Category Archives: Courses
Eleven English Graduate students will complete their advanced projects this semester. Some of the students who completed projects in fall 2011, as well as some of those working this spring, will share their work on two nights, Thursday, May 3rd and Thursday, May 10th. Both of these presentation celebrations will be held at 6:30pm in Albertus 369 (369 is a large room towards the Science Center side of the 3rd floor of Albertus). All are welcome to attend the presentations!
Presenting on May 3rd: Kaitlin Affrunti, Melissa Archambeault, Tony Carrano, Lisa Christopher, Mary Catherine Owen, Steve Woosley.
Presenting on May 10th: Jonathan Hall, Ashley Healey, Sarah Lahue, Emily LaPointe, Briana St. John.
The following is a list of the students working on advanced projects this semester:
Melissa Archambeault, Literature. “I’m using the Horror/Gothic genre and looking at Lacanian Mirror Theory as a way to interpret the meaning between protagonist and monster in a piece.”
Tony Carrano, Writing. “I’m looking at literary aesthetics and the possibilities opened up by Experimentalist approaches.”
Lisa Christopher, Literature. “My tentative title for my advanced project is “Behind the Social Tapestry: Race and Class in Edith Wharton’s The House of Mirth.” I’m writing about the portrayal of race and class in the novel, arguing that race and class are collapsed together, and ultimately signify each other. Lily Bart, the protagonist of The House of Mirth, has trouble interacting with characters of a lower class than her own because she fears the contamination of her own status and bloodline.”
Jonathan Hall, Writing. “I’m working on a collection of poetry that explores the relationship between people and the places and buildings in which they live.”
Ashley Healey, Literature. “For my advanced project I am focusing on Shakespeare’s Macbeth and 2 Henry VI. I will be exploring how Shakespeare creates characters that are constantly performing gender in different ways, which demonstrates how there is not one fixed definition of gender.”
Sarah Lahue, Literature. “My advanced project looks at the character of Patrick Bateman in Mary Harron’s screen adaptation of Bret Easton Ellis’s American Psycho as an example of the performativity of gender.”
Emily LaPointe, Literature. “My project, “Captivity in ‘Asian America:’ On Susan Choi’s American Woman,” facilitates a conversation between Asian American discourse and the American Captivity narrative genre via Choi’s novel.”
Meghan McCormick, Literature. “My advanced project is focusing on William Faulkner and the Postbellum South using the text Absalom, Absalom! I am analyzing the character’s storytelling style in comparison to Southern sermons of the Antebellum time, arguing that Faulkner uses traditional sermonic storytelling as a tool to produce a modernist text.”
Mary Catherine Owen, Writing. “My advanced project is a collection of personal essays that explores the nature vs. nurture question of personality.”
Briana St. John, Writing. “My advanced project experiments with the form of fairy tales. I try to break away from some of the more standard formulas used to tell these stories, using present tense instead of past, direct address instead of third-person point-of-view, and using panels to tell the same story from different perspectives. Fairy tales are constantly evolving, being added to and subtracted from as they are passed down, and I try to extend that tradition by shifting the focus of my fairy tales from content to form.”
Steve Woosley, Literature. “My project is entitled “Cutting a Bloody Swathe through History: Shakespeare’s Macbeth, Akira Kurosawa’s Throne of Blood and 16th century Samurai Culture.” I’m looking primarily at the film Throne of Blood and grappling with critics that say the film is nothing more than an adaptation, appropriation or transposition of Shakespeare’s Macbeth into 16th century Japan, arguing instead that if someone looks at the historical context in which the film is set, that person can see that the story of Throne of Blood (and also Macbeth to an extent) is unfolding and has unfolded repeatedly already.”
Registration for Fall 2012 starts April 2nd! Here are the graduate courses that will be offered:
ENG 516 Medieval Literature (3 cr.) Laity. Monday 6:15pm-8:55pm. Description: Old and/or Middle English language and literature from its beginnings in Anglo-Saxon oral tradition through the 15th century.
ENG 537 Modern Drama (3 cr.) Krauss, Monday 6:15pm-8:55pm. Description: Readings in modernist and post-modern theatre literature, from Ibsen to the present. Attention to production and reception history, criticism, and major trends away from realism.
WRT 564 E1 Fiction Writing: Theory and Practice (3 cr.) Shavers. Wednesday 6:15-8:45pm. Description: The primary focus of this course will be short fiction and novel excerpts written by students in the class. Besides production of their own material, students will analyze literary and theoretical texts in order to gain a better understanding of different storytelling forms, aspects of style, and other elements of a fiction writer’s craft. Some attention to publication processes and possibilities for fiction writers. Fulfills 500-level writing requirement. In the fall 2012, this course is the equivalent of ENG 564.
ENG 584 19th Century American Literature (3 cr.) Sweeney. Thursday 6:15pm-8:45pm. Description: Critical analysis of U.S. literature from the early national period through the turn of the twentieth century. Special emphasis on how fluctuating and contested discourses of authorship, property, print, labor, the market, feeling, publicity, and the literary influenced production, circulation, and reception of texts in the nineteenth-century U.S. Writers studied may include Poe, Wilson, Melville, Rowson, Bird, Stowe, Fern, Whitman, Hawthorne, Douglass, Jacobs, Dickinson, Chesnutt, James, Zitkala-sa, Crane, Howells, Wharton, Chopin.
ENG 585 Composition and Digital Literacies (3 cr.) Fulwiler. Wednesday 6:15pm-8:45pm. Description: What does it mean to write in the digital age? Traditional notions of both literacy and composition are print-based and book-bound, but scholars argue that we are currently in the midst of a literacy revolution not seen since the 15th century invention of the printing press. In this move from “page to screen” (as Gunther Kress has famously called it), what happens to our foundational assumptions about reading, writing, and textual production? This course will examine emergent digital tools, digital composition, and digital or “new” literacies within the larger context of the history of writing and theories of literacy. Students will analyze, critique, evaluate, and create multi-media texts. Central to the course will be reflection on the process(es) of composing including: invention, drafting, and revision across multiple modes, media, and genres. As we study the theory and practice of the new literacies required of 21st century composing, we will also attend to the social, critical, rhetorical, and ethical dimensions of these evolving communicative sites and practices.
ENG 589 Topics in Literary Theory (3 cr.) Palecanda. Tuesday 6:15pm-8:45pm. Description: As in introduction to twentieth and twenty-first century literary theories, the course may address preoccupations of structuralism, poststructuralism, postmodernism, feminism, cultural studies, postcolonialism, and/or gender/queer studies. It may focus on a topic or critical approach and include literary and visual narratives. (May be taken more than once as long as a different topic is addressed.)
Listings can also be accessed here: http://www.strose.edu/officesandresources/registrar/courselistings/article1277
Some English undergraduate students have been working hard this spring fulfilling their degree requirement of ENG 494: Senior Internship. This course requires students to work in various internship placements for a semester. The Spring 2012 interns and their placements are:
Shalyn Benway: The Saratogian
Tiffany Burnett: Albany Poets
Mikayla Consalvo: Assistant to Prof. Ledbetter
Johnathan Dorn: Retired Persons Association
Ashley Fischer: Times Union Center Sales Center
Kathleen Gargan: Saint Rose Curriculum Library
Danielle Harder: BirthNet
Kristin Militana: NYS Breastfeeding Coalition
Emily Perez: NY State Historical Collection—Curatorial Department
Kara Sheldon: Cerebral Palsy Association
For those who will be registering for ENG 494 in the near future, here is a message from Dr. Colton and Dr. Palecanda who are the go-to professors for internship preparation and questions:
“We encourage English Majors who will be seniors next year to start thinking about their internship requirement. We suggest strongly that you try to fulfill this requirement in the fall semester of your final year.
Juniors who are eligible to complete their internships next year should start gathering information in order to prepare for registering, applying for, and securing an internship—all of which should be completed before the beginning of the semester of the internship. Information is available from the Department of English website, under the B.A. in English:
http://www.strose.edu/academics/schoolofartsandhumanities/english/english_ba (*Links and information on internships are at the bottom of the page.)
Please review this information before researching possible internships and drafting a resume.
We encourage you to contact one of us–Professor Colton or Professor Palecanda–to discuss possibilities and to look at listings of organizations offering internships. We are in the process of making more of this information available online.
Students wishing to register for English 494 in the fall will need to obtain a signature from Prof. Palecanda after meeting with their advisors, but we recommend strongly that you begin the process of planning for the internship well before registration.
Professor Colton and Professor Palecanda have offices on the second floor of Marcelle Hall, 444, Western Ave.”
Advisement day is March 20th and it will be here before you know it! If an internship is in your plans for the fall, spend some time checking out internship procedures and thinking about where you’d like to apply before registration rolls around. If you need to start thinking about internship possibilities but are curious as to what students actually do for their internships or how the internship experience can prepare soon-to-be graduating seniors for the job market, the answers are only a click away! We have enlisted the expertise and experience of spring interns Kathleen Gargan, Shalyn Benway, and Ashley Fischer in “Part Two” of this article, which features interviews with these successful interns. Click here or just scroll down!
Part Two of the Undergraduate Spring Internship article features interviews with current interns Kathleen Gargan, Shalyn Benway, and Ashley Fischer. (Click here for “Part One” of this article.) Read on to see what kinds of tasks these students are performing in their internships, the benefits they are finding in their positions, and their suggestions for future interns!
Kathleen Gargan (pictured to the left) has been working as an intern this spring at the Saint Rose Curriculum Library. Regarding her experience and duties so far Kathleen tells us, “I am gathering information regarding the New York State Education Department (NYSED) new Common Core Learning Standards for English Language Arts & Literacy. A text list has been generated from NYSED. I have been using the catalog to see if our libraries on campus house these texts. I will be helping to create a webpage for the Curriculum Library utilizing the information retrieved from the project. I am working in collaboration with the Curriculum Library Director, Marisa Gitto, for the Curriculum Library Workshop Series on March 20, 2012.”
After graduation Kathleen plans on applying to graduate school here at Saint Rose. Kathleen will be applying to the CSSA (College Student Services Administration) program, which concentrates in Student Affairs. Kathleen comments, “This program will fully prepare me to work on any college campus in Student Affairs, and working at the Curriculum Library has shown me how different offices work with them. In my field I might have to work on the website so learning how to do these things now is beneficial. This project I have been working on is going to help so many students and that is my main motivation for everything that I do.” Helping her prepare in many ways for a future in her desired field, Kathleen has found a great fit at the Saint Rose Curriculum Library. Kathleen comments on the connection, “In the Student Affairs field we are focused on the students and how to give them the tools to succeed and that is what this internship is all about!”
As someone who has been through the application experience, Kathleen has some advice for the next batch of interns getting ready to apply in Fall 2012: “Apply to as many internships as you can. Make sure you do so early in the fall semester so you aren’t scrambling for a place. Pick an internship that you are interested in, don’t pick one because it’s easy or convenient. Do not be afraid to ask for help from your internship supervisor in the English Department. Do not be afraid to ask questions. Do not be afraid to turn places down. Make sure the internship is a good fit for you. Make sure you have your resume and cover letters critiqued and meet deadlines for everything. Make sure you represent the English Department at Saint Rose well!”
Next up is Shalyn Benway (pictured to the left), who is currently interning for The Saratogian. Shalyn tells us about her position and the types of jobs she performs: “The Saratogian is a local newspaper that also releases a quarterly magazine. My tasks include going out and about in the town of Saratoga, usually on Broadway and finding an individual to interview. Once I have asked them five questions, Who, What, Where, When and Why, I compose their answers into a mini-article to be put into the paper the next day. Aside from doing theses mini interviews, I also help out with The Saratogian’s magazine as well. I suggest ideas for articles for the magazine and help research information for the articles. There are also other tasks that I perform such as helping out with the letters to the editor and listening to The Saratogian’s messages left by anyone willing to share their thoughts and opinions.”
While journalism isn’t the specific vein of writing that Shalyn is interested in pursuing after graduating, she is happy that her experience in journalism has fulfilled her interests in cultural immersion. Shalyn comments, “One aspect to journalism that I find interesting is getting to know the people in my area. I enjoyed meeting new people who I have interviewed and learning something about their lives. I had never really considered a career in journalism/reporting before, but this internship experience at least has allowed me to observe the different career possibilities that are out there. You never know what you may be interested in, or not, unless you give it a try!” Taking her experiences at The Saratogian with her, Shalyn hopes to follow her interests of fiction writing, poetry, and travel when she enters the job market: “One thing is for sure after I graduate, I will be traveling. My inspiration for my writing comes from being immersed in other cultures and experiencing different worlds other than my own. Hopefully I will be able to find a job that will perhaps require me to travel and write at the same time!”
Shalyn recommends applying to The Saratogian for anyone interested in journalism, and she has a few pointers that might help you edge out the competition. Shalyn advises, “It would be most advantageous if you apply sooner rather than later. There may be many students who will apply for an internship there, so it’s important to express your interest in interning with them as soon as you can.”
Ashley Fischer is currently interning in Group Sales at the Times Union Center. Ashley tells us about her responsibilities: “Overall, in Group Sales we target different groups of people to buy tickets for events. A lot of the work is researching different groups, coming up with ways to target them, either through email, fax, direct mail, or telemarketing, and then encouraging them to buy our group discounts. Taking orders and ensuring accuracy is critical in Group Sales. I am constantly looking out for different organizations, schools, and centers to get our information out there and make sure everything is always up-to-date. I work on a lot on informational packets, emails, and fliers that I design to send out to these different places we target.” Ashley also tells us that great communication skills are essential to her internship: “It all comes down to communication and maintaining a positive relationship with our clients,” Ashley says, and she realizes that these are real-world skills that will only benefit her when she enters the job market. Ashley comments, “I am utilizing and gaining greater communication skills, research skills, and public relation skills. I know I will continue to use the research, marketing, and communication skills that I have gained from working at the Times Union Center in my future since they are such mandatory and beneficial skills needed in today’s world.” Connecting to the community is another great benefit of Ashley’s internship: “The work done in group sales is very community oriented, and I enjoy seeing the outcome of all of my research. Working there has helped me open up and allowed me to realize that I want to make a change in peoples’ lives everyday.”
For anyone interested in an internship that is weighted in communications and public relations like Ashley’s is, here is some more information about her experience. Telling us about a particular event she recently helped coordinate, Ashley says, “Recently we had the Harlem Globetrotters come to the Times Union Center. We were asked by the promoter to find an organization to perform at half time. We ended up using a younger step team in the Albany area, the Chimalsi Steppers. We decided to use them because it was such a family oriented event and we felt they deserved to be connected to the public since they are a part of the community. A lot of work went into scheduling their performance and the other meet and greets that occurred with birthday groups and special needs groups to meet the Harlem Globetrotters.”
Communications, public relations, and making a difference in the community have resulted in internship success for Ashley, and she has advice on how the next group of senior interns might succeed as well: “The best advice I can give when looking for an internship is to start your search early, be open to different positions, and apply to as many as you can. It’s not the end of the world if you don’t receive the position you were looking for exactly; the whole search process and internship is a learning experience. You should be open to new opportunities because you may end up enjoying the experience in the end. If not, you are a step ahead of others because you realize what direction you shouldn’t be going in and you can take the next step to where you want to be.”
Now that you know a little bit more about what kinds of internships are out there and you have some advice from some students who have been through the internship processes, start looking around to find placements that fulfill your interests, and remember to ask Dr. Colton and Dr. Palecanda if you have questions!
Graduate students Janastasia Whydra and Kaitlin A. are both working on completing their advanced projects this fall. Janastasia’s is a non-fiction writing project in which she compares her life to that of pirates. Kaitlin’s literary project, she describes, is on “what writing conventions are coming out of academic conversations on Twitter.” Danielle Ely, our guest blogger in October, also completed her Literary Studies thesis on Wallace’s Infinite Jest earlier this fall. Exciting projects, grads!
Six undergraduate students have been placed in various internships this semester as a part of ENG 494, which is an English program requirement. The benefit of this requirement is it allows students to gain experience in their specific areas of interest, like writing or teaching. Here are the students and their placements for fall 2011:
Lauren Beale: The Albany Damien Center (non-profit organization)
Nicole DuBois: Alloya Corporate FCU (federal credit union)
Reshma Loaknauth: The Community Hospice of Albany (non-profit organization)
Nicole Melkun: Tumbling Tykes Early Childhood Enrichment (preschool)
Suzelle Zamor: Equinox Community Services Agency (non-profit org.)
Here is what Nicole DuBois had to say about her internship experience so far and where she can see the experience benefiting her in the near future: “I am currently interning in Alloya Corporate Federal Credit Union’s marketing department under their communications writer. Interning in the financial industry has prepared me for the fast-paced nature of what is to be expected after graduation. My assignments vary from day-to-day giving me experience in a variety of areas which will be a great addition to my resume. This internship has opened my eyes allowing me to see how versatile an English degree is from The College of Saint Rose and has allowed me to experience first hand the different career types I will be interviewing for in May 2012.”
For more information about internship requirements and procedures, visit the English Department website or contact Dr. Newton, English Internship Coordinator, spring 2012.
Summer—First Immersion Session—May 16-June 3
ENG 590 IM Seminar in Faulkner (3) Dr. Eurie Dahn MTWR 6-9:10 pm.
In this seminar, we will read some of William Faulkner’s best-known works. While emphasizing rigorous close readings of his texts, we will also work to contextualize Faulkner’s oeuvre within conversations and debates about class, race, modernism, Southern regionalism, and American citizenship of the time. Fulfills literature requirement.
ENG 520 E1 Work and Play in Early Modern English Culture (3)
Dr. David Morrow Thurs. 6:15-8:45
Here we will study works in a variety of literary forms (including lyric and narrative poetry; prose fiction; drama) in relation to struggles over emerging modes of labor and social life. Framing texts within the festive, peasant culture of the era and inherited social structures at the start of the semester, we will move on to explore how authors engage with changes to traditional culture. Our emphasis on labor will include much attention to different forms of women’s labor—both as men represent it, and as it is represented and embodied by female writers. Primary texts will include work by Thomas Dekker, Thomas Deloney, Amelia Lanyer, John Marston, William Shakespeare, Edmund Spenser, Isabella Whitney. Secondary texts by Mikhail Bakhtin, Peter Burke, Alice Clarke, Karl Marx, Max Weber, Ellen Wood, and many literary critics. Fulfills literature or theory requirement.
ENG 559 E1 Writing: Four Genres (3) Dr. Barbara Ungar
Practice in the theory and critical analysis of a variety of literary genres, which will include poetry, fiction, drama, and creative nonfiction. Study of theories of poetics and some attention to teaching strategies related to imaginative writing. Open to graduate students from all disciplines. Writing sample may be required to enroll; contact instructor.
ENG 564 E1 Fiction Writing (3) Dr. Ronald Shavers Wed. 6:15-8:45
The primary focus of this course will be short fiction and novel excerpts written by students in the class. Besides production of their own material, students will analyze literary and theoretical texts in order to gain a better understanding of fiction structure, aspects of style, and other elements of a fiction writer’s craft. Some attention to publication processes and possibilities for fiction writers. May be taken twice, if space allows, by written consent of instructor only. Fulfills writing requirement.
ENG 579 Early American Literature (3) Tues. 6:15-8:45
Critical reading and discussion of various works of writers from the pre-colonial period to the early nineteenth century, possibly including selections from oral traditions of native peoples and writers from British and other colonial perspectives, as well as writers such as Bradford, Bradstreet, Wheatley, Franklin, and Irving. Fulfills literature requirement.
ENG 566 E1 Literature, Performance, and Visual Narrative in the Digital Age (3) Dr. Kathryn Laity Mon. 6:15-8:55
How has the digital age effected a sea change in the way we interact with narrative, with literature, with visual images (moving and still) and with ourselves? How do we use digital space? How do we read images? How do we negotiate the bricolage world of the web where file sharing, sampling and retweeting are the order of the day? How do we present ourselves on the web? How do we read others’ performances of self? Is it possible to “know” anything anymore? Do we really need books anymore? Is anything “original” or “authentic” at all? Fulfills literature or theory requirement.