You are here
Spring 2017 Course List
Generally speaking each course at Marlboro College requires a minimum number of contact hours with teaching faculty based on the credits to be earned. Usually 50 minutes or more of weekly contact time per credit earned is required. Contact time is provided through formal in-class instruction as well as other instructional activities facilitated by the teaching faculty member.
Book lists for courses are posted on the course list prior to the first week of each semester, when course registration takes place, in fulfillment of the provisions of the Higher Education Opportunity Act (HEOA) of 2008. Lists are subject to change at any time. Books required for courses at Marlboro are available at the College Bookstore.
Courses that begin with a are Writing Seminar Courses.
Courses that begin with a meet Marlboro's Global Perspective criteria.
For American Studies offerings, see also:
HUM803 - 4 Credits - Introductory
- Tuesday 10:00am-11:20am in Dalrymple/D38
- Thursday 10:00am-11:20am in Dalrymple/D38
Faculty: John Sheehy
In this seminar we'll be reading, thinking, and writing about
the contemporary Native American experience in North America. As we
do, we'll ask ourselves two kinds of questions: First, what does it
mean to be "native"? Second, how does the history of conflict
between European settlers and indigenous peoples play itself out in
contemporary Native American literature, in contemporary Native
American life, and in our lives here, now, in America? Our primary
reading will be contemporary, and will include the works by N.
Scott Momaday, James Welch, Leslie Marmon Silko, Louise Ehrdrich
and others. We will consider works representative of the diversity
of Native American culture and art, and will also consider the work
of non-Natives writing on Native themes. As time allows, we will
also consider selections from Gloria Anzaldua, Jane Tompkins, and
Richard Rodriguez, among others, and we'll try to get to some
poetry, too. And, as in any writing seminar, we will write about
all of it: expect at least three major papers, culminating in a
research paper, and weekly shorter writing assignments. Discussions
of the text will alternate with work on writing: conferences,
writing workshops, and discussions of style and structure.
*NOTE: Students interested in Native American literature who would like to read more texts than those on the Writing Seminar syllabus should take this class and register for an extra-credit tutorial. Please contact John Sheehy for details.
- Permission of instructor
|On Writing Well||Zinsser||978-0-06089-154-1||$15.95|
|Sense of Style||Pinker||978-0-14312-779-6||$18.00|
|Style: an Anti-Textbook||Lanham||978-1-58988-032-0||$16.95|
|The Grass Dancer||Power||978-0-42514-962-1||$7.99|
|The Lone Ranger and Tonto Fisfight in Heaven||Alexie||978-0-80212-199-8||$16.00|
|The Practical Tutor||Meyer & Smith||978-0-19503-865-1||$69.95|
|Winter in the Blood||Welch||978-0-14310-522-0||$15.00|
|Writing without Teachers||Elbow||978-0-19512-016-5||$15.95|
HUM1217 - 4 Credits - Introductory
- Wednesday 11:30am-12:50pm in Dalrymple/D43
- Friday 11:30am-12:50pm in Dalrymple/D43
Faculty: Gloria Biamonte
Virginia Woolf describes the essay as a form that "must lap us about and draw its curtain across the world." But what, she questions, "can the essayist use in these short lengths of prose to sting us awake and fix us in a trance which is not sleep but rather an intensification of life--a basking, with every faculty alert, in the sun of pleasure?" Her answer is a simple one: "He must know--that is the first essential--how to write." From David Quamman's "The Face of the Spider" to Scott Russell Sanders' "Under the Influence" to Wallace Stegner's "The Town Dump" to Annie Dillard's "Sight and Insight" to George Saunders' "The Braindead Megaphone," we will explore how contemporary essayists--in personal essays, nature writing, literary journalism, and science writing--look closely at everyday objects, practices and experiences. We will analyze what makes these essayists effective, entertaining and enlightening. And, of course, we will be writing about all of this in several formats: in-class exercises and shorter assignments leading up to two 4-6 page papers and one 8-10 page research paper. Peer response workshops, writing conferences and in-class work on style, revision and editing will alternate with our class discussion of the essays. Prerequisite: None