks will be to understand how these works delighted, absorbed, and scandalized eighteenth-century readers. We will investigate the early novel's relationship with other forms of prose fiction, and we will explore the relationship between the so-called "realist novel" and some of its alternatives. Offered occasionally.
The Literature of Sentiment
In the sentimental literature of the late eighteenth century, hearts flutter, pulses race, and ladies swoon. The fineness of one's feelings signifies one's social refinement and one's moral virtue alike. This course investigates the philosophical and social origins of this shift to sentiment and examines the poetry, novels, and plays in which sentiment circulated in late eighteenth-century Britain. Offered occasionally.
Moving Through Nineteenth-Century American Narrative
Nineteenth-century Americans were, seemingly, always on the go. This course will explore narratives -- novels, poems, plays, and autobiographies -- that represent the possibilities and limitations associated with mobility, broadly understood. To provide critical perspective on the train trips and sea voyages depicted in these works, we will also explore critical writings on space, place, geography, and mapping. Offered occasionally.
Victorian Aesthetics
In this course, we will explore the intersection between literature and the visual arts in mid to late Victorian England, with special attention paid to the Pre-Raphaelite, Aesthetic, and Decadent movements. Beginning with the Great Exhibition of 1851, which celebrated all things English, we will look at the ways architects, artists, poets, craftspeople, socialists, novelists, and dandies sought to breathe life into an era which many felt had become unbearably materialistic, mechanistic, and downright ugly. Throughout the course, we will try to understand how the search for beauty can have profound political, social, and even economic implications.
19th Century English Women Writers
Exploration of the various ways in which women contributed to the intellectual and political excitement of mid-Victorian England. Course looks at novels, paintings, and other writings by women to determine if women presented different perspectives, if these perspectives were skewed, and what might have been the causes and consequences of their different ways of looking. Special attention is given to women's collective action in reforming lunacy laws, attitudes toward prostitutes and prostitution, and married women's property rights. Offered occasionally.
Charles Dickens
Study of Charles Dickens, a writer of inexhaustible fertility and energy, but also a complex, flawed, and troubled figure. Students examine a selection of stories and novels, ranging from his early and optimistic Christmas Carol to his last (unfinished) novel, The Mystery of Edwin Drood, a dark study of violent obsession. Course reviews leading events and people in Dickens's life; the larger Victorian context of his fiction; and the notably recurrent features of his fiction, such as orphans, murderers and other criminals, hypocrites, angels, and angry women. Offered occasionally.
Romanticizing History
Momentous historical events, including the fairly recent French Revolution, helped catalyze some of the most significant poems of the romantic era. Our inquiry will focus on writing that responds to and also reimagines history. The central question facing us will be whether the past, as it is appropriated for modern purposes, remains recognizable. Most of the reading will come from well known British romantic writers-particularly Mary Shelley, Sir Walter Scott, and Lord Byron-but we will also spend a few weeks taking a comparative approach, and read a play by Schiller and a novel by Stendhal. Offered occasionally.
The Romantic Mind
The writers who helped shape the Romantic movement in England were particularly fascinated by the experience of interiority. As a group they became preoccupied with the mind/body problem. They speculated about the relationship between emotions and cognition and studied the operations of what they termed "the passions" on the individual consciousness. Some believed the mind created the world it perceived; some puzzled over madness and whether it was remediable and whether it conferred insight. They recounted memories and assigned philosophical weight to Memory; they gave free reign to their imaginations, and elaborated intricate theories of Imagination. In this course, we will read a wide range of poems, letters and essays by the principal writers of this generation, and we will read several longer works-Blake's Milton, Wordsworth's The Prelude, and Shelley's Prometheus Unbound-that try to anatomize consciousness, to put forward challenging symbolic representations of it, and to narrate ways in which it can be dramatically transformed. Offered occasionally.
Romanticism: Revolution in Language
Study of the British Romantic movement, with attention to two of its dominant concerns: renovating the language of poetry and documenting the revolutionary changes in late eighteenth and early nineteenth century European life and thought. While the course will explore the relationship between these two facets of romanticism, it will largely fall into two halves. During the first, attention will mainly be given to the close analysis of the language of the writers we will explore, along with a reading of some of the key statements about their stylistic aims. During the second half, the focus will be on romanticism as urging a radical political agenda. Offered occasionally.
Birth of Modernism: 1880-1920
In this course, we will take an interdisciplinary look at the literature and culture of the "transitional" period from Victorianism into Modernism, i.e., 1880-1920. The course traces the movement in art away from representationalism towards the abstract and the surrealistic, which parallels the movement in literature away from realism towards stream-of-consciousness narrative techniques and symbolist poetry and also explore the period's interest in psychology, primitivism, and decadence. Offered occasionally.
Early Romantics: Blake, Wordsworth, Coleridge, and Contemporaries
Early Romantics : A study of Romanticism, and its emergence as a dominant presence in British culture starting with the last decade of the eighteenth century. We will concentrate on the generation of writers—most familiarly Blake, Wordsworth and Coleridge—who established themselves during these years, and who were united by a desire to create a new poetic idiom, grounded in claims they could make for imagination, and less conventionalized than that which they saw as dominating British poetry.
American Gothic
In this course, we will examine the conjoined roles of sensation and sentiment in American literature from the early national period until the Civil War. In addition to considering how the gothic challenges assumptions about the primacy and reliability of reason and rationality, we will examine how these texts negotiate issues of identity, race, gender, and sexuality. We will consider the writings of Alcott, Brown, Freneau, Melville, Poe, and Stoddard, among others. Offered occasionally.
Early 19th Century Fiction in Britain
An exploration of three writers whose first and anonymously-published novels appeared between 1810 and 1820: Jane Austen, Walter Scott, and Mary Shelley. Because they initially staked out discrete areas of their fictional works -- domestic life, English and Scottish history, the findings of modern science -- studying these writers alongside one another should permit students to appreciate something of the range of concerns that preoccupied British readers of fiction during this period. Offered occasionally.
Romantic Poetry and Poetics
During the romantic period in Britain, poetic culture was strongly influenced by a range of aesthetic concepts, often the focus of vigorous debate, that affected both the composition and reception of much of the writing of the period. Attempts to define sublimity and beauty, the possibility of writing in an organic form in keeping with spontaneity of expression, the prizing of gusto, the aspiration to reconcile competing desires and aims, the effort to use figurative language as a means of exploration and revelation, the recovery of "the real language of men" for artistic purposes, the naming (through "romantic irony") of the gap between the real and the ideal, are among the concerns taken up by the writers of the period. Offered occasionally.
Victorians Abroad
Course will explore the complex relationship between British Victorians - poets, novelists, explorers, adventurers - and the larger world. The nineteenth century witnessed the beginnings of what we now call globalization. The British Empire stretched around the globe, and for the first time, the "common people" (rather than simply military and merchant class) were able to travel far beyond the British Isles. Victorians explored the world at large in unprecedented numbers. This course will survey the accounts of these explorations. Offered occasionally.
Second Generation Romantics
Second Generation Romantics. A study of the poetry, and their writing about poetry, of Byron, Shelley, and Keats, particularly as a response to the conservative turn of the best known and most influential poets of their world. Alongside them we will look at representative novelists—Scott and Austen—whose sympathies inclined more toward a tradition their poetic contemporaries tended to resist.
The Victorian Novel
Between 1837 (when Victoria was crowned) and 1901 (when she passed away), approximately 60,000 novels were written and published in England. If the eighteenth century witnessed the birth of the novel as a legitimate literary genre, and the twentieth century has seen its dissolution, then the nineteenth century must be seen as the novel's heyday. Because most of the novels written during this period were "triple-deckers," long three-volume novels, it is impossible to study more than a few in a single semester. But even our short list of six works shows the variety of presentation possible within the limits of the term "novel."
Contemporary American Poetry
Study of American poetry written since World War II by such poets as Elizabeth Bishop, James Wright, Charles Wright, Charles Simic, Rita Dove and Sharon Olds. The class may be visited by one or more poets. Offered occasionally.
Contemporary American Fiction
Course studies form, content, and diversity in American fiction since the 1940s, drawing on a selection of novels and short stories by such writers as Updike, Nabokov, Carver, Bellow, Pynchon, and others. Offered occasionally.
Fitzgerald Hemingway & Circle
Intensive study of the writings of F. Scott Fitzgerald and Earnest Hemingway, especially during their salad days in the 1920s, with a look at some other contemporary writers who influenced them or were associated with them. Course examines the nature of Fitzgerald and Hemingway's imaginations, the development and characteristics of their distinctive fictional voices, and the causes of their declining powers in the 1930s. Offered occasionally.
Wharton, Dreiser, Cather
A study of three early twentieth-century American novelists: Edith Wharton, the cultivated member of high society in old New York; Theodore Dreiser, the relentlessly unsentimental journalist from Indiana; and Willa Cather, the nostalgic Nebraskan. We will read two or three novels by each writer, focusing on each novel individually, to place it in its biographical, geographical, literary and cultural context; but also stepping back to look at the three writers in relation to one another, looking for both connections and diverging outlooks among them. We will also look at critical works and some primary documents, such as correspondence and memoirs. Among the novels to be read will be The House of Mirth, Ethan Frome, The Age of Innocence, Sister Carrie, Jennie Gerhardt, My Ántonia, and Death Comes for the Archbishop. Offered occasionally.
Radical American Women
Course will look at the ways in which women writers in the U.S. have experimented with and invented new literary forms in their respective engagements with personal identity, starting with Emily Dickinson and running through the 21st century. Offered occasionally.
The Beats and Beyond
Students begin by examining the work of key figures in the beat movement. Our focus here will be on the autobiographical imperatives behind the work of these writers; specifically, they sought to make their everyday lives the bases of their literary art. Our next concern will be with extensions of the beat impulse beyond the 1950s. In the 1960s certain comically inclined writers continued the linguistic innovations of the beats yet at the same time began to scrutinize beat efforts to construct an alternative identity. Specifically, we will look critically at the "primitivist" impulses informing the desire to become a "White Indian." We will then read works that emerged out of the more politically explosive 1960s as the hipster gave way to the hippie. Throughout this course we will be making reference to adjacent developments and innovations in the field of avant-garde or underground film practice. In addition we will investigate the decline of utopian aspirations in the 70s in the aftermath of the Vietnam War. Among the writers included are Burroughs, Kerouac, Ginsberg, Snyder, Pynchon, Percy, Doctorow, Acosta, Berger, Kesey, Barth, Didion, Brautigan, and Southern. Offered occasionally.
Writing Out of Black Childhood
Course investigates 19th and 20th century African American literary and cultural representations of black childhood across multiple genres -- autobiography, memoir, drama, poetry, and fiction. Our readings focus not on children's literature, but rather, on how African American authors write about black child experiences. Our readings have inter-related threads. Primarily, we will investigate what functions figurative black children serve in the African-American and U.S. imaginary. Secondly, we will consider how African American literature relates to American literature in ways that mimic fractious relations between child and parent. Ultimately, our course invites us to reflect and rethink meanings of both the categories "blackness" and "childhood," which converge upon and at times threaten to subsume our notion of "the black child" and the black child writer. Authors may include Frederick Douglass, James Baldwin, Lucille Clifton, Toni Morrison, Suzan-Lori Parks, among others. Offered occasionally.
Contemporary Women Writers
At the end of A Room of One's Own, Virginia Woolf foresees the coming of a new generation of women writers. It is now over 70 years since Woolf wrote her manifesto. Since then, many women have written many books. Perhaps now it is time to explore the new directions taken by modern women writers. How have they used their new "habit of freedom"? Are they writing exactly what they think? What are they writing about? What innovations have they made on literary tradition? What shapes do their imaginative visions take? How have they revised literary history? In this course, student will read such contemporary women writers as Julie Alvarez, Margaret Atwood, A.S. Byatt, Angela Carter, Maryse Conde, Allegra Goodman, Bharati Mukherjee, Jewell Parker Rhodes, and Jeanette Winterson. During the second half of the semester, we will read and discuss writers selected by the students. Offered occasionally.
British Writers 1918-1939
A study of the literature of the two decades between the two great European wars of the first half of the 20th century, including poetry, fiction and non-fiction. Writers to be studies include Eliot, Yeats, Auden, Woolf, Waugh and Greene. Offered occasionally.
The Worlds of William Faulkner
This course will undertake an in-depth study of William Faulkner's major works of fiction and their impact on -- and place within -- literary Modernism. We will begin by looking at some of Faulkner's early influences, such as Sherwood Anderson, and then trace the arc of Faulkner's major novels and stories, considering both their experimental and their more conventional aspects, particularly in light of the literary movements and artistic developments surrounding him and the reception of his work throughout the twentieth-century. Of particular concern will be Faulkner's invented Yoknawpatapha County in Mississippi, his various methods of narration, and his interest in "truth," all in an effort to explore what he meant when he stated, "I don't care much for facts, am not much interested in them, you can't stand a fact up, you've got to prop it up, and when you move to one side a little and look at it from that angle, it's not thick enough to cast a shadow in that direction." At the end of the semester, we will discuss Faulkner's film work in Hollywood. Finally, we will begin to consider his legacy as it is expressed in more recent cultural production, particularly in literature of the Global South by writers such as Gabriel Garcia Marquez. Offered occasionally.
LGBTQ African American Literature
This course explores the prominence of LGBTQ identities and narratives within African American literary and cultural traditions. Through a purposefully multi-genre exploration of African American literature, spanning from the Harlem Renaissance to the contemporary moment, we will focus on writers who identify as part of the LGBTQ community, as well as those artists who prominently feature LGBTQ subjects and figures within their work. While examining the intersections of race, sexuality, and gender in creative expression, we will also engage the broader social, political, and cultural implications of these works, considering themes of marginalization, identity formation and articulation, social justice, and activism.
James Baldwin in Fiction and Essays
Over the course of the semester, we will explore the literary output of one of the 20th Century's most prolific writers, James Baldwin. Students will have the opportunity to deeply engage and critically reflect on Baldwin's fiction, essays, and poetry. Moreover, Baldwin's writing will serve as the foundation for our exploration of themes of race, class, gender, and sexuality that continue to make his work as relevant in the contemporary moment as when they were first published.
The Dream of the Artificial Wo/Man
Survey of the golem/cyborg genre. Although Western culture sees persons as sites of individuality, authenticity, and autonomy, this notion is always shadowed by irrepressible fears of artificiality, mechanism, and impersonality. Drawing on the mystical lore of Kabbalah, this course considers the significance of the figure of the artificial wo/man in a wide range of literature from early golem stories to the cyborgs of present day imagination. Offered occasionally. Fulfills conceptualizing diversity and science/technology/society requirements.
The American South in Literature
A study literature about the American South. The South is not only a region, but an idea — both loved and hated. Southern literature reflects both attitudes (and much in between). This course will look at works from and about the South, from nineteenth-century writers like George Washington Cable, Mark Twain, Kate Chopin, and Joel Chandler Harris, to twentieth-century writers like William Faulkner and Flannery O'Connor.
Autobiography in African American Narrative
This course will examine the role of autobiography in African American literary and historical narratives during the nineteenth and twentieth centuries, considering autobiography, memoir, autobiographical fiction, and fictional narratives that are written in an autobiographical style. Understanding that autobiography offers personal reflection on lived experiences, we will broaden our scope to consider how African American writers create narratives that center around personal experience yet speak to the shared reality of their community.
Geographies of the Mind
The so-called Age of Exploration and Discovery (the seventeenth and eighteenth centuries) witnessed the compiling, writing, and publishing of a great number of travel accounts, geographic descriptions of new lands, and maps of recently explored territories. Paradoxically, the same period also saw the appearance in literature of numerous popular, albeit fictional, imaginary journeys, discoveries, and explorations. Basic to obtaining an appreciation of the genesis, appeal, and "uses" of imaginary exploration and travel literature, the course will explore particularly the roles played by curiosity, imagination, wonder, and awe in the human quest to understand our world. Offered occasionally.
Truth and the American Way
This course will examine the problems and parameters of truth in the American literary traditions of realism and naturalism. While considering the sundry implications of a fictional practice that defines itself according to standards of accuracy and truthfulness, we will also explore the ways in which such a program challenges basic assumptions about the purpose of literature, the limits of fiction, and the nature of reality. Although the focus of the course will be on nineteenth-century American literature, we will also consider the ways in which the evolution of photography, the development of various academic disciplines (like, for example, psychology or anthropology), and changing information technologies impacted the definitions of truth, of reality, and of fiction. The reading list will include works by Dreiser, Howells, Wharton, Norris, Chesnutt, James, and Twain. Offered occasionally.
Feminine/Feminist Aesthetics
Students will explore questions of difference. Do women and men write differently? Do women and men read differently? Do men and women represent themselves and each other differently? According to Cynthia Ozick, the answer is no: "When we write we are not women or men but blessed beings in possession of a Promethean art." However, many people disagree with her. According to Whitney Chadwick, "Patriarchal power is structured through men's control over the power of seeing women." We are all involved in power struggles to name the real. "It is crucial," writes Felicity Nussbaum, "to open texts to the power struggles that define subjectivities." Students will look at how different subjectivities are constructed and at how they are challenged and subverted. Readings will include both theoretical texts about aesthetics as well as literary texts. Offered occasionally.
Speculation, American Style
This course will explore the philosophical impulses, and pretensions, of American literature in the nineteenth century. Students will read the prose of Emerson, Poe, Thoreau, Melville, Fuller, Douglass, and James in tandem with philosophical and theoretical works by Cavell, Arsic, Agamben, Deleuze, Nussbaum, and others. It is strongly recommended that students complete a course at the 290 level before enrolling in this class. Offered occasionally.
Seminar: Special Seminar Themes
Intensive studies of announced special themed literature. Prerequisite: one course from 290-299.
Seminar: Medieval & Renaissance Lit
Intensive studies of announced topics in Medieval and Renaissance literature. Prerequisite: one course from 290-299.
Seminar: Seventeenth and Eighteenth Century Literature
Intensive studies of announced topics in seventeenth and eighteenth century literature. Prerequisite: one course from 290-299.
Seminar: Nineteenth and Twentieth Century Literature
Intensive studies of announced topics in nineteenth and twentieth century literature. Prerequisite: one course from 290-299.
Seminar: American Literature
Intensive studies of announced topics in American literature. Prerequisite: one course from 290-299.
Seminar in Writing
An advanced writing workshop, focused on any of several genres, including, but not restricted to, fiction drama, screen-writing, poetry, and personal memoir. Prerequisite: ENG 205 and one 300-level course in creative writing.
Individualized Study-Tutorial
Individualized tutorial counting toward the minimum requirements in a major or minor, graded A-F
Individualized Study-Tutorial
Individualized tutorial counting toward the minimum requirements in a major or minor, graded S/U
Individualized Study-Tutorial
Individualized tutorial not counting in the minimum requirements in a major or minor, graded A-F
Individualized Study-Tutorial
Individualized tutorial not counting in the minimum requirements in a major or minor, graded S/U
Individualized Study-Research
Individualized research counting toward the minimum requirements in a major or minor, graded A-F
Individualized Study-Research
Individualized research counting toward the minimum requirements in a major or minor, graded S/U
Individualized Study-Research
Individualized research not counting in the minimum requirements in a major or minor, graded A-F
Individualized Study-Research
Individualized research not counting in the minimum requirements in a major or minor graded S/U
Honors Thesis
Individualized study project involving the research of a topic and the preparation of a major paper under the direction of a member of the department. Research and writing are done during the fall semester of the senior year. Prerequisites: By invitation of department only.
Honors Thesis
Individualized Study-Intern
Internship counting toward the minimum requirements in a major or minor, graded A-F
Individualized Study-Intern
Internship counting toward the minimum requirements in a major or minor, graded S/U
Individualized Study-Intern
Internship not counting in the minimum requirements in a major or minor, graded A-F
Individualized Study-Intern
Internship not counting in the minimum requirements in a major or minor, graded S/U
Summer Internship
Summer Internship graded A-F, counting in the minimum requirements for a major or minor only with written permission filed in the Registrar's Office.
Summer Internship
Summer Internship graded S/U, counting in the minimum requirements for a major or minor only with written permission filed in the Registrar's Office
Half Credit Internship
Half credit internship, graded S/U.


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German Index
German Index
was born in 1715 and emigrated from Germany with his three brothers and settled on Staten Island, New York City, NY before 1768 (William B. Moore record says 1739). He moved to Carlisle, Cumberland Co., PA a few years later. He married Mary Williams either before leaving Germany or soon after (William B. Moore says 1742).
His son, Jonathan, is said to have been the founder of Titusville, Crawford Co., PA.


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Make plans to visit the Texas A&M International University Center for the Fine and Performing Arts Gallery for a look at the TAMIU Juried Student Exhibition 2011, showcasing drawings, paintings, photos, prints, ceramics, sculpture, and new media created by current TAMIU students.
There will be an opening reception Thursday, Dec. 1 from 6 p.m. – 7:30 p.m. in the TAMIU Center for the Fine and Performing Arts Gallery lobby.
Admission is free and open to the public.
The reception is an opportunity to meet with the artists, speak with them directly about their work, support Laredo's art community, and pick up some Christmas gifts. All art sales directly benefit the student, and student scholarships.
The show is being juried by former TAMIU professor and renowned Texas artist Janet Kruger. The work will be on display from Wednesday, Nov. 30 until Friday, Dec. 10 at the TAMIU Art Gallery in the Center for Fine and Performing Arts.
The Gallery is open Monday – Thursday, 9 – 5 p.m. and by appointment.
For more information, contact Nicole Foran, assistant professor of Art, at firstname.lastname@example.com or 326. 2591 or visit offices in CFPA 233C.
Journalists who need additional information or help with media requests
and interviews should contact the Office of Public Relations, Marketing and Information
Services at email@example.com
Texas A&M International University
5201 University Boulevard
Laredo, TX 78041
© 2019


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Circa Ceramics: Spunky Handmade Ceramics for Tabletop & Beyond
- Location: Online & various retailers
- Specialty: Ceramics with attitude, handmade in Chicago
- Price range: $$
- Website: circaceramics.com
Store History
- Founded: 2007
- Founded by: Andy Witt & Nancy Pizarro
- Headquarters: Chicago
I've been seeing the folks from Circa Ceramics on the art and craft show circuit for some time. I also see a lot of Circa Ceramics' pieces featured in Chicago house tours. Their colorful handmade ceramics are just what the doctor ordered for brightening up a dull table, kitchen counter or desktop.
Circa Ceramics started out as a creative outlet while owners Andy Witt and Nancy Pizarro were maintaining dead end jobs back in 1999. All these years later, the future of their business is anything but a dead end. Their cups, containers and magnets, with their colorful paints and iconic images, are a hit on the craft show circuit. They've also gotten the attention of the DIY press, having done interviews for the etsy blog, Austinist, and Indie Fixx.
Circa Ceramic pieces are perfect for at-home use — who wouldn't want to eat their morning cereal out of a pencil sharpener bowl? — and also ideal of the upcoming gift giving season. Think outside the box a little and use one of their vases as a pencil holder or a plate as a catch-all by the front door.
When shopping Circa Ceramics' etsy store, expect a three-week lead time as all pieces are made to order. If you're in Chicago, you can save on shipping by picking up your order from their studio.
• The Urban Set in School $65
• Cylinder Sacred Heart $70
• Little Plate 45 Insert $30
• Chicago Flag Mug $32
• Each item is stamped on the bottom with Circa's logo
(Images: Circa Ceramics)
Around the Web
- Etsy Seller Interview[Etsy]
- Wednesday Indie Artist Fixx with Circa Ceramics[Indie Fixx]
- Renegade Craft Fair Interview: Circa Ceramics[Austinist]


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The Walrus Says
The 5th Annual Ali Dunn Packer Memorial Road
Race will take place Sunday, June 4, at the Lt. Col. John C. Rembijas Memorial Pavilion in Ft. Getty.
The race is a benefit in memory of Ali, a 15-year-old island resident and student at LaSalle Academy, who died tragically in an automobile accident on June 3, 2001. All net proceeds from the event benefit youths who wish to pursue their interests in education, athletics, and the fine arts.
The 5K USATF-certified race, scheduled to begin at 1 p.m. will start and finish at Ft. Getty. Walkers are encouraged to participate. Registration begins at 10 a.m. A 1.5-mile free kid's run kicks off at noon.
There will be music, food, prizes, and activities for the entire family, plus free race T-shirts for the first 300 applicants. Complimentary lunch is provided for all runners and walkers.
For race information and registration, log on to www.alisrun.com. For other information please e-mail alisrun@ aol.com or call 423-9695.
The Friends of the Jamestown
Fire Department and Emergency Medical Services would like to remind us it is selling geraniums at the Memorial Day Parade. Joan McCauley said the plants have been selected and are a "gorgeous shade of red!"
"They will be available for $5 each, and anyone who buys three will receive a free Friends Tshirt, while supplies last! We'll be set up in front of the Fire Department Museum wearing our T-shirts," Joan said.
Kudos to last week's contributors,
all staunch supporters; the Jamestown Women's Club, Rose Fraley of Columbus Avenue, Philip and Marcia Lindsay of Constellation Court, and an anonymous donor.
The Dawgz are hungry, in fact, famished. Send us your money, and we'll blow it up. No town taxes go into the annual fireworks spectacular on July 4. It all happens because of the generosity of islanders.
Send your check made out to the Fireworks Fund to Box 1776, Jamestown, 02835. KA-BOOM!
Kudos to Jamestown's Babe
Ruth team, sponsored by Ali's Run, for its big 18-2 win Sunday night at Cardines Field in Newport.
Island post office workers on
May 13 delivered mail as usual but on that miserable, rainy day also picked up from residents on their routes packages of food stuffs for the local food bank.
It was the annual Stamp Out Hunger day sponsored by the National Association of Letter Carriers, in conjunction with the U. S. Postal Service.
Jamestown Postmaster Charles Burns said his crew collected 2,400 pounds of non-perishable food items. He said the weight was based on 70 postal tubs loaded with about 35 pounds each. The food was brought from the Post Office to the food bank at St. Mark to be distributed as needed.
Postal workers on duty that day and taking part in the collection were: Bob Horan, Charlie Sugalski, Peter Mullen, Mary Morrissey, Scott Godfrey, Natalie Byrne, T.J. Short, Mary Beth O'Neil, and Mary L'Heureux.
The postmaster, Peter Newbauer and Debbie Keech came in to help out on their day off.
Also on hand with three generations of good will were former carrier Vanessa Dunlop who came in with her 6-months-old daughter Riley and the two helped grandma Mary Morrissey.
Charlie Burns extended special thanks to Peter Newbauer, Bob Horan and T.J. Short, who transferred the food from the post office to St. Mark.
To be sure he had enough troops for the endeavor, the postmaster brought in "volunteers" Conor and Rory Burns, ages 12 and 11 respectively. "For the first hour or so they fought with each other over who would 'get to' collect the bags, and then fought for the rest of the day over who would not! They went AWOL around 1 p.m. and explored downtown finding their way to the Bead Shop for a Mother's Day present and to McQuade's for a cap gun," Charlie explained.
Charlie went on to proclaim "super-special thanks to the people of Jamestown, who were not only generous in their giving but were diligent in wrapping the food to avoid it getting soaked by the rain. Super kudos to all!
*** Pink bats? Another sign that Major League Baseball has seen its best days.
When the weather gets hot, we
humans find ways to cool off, but as Dr. Joshua Hatch of the Jamestown Animal Clinic points out, our pets can't take off their coats.
"When it gets hot, our pets cannot change into shorts and Tshirts but are stuck wearing their fur coats and can only cool themselves by panting and sweating through their foot pads. Sometimes this is not enough and heat stroke is a real concern, especially if they are runners or joggers, spend all day outside, or are left in cars when the temperature is high. Signs of heatstroke include excessive panting, staggering, weakness, seizures, diarrhea or vomiting, and they can lead to coma and death if untreated.
"Short-nosed dogs like pugs and pets with heart or breathing issues are at a higher risk and need extra precautions to stay cool and comfortable. If you suspect heat stroke, then seek medical attention immediately! Use cool water, not ice water, on your pet on the way to the clinic or hospital. Even if your pet seems to recover at home, still have them seen because internal organ damage may not be reversible if you wait to seek medical attention."
Sounds like cool advice. Thanks, Doctor. WOOF!
Signs placed at the Four
Corners and East Ferry promoting island fund-raisers and other events is one thing. Signs advertising activities off island is something else.
Never dispute music with a
musician's son.
Charlie Masso writes, "The opening lyrics to this song, 'I Like The Wide Open Spaces' are: 'I like the wide open spaces, out where the cactus grows,' and I thought that was what you were looking for. I'm sorry and I hate to be wrong but I thought 'cacti grow' was a typo.
"The girl who sang this song with Arthur Godfrey, whose name escaped me last week, was Laurie Anders, a frequent guest on his show."
Charlie is no doubt right, but we do not remember Laurie Anders or the song.
What we do remember is "The Jerry Lester Show" and a statuesque blond knockout named Dagmar reciting, "I love the wide open spaces, out where the cacti grows."
If you'd seen her, you'd never forget her. Thanks Charlie.
More on the Jamestown
Community Theatre's annual meeting on Thursday, June 8, at 7 p.m. in the town library.
Kevin Somerville, the JCT's president, said, "We'll be celebrating the JCT's 'Sweet Sixteen' anniversary as an integral part of this town's diverse cultural and community offerings to its youth and adult population."
He added that all islanders are invited, "whether you're already active members or if you'd just like to learn more about us in anticipation of joining our ranks. There are opportunities for everyone to 'flex creative and organizational muscles,' whether it be on stage or behind the scenes. The theatre provides an unique opportunity for young and old alike to contribute to the 'fabric' of Jamestown, as well as to enrich their own lives through the fostering of new friendships along with honing of artistic skills and creative talents." BUFFO!
Tuesday is Memorial Day but
it's observed on Monday.
Flags should be at half staff until noon. Buy a poppy and remember its significance.
*** Be true!
We welcome your contributions
to this column. Any kind of stuff will do. Call us at 423-0383 or our cell, 829-2760. E-mail us at email@example.com or drop the stuff off at the Jamestown Press.


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Football has changed since I played high school ball in the mid-1970s. Back in the good old days, the game was one of power and ball control. Many high schools and colleges didn't throw more than five or 10 passes a game. Anyone who averaged 15 or 20 passes a game was living on the edge.
Football has changed since I played high school ball in the mid-1970s. Back in the good old days, the game was one of power and ball control.
Many high schools and colleges didn't throw more than five or 10 passes a game. Anyone who averaged 15 or 20 passes a game was living on the edge.
Back in that day, Bear Bryant was winning Southeastern Conference and national championships running the Wishbone, triple-option offense at Alabama.
Players weren't as big as they are today; coaches lined them up and ran the football.
From what I saw of new Crestview High School football coach Tim Hatten's offense this spring, nobody will mistake the Bulldogs for an old Alabama team.
Crestview likely will average 15 or 20 passes a half, and twice that many passes a game. The thought of keeping up with Hatten's offense has me thinking about checking to see if my health insurance policy covers oxygen at halftime.
I'll be hoping the Bulldogs score a lot of quick touchdowns and the other team's offense can hold onto the ball for a few plays so I can catch my breath. I know it's going to be a wild fall.
Things won't be so breathtaking at Baker School, where Matt Brunson will play the old ball control football that he loves and has embraced throughout his coaching career.
The Gators will be more likely to score on a long run by D.J. Thomas than they will on a long pass from Jon Beck or Ben Crowson.
The truth is there is no right way of doing things. Each coach must develop his philosophy and decide how he can implement it with his players.
Fortunately, for Hatten, the Bulldogs have skill position players that can stretch the field. And Brunson has the kids that take pride in power football.
Last week at the Southeastern Conference Media Days, University of Arkansas head coach Bret Bielema complained about no huddle, spread offenses. He rightfully pointed out that up-tempo offenses don't allow for defensive substitution.
He argued that a player won�t be as fresh on the 15th play of a drive as he was on the fifth play. That�s just common sense.
Of course, what Bielema didn't address was the defense can get off the field by stopping the offense on three downs or forcing a turnover.
It seems as if Bielema is still living in the 1970s or 80s.
I still prefer a physical game of smash mouth football � in which a player can test his manhood with bone-jarring collisions � but I understand the game has changed.
Today's players love fast, high-power offenses. It's their game now, and I hope they will love it as much 30 years from now as they do today.
Love of the game and memories of time on the field stay with you forever.
Randy Dickson is the Crestview News Bulletin�s sports editor. Email him at firstname.lastname@example.com, tweet him @BigRandle, or call 682-6524.


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Wabash Hosts Community Fair Tuesday• July 20, 2007 Share:
The Schroeder Center for Career Development at Wabash will sponsor its Second Annual Community Fair on August 28, 11 a.m. to 1:30 p.m. in Knowling Fieldhouse on the Wabash campus. The purpose of the event is to connect Crawfordsville-area businesses, services and volunteer opportunities with the Wabash students, faculty and staff.
There is no cost to participate, and free food, beverages and parking will be provided.
Scott Crawford, director of Wabash's Schroeder Center, said the fair should provide students useful information on what's available to them in Crawfordsville.
"Quite a number of our students, and even faculty and staff, are not familiar with the Crawfordsville community, and this event provides them with the opportunity to learn where to shop, dine, volunteer, and work part-time," he said. "Last year, we had quite a good turnout and we hope to repeat or even beat that turnout this year".
Robert Arnett, a career center intern who's coordinating the Community Fair, reiterated that assumption. "The students at Wabash usually don't have a very deep understanding of what the community has to offer. An event like the Community Fair will really help the community get the word out about themselves to the students, and give the students the opportunity to see what the community can offer them."
Arnett has been courting participants the past few weeks. Many organizations have already signed up so far, but he would like many more to do so. For those participating, he encourages them to bring advertisements, brochures, coupons, prizes — anything that helps the students and staff understand what goods or services they offer.
The Community Fair is not a career fair. "This is more of a visibility type of event." Crawford said.
The advantage for community entities to take part is the "900 potential customers, plus the staff and faculty," Crawford said. "This is great exposure."
"It will tie the Crawfordsville and Wabash communities together," Arnett said. "We're hoping to bridge these two neighboring but sometimes distant communities."
Wabash is pleased to welcome Fountain Trust Bank and Kwik Kopy Printing as sponsors of this year's Community Fair.


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Global Automatic Shot Blasting Machine Market Research Report 2017 traces the major market events including product launches, technological developments, mergers & acquisitions, and the unconventional business strategies chosen by key market players. This report recognizes that in this rapidly-evolving and competitive environment, up-to-date marketing information is essential to monitor performance and make critical decisions for growth and profitability.
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This report divides the global Automatic Shot Blasting Machine market on the basis of types and on the basis of application, the global Automatic Shot Blasting Machine market is divided geographically into:North America, Europe, Asia Pacific, Latin America, Africa, and Middle East. Each of these regions is analyzed on basis of market findings across major countries in these regions for a macro-level understanding of the market.
There are 15 chapters to deeply display the global Automatic Shot Blasting Machine market.
Chapter 1, to elucidate Automatic Shot Blasting Machine Introduction, product scope, market overview, market opportunities, market risk, market driving force;
Chapter 2, to inspect the top manufacturers of Automatic Shot Blasting Machine, with sales, revenue, and price of Micro Perforated Films, in 2016 and 2017;
Chapter 3, to exhibit the competitive situation among the top manufacturers, with sales, revenue and market share in 2016 and 2017;
Chapter 4, to show the global market by regions, with sales, revenue and market share of Automatic Shot Blasting Machine , for each region, from 2012 to 2017;
Chapter 5, 6, 7,8 and 9, to explore the key regions, with sales, revenue and market share by key countries in these regions;
Chapter 10 and 11, to show the market by type and application, with sales market share and growth rate by type, application, from 2012 to 2017;
Chapter 12, Automatic Shot Blasting Machine market forecast, by regions, type and application, with sales and revenue, from 2017 to 2022;
Chapter 13, 14 and 15, to describe Automatic Shot Blasting Machine sales channel, distributors, traders, dealers, Research Findings and Conclusion, appendix and data source.
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The market research data included in the study is the result of extensive primary and secondary research activities. Surveys, personal interviews, and inputs from industry experts form the basis of primary research activities and data collected from trade journals, industry databases, and reputable paid sources form the basis of secondary research. The report also includes a detailed qualitative and quantitative analysis of the market, with the help of information gathered from market participants operating across key sectors of the market value chain. A separate analysis of macro- and micro-economic aspects, regulations, and trends influencing the overall development of the market is also included in the report.


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Public Choice: More than a Mere Footnote in Infrastructure Policy Discussions
[My thanks to Deven Desai, Frank Pasquale, and all the folks here at Concurring Opinions for inviting me to contribute to this symposium on infrastructure policy and Brett's important new book on the topic. — AT]
As a textbook, there's a lot to like about Brett Frischmann's new book, Infrastructure: The Social Value of Shared Resources. He offers a comprehensive and highly accessible survey of the key issues and concepts, and outlines much of the relevant literature in the field. The student of infrastructure policy will benefit from Frischmann's excellent treatment of public goods and social goods; spillovers and externalities; proprietary versus commons systems management; common carriage policies and open access regulation; congestion pricing strategies; and the debate over price discrimination for infrastructural resources. Frischmann's book deserves a spot on your shelf whether you are just beginning your investigation of these issues or if you have covered them your entire life.
As a polemic that hopes to persuade the reader that "society is better off sharing infrastructure openly," however, Frischmann's book is less convincing. It certainly isn't because I can't find examples of some resources that might need to be managed as a commons or a collective resource. But there's a question of balance and I believe Frischmann too often strikes it in favor of commons-based management based on the rationale that "citizens must learn to appreciate the social value of shared infrastructure" (p. xi), without fully appreciating the costs and complexities of making that the paramount value in this debate. Read More


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Friday October 26, 2012
Royle Family star Ricky Tomlinson is set to play the undead in a new BBC zombie drama.
The actor will appear alongside fellow veteran Kenneth Cranham in the three-part BBC 3 series In The Flesh, which began filming this week.
Newcomer Luke Newberry will play the role of Kieran Walker, a zombie who is attempting to be reintegrated back into society.
He will be revived alongside several other characters in the fictional village of Roarton, who have to undergo a rehabilitation process before they can be sent back to their families.
Director Jonny Campbell, who was behind acclaimed BBC drama Eric And Ernie,said: "From the moment I read the opening scene I was hooked. What's most exciting about In The Flesh is that it challenges our preconceptions about the standard zombie genre and in so doing almost certainly creates a new one."
Image: © Getty


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And for those of you haters with negative comments, please keep them to yourselves. I am already suicidal and you might push me over the edge and then you would have my blood on your hands.
I need some help/advice....I am 27 and just finished 1L. I was not on academic probation after first semester (although law school kind of kicked my ass and knocked me off my elitist educational pedestal a little bit- 2.2). Second semester grades started rolling in and things were looking about the same... pretty average. And then I got a D in class. My overall cumulative was now a 1.97. I need a 2.0 for good academic standing. I already wrote my petition for readmission and the dean asked me to identify why my performance was so poor. And I honestly couldn't answered because all I do is study. I seriously have no life. And the kicker is that since I was on good academic standing for the first semester, I was allowed to enroll in summer classes (which I am currently taking) and even if my grades in those courses pull me above a 2.0, I still might not get readmitted. Anyone have any stats on how readmission panels usually rule and also has anyone ever contested a grade. I want to contest the grade; however, I am worried about jeopardizing the relationship with that professor if I am readmitted and have to take future classes with him.Law school is a female dog.... I have two Masters Degrees (with honors) and now I just feel like an idiot. It's weird to experience school from the bottom of the class.Anyways, any help/advice/consolation will be appreciated.And for those of you haters with negative comments, please keep them to yourselves. I am already suicidal and you might push me over the edge and then you would have my blood on your hands.Thanks!J
I was under the impression that I had a semester to pull it up. But the school is saying that since I was below a 2.0 by the end of the year, that I am out. Yet, they are still letting me take the classes I am currently enrolled in.I talked to the "Professor of Doom" who gave me the grade that tanked me and he told me that he could tell I knew the stuff, I just didn't get it down on paper. When I submitted my petition, I submitted a copy of my 42 page outline for the course and a note for the review committee to review the grade. Don't know what is going to happen yet. They told I will not know until the end of July. In the meantime, I live on campus, so if I am not currently a student, I am kind of worried about getting "evicted" from campus housing. Only working 15 hours a week because of school rules and so I was primarily relying on financial aid. Things are just really bad....I don't really know what I was looking for by posting here. Just needed to vent. I feel really alone right now because I am too embarrassed to tell any of my friends or classmates. My parents are tired of listening to me gripe and told me that they don't have enough energy to give me emotional support. And to make matters even worse, the day I found out, I was supposed to go to a meeting at work. I called my boss sobbing and said I couldn't make the meeting and now he is threatening to fire me because I won't tell him what happened. I don't want to have to justify my absence from the meeting (which was really just a dumb "pep rally" kind of thing) and I don't feel that it is any of his business but since I might be needing money for a place to live/move/food/etc., I almost feel compelled to tell him. I am extremely depressed and stressed over this.And the reason I am going for the JD was because my MA in Education and my MBA weren't really helping me in the current job market. Ah, crap.... maybe I should have just gone to Med School! Ugh.


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Pastels and Tenniscoats | GEOG34 | Released: 15/08/09
Geographic is thrilled to announce a double A-sided single taken from the forthcoming Pastels and Tenniscoats collaboration, Two Sunsets.
Vivid Youth looks like this summer but makes you think of last summer too; hopeful and kind of strident sounding, the spectacular moment when a bonfire really catches fire. And in the shadow there's something else too, something secretive, beautiful and exciting. This Pastels Tenniscoats sound is very summerish, everyone's playing feels very of the moment; maybe it's the evening to Billy Stewart's Sitting In The Park or Hugh Masekela's Grazing In The Grass. Night time is inevitably Question Mark & The Mysterians. That's what I think anyway. A bright coloured, brilliant moment, a Gerard Love and Katrina Mitchell composition. An 'almost' pop single? An unhesitant yes.
About You feels like another type of summer feeling. It's raining heavily outside and maybe for a moment you feel a bit stuck. You feel a weight, a certain melancholy, but only for a moment because actually the summer rain's great to walk around in and you feel alive and warm. It's finding the good in everything, and summer rain is the best kind and that's what this feels like. The sound is like this... it's sort of organic but not right on, it's running loops too, soft, almost mechanical rain. It's a song from The Jesus And Mary Chain's Darklands album which The Pastels recorded with Tenniscoats as part of a commission for a theatre production but which felt like it belonged in the album session. Initial recordings with Norman Blake in Queens Park,
Glasgow, expanding out into other places.
The Pastels are from Glasgow and Tenniscoats from Tokyo. They have different sounds but something in common too. This collaboration which eventually became the Two Sunsets album arose from a suggestion by Tenniscoats that some studio time be booked while they were in Glasgow, just to see what happens, and maybe to try to find out what it is that they have in common. The first recording was promising and slightly rushed, but suggested enough to carry on. Tenniscoats are often playing shows in Scotland and over a two or three year period at various recording sessions, it suddenly seemed like they'd accumulated about an album of songs which originated from members of both groups, Saya and Ueno from Tenniscoats, and Stephen and Katrina from The Pastels, with Gerard Love always there too, and often Tom Crossley, Alison Mitchell, and sometimes Norman Blake and Bill Wells.
It all felt very natural; graceful notes, odd notes and finally now arriving as if on the summer air, through the trees, and down the slope, this single and then an album, not one, Two Sunsets.


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Mercerised Cotton Car Coat
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- A neat car coat in softened, hardwearing mercerised cotton, woven in Italy – and lined with our 1960s-inspired Vintage check.
- Outer: 100% cotton
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- Single-breasted closure
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Vintage racing historical expert I'm not, but recognize some of these cars from poking around various car magazines over the years. Seeing 'em for real, actually increases my interest to learn more about 'em and the history involved. Vintage cars, race or street, interest me more then modern vehicles anyway. Fantastic body designs, slightly crude engineering, very mechanical, but dead serious. There's a mechanical directness and purity involved, not found with modern cars.
Last year was my first attending this shindig, so I penciled it in for this summer. Some Pics 'N' Words from the day...
Fantastic looking Porsche 908. Probably my favorite car of the day, at the top of the list anyway.
Rear view of 908, sharing lunch in the shade. Pit area is wide open access, excellent for getting up close, taking photos, or chatting with folks.
Gaggle of Datsun Roadsters, courtesy of local Datsun club - Northwest Datsun Enthusiasts (NWDE). My pal Dave is a member owns a few vintage Datsuns. Other clubs had various cars on display, plenty to gawk at besides actual race cars.
Porsche 908 in action. Seeing and hearing these examples of race history is always a thrill.
Porsche 917 in flight. Not easy getting super close to the circuit for photos. 300 mm zoom to the rescue.
2013 or 1973? Hard to tell...
Falcon on the attack. I'm more of the foreign car guy, but get a kick out of these V8 powered American TRANS-AM (ish) type cars. Loud, fast, very cool.
This SOVREN event spotlighted 50 years of the iconic Porsche 911. Many nice 911s in attendance, including these two captured at speed.
Well prepped '69 Alfa Romeo GTV on the fly. Later in the race, crunched from impact with tire wall. I met and hung out with these folks a bit during the day, great sense of humor and enthusiasm for the sport - even while loading up the very damaged GTV for the drive home.
Datsun Z on the move and further example of why vintage car body design rocks.
Dance of the 911s.
A beacon in a parking lot of blandness. Really nice BMW 2002 beams with color and personality.
Another parking lot find in form of vintage Ferrari. Daily driver? Probably not.
Porsche 917 at rest between races. These are not static displays, they're living examples to be enjoyed and raced hard.
Yes please. Utterly fantastic era for race cars.
Vintage shapes and graphics - a fast moving canvas - awesome.
Very quick Porsche Speedster blurs the competition.
Another sweet example of Alfa GTV, probably the best looking road car ever produced.
My ignorance at play here, not familiar of exact era and history of these cars - but perfect looking to me - pre wings, open mechanical look, and exhaust system art. Photo geek me would love to shoot these cars, minus the background clutter.
Flying aluminum egg.
Aunt Marge must be pretty cool...
Very trick looking 911. Agree?
After a few zillion photos taken and two SOVREN events under my belt, I plan to make this a yearly gig. Huge collection of historic autos, cool vibe, and open access to all - make this event a must see for anyone interested in such tomfoolery. And that would be me, sign me up for next July.
For the remaining pics, bit of slideshow. Enjoy...


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Brand Label: Hudson Jeans
ITEM MOVED TO ARCHIVE: On January 30, 2018 12:34 pm, Fashion Stylist Online noted this item may be out of stock at NORDSTROM because it was not referenced in their latest online catalog. If this item is out of stock at NORDSTROM, you may be able to find similar fashions sold there or elsewhere on our Hudson Jeans Designer Brand Directory.
Available for Purchase Online at NORDSTROM for $145.00Pin It
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Free Thanksgiving lunch and clothing for the homeless, senior citizens and anyone in need will be available Saturday from noon to 2 p.m. in downtown Burlington at the historic depot, 200 S. Main St., Burlington. The event is sponsored by Tracy and Robert Rushing. Tracy can be reached at 336-437-5690, Robert at 336-214-4852.
The Alamance County Service League�s 32nd Annual Holly Days Bazaar will be held Dec. 1 at The Elon School in its new location, 408 W. Davis St., Burlington, from 9 a.m. to 4 p.m. More than 30 artisans and vendors will be on hand, as well as the Service League bake sale. Lunch will be available from 11 a.m. to 2 p.m. Santa will be there from noon to 3 p.m.
Ebenezer Missionary Baptist Church in Providence will celebrate its164th church anniversary at 3 p.m. Sunday with Dr. Harold F. Trice and congregation of Union Missionary Baptist church in Butner as guests. A celebration service will be held at 11:30 a.m.; there will be no 8:30 worship or Sunday school.
Red Cross Bloodmobile will be at Staley Memorial Baptist Church, 1445 N. Graham-Hopedale Road, Burlington, from 10 a.m. to 2:30 p.m. Wednesday and at Carousel Cinema Alamance Crossing, 1090 Piper Lane, Burlington from 1 to 5:30 p.m. Nov. 23.


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Search for current opportunities and apply on-line. Once you have entered your search criteria below and selected 'search and apply', there will be an option to register for e-mail alerts for future positions.
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