This reading and writing-intensive course involves in-depth study of selected poets, poetic genres (i.e. epic, lyric, narrative), or periods in the history of English and/or American poetry (i.e. Romantic, Victorian, Modern American, Modern British). (3)

Readings in the greatest and most influential writers of the ancient Greek and Roman world (such as Homer, Solon, Sappho, Plato and Aristotle; Virgil, Cicero, Horace, Petronius and Apuleius). Greek Tragedy is not covered in this course; it is covered in English 524. (3)

Exploration of Native American history and culture through literature written by indigenous writers. Close examination of a variety of texts within their social, historical, and political contexts in order to cultivate a deeper understanding of North American’s literary history and to reconsider stories of colonization and American culture. (3)

Study of most influential or innovative writers in the epoch of Modernism (1870-1940), covering works in a variety of genres (novel, short story, drama, essay, and poetry) and from authors both canonical and lesser known. (3)

Study of the fiction, travels, memoirs, and folklore of New Mexico with emphasis on those writings which reflect the cultural heritage and the literary accomplishments of the area. (3)

This is a project-based course designed to help new and experienced composition instructors delve deeply into composition theory and pedagogy, discover and refine their teaching philosophy, and develop lessons and curricula that will both fit each individual’s teaching style and work practically and effectively in a community college and/or university setting. (3)

Advanced study in a particular period, author, theme, or genre in English literature; serves as an in-depth follow-up to the most recently offered English literature survey course. (3)

Intensive work in expository writing. (3)

Selected studies in periods, genres, and figures in American literature; appropriate areas of study selected by teachers and students. (3)

Studies in the development of Anglo-American fiction focusing on influential works from the eighteenth century to the present. Special attention will be paid to similarities and differences in theme and technique in British and American works. (3)

Studies in Shakespeare and his contemporaries, focusing on the cultural and ideological world of England and Europe in the 16th and 17th centuries. Shakespeare will receive most attention, but in the context of connections between his work and the work of other writers within his broader period (e.g., Marlow, Donne, Cervantes, Milton). This course does not and cannot substitute for ENGL 540 (Shakespeare), whose scope and purpose are different. (3)

Offers a concentrated study of the tragedies of Aeschylus, Sophocles, and Euripides, focusing on the nature of the tragic hero, recurrent themes and problems of plays, and differences between the playwrights’ techniques. (3)

Readings in British literature from 1945 to the present. (3)

Examination of selected writings by English and American women from the sixteenth to twentieth centuries, with special consideration given to the ways in which women portray women’s experience, image, self-concepts and role in society. (3)

Study of the major plays, including representative tragedies, comedies, and histories, with emphasis on language and theme. (3)

Acquaints the student with the significant changes in ideas and values which swept Europe and the Americas in the seventeenth and eighteenth centuries. (3)

Techniques and texts appropriate to the high school classroom. Offered every third semester. (3)

Survey of the literature of the west with emphasis upon historical narratives, folk literature, nature writing, and fiction. (3)

Will investigate the many ways in which psychological experience becomes the thematic material of literature. Even though the specialized discipline of psychology did not emerge until the later nineteenth century, literary artists have explored human mental experience for many centuries and continue to do so today. This course uses literary texts (drama, personal memoir, fiction, poetry) to study the literary representation of primary mental disorders such as paranoia, delusional psychosis, schizophrenia and suicidal depression. (3)

Investigates literature’s portrayals of the relationship between human culture and the natural environment. Explores the vital connection between American literature and environmental values and examines how changing literary interpretations of the land have influenced our attitudes toward nonhuman nature and require us to re-examine our ideas and assumptions about “nature.” (3)

Intensive study of literatures through the application of various insights and knowledge from other fields that can reveal more about the literatures as well as more about the students exploring the literature. (3)

May only be taken for 3 hours. Instructor permission is required. (3)

This course covers topics in the history of philosophy, and/or contemporary problems in the discipline of philosophy. The course may cover the historical development of a specific problem, or the contemporary debate. This course is intended to deepen the student’s understanding of a specific topic or problem, and to familiarize the student with significant contemporary secondary literature. A major object for the course is to support the development of content expertise in philosophy in preparation for community college teaching. Prerequisite: Admission into the MAIS program. (3)

This course covers major figures and problems in American philosophy. Focus will be on original texts from representative thinkers in historical context and will include contemporary scholarly literature on selected philosophical problems or figures from the Americas. This course is intended to prepare students to teach philosophy at the community college level. Prerequisite: ENGL 1120 and Admission into the MAIS program. (3)

This course offers an in-depth study of questions and problems in environmental philosophy from the standpoint of philosophical ethics. The course will cover modern and classical ethical theories, and major contemporary writers in the field. Prerequisite: Admission into the MAIS program. (3)

This course covers major figures and problems in ancient Greek and Roman philosophy. Focus will be on original texts from representative thinkers in historical context and will include contemporary scholarly literature on selected philosophical problems or figures from the era. This course is intended to prepare students to teach philosophy at the community college level. Prerequisite: Admission into the MAIS program. (3)

This course covers major medieval philosophers beginning with Augustine. Focus will be primarily on original texts from representative thinkers from the Middle Ages and will include contemporary scholarly literature. This course is intended to prepare students to teach philosophy at the community college level.
Prerequisite: Admission into the MAIS program. PHIL 520  History of Philosophy III: Descartes to Kant. (3)

This course covers major figures and problems in modern philosophy from Descartes to Kant. Focus will be on original texts from representative thinkers in historical context, and will include some contemporary scholarly literature on selected philosophical problems or figures from the era. This course is intended to prepare students to teach philosophy at the community college level. Prerequisite: Admission into the MAIS program. (3)

Students will study poetic forms, write in established forms, research contemporary published poetry, write in free form, research submission processes, and submit poetry to respected literary journals. Course maybe repeated for a max of six credits. (3)

Advanced practice in writing the screenplay, including critical attention to formatting, dialogue and description. Marketing the finished product will also be emphasized. Students prepare a synopsis, write a screenplay using the proper format, post acts of the play online and review and critique each other’s work. Course maybe repeated for a max of six credits. (3)

Advance practice in writing from a philosophical perspective which incorporates the application of valid logical and rhetorical strategies. Students choose from a broad range of subjects, reflect upon them by applying philosophical techniques, post writing assignments online and review each other’s work. Philosophical literature will also be reviewed. (3)

Advanced practice in writing creative non-fiction, including the understanding of fiction techniques as applied to nonfiction writing. Students choose non-fiction subjects, articulate criteria for these assignments, apply dramatic techniques, post their writing assignments online, and review each other’s work. Course maybe repeated for a max of six credits. (3)

Students will use in-depth writing exercises to “mine for memories” which they will use as material for a possible book-length manuscript of non-fiction prose. This is not an autobiography; it is a focused study of one theme in the writer’s life. Students will have the opportunity to leave this class with experience and practice of gathering, focusing, composing, editing. (3)

Advanced practice in original composition with a focus on research and publication within a chosen genre; demands a sophisticated understanding of the English language, an application of critical thought, and a commitment to creativity. (3)

Publication of the OMAIS literary arts journal. All aspects of publishing a literary journal will be employed, including editing, design, and marketing. Students will post calls for submissions, participate in online layout and design, promotion and marketing, selection, critique and editing of submissions. Survey and analysis of competing journals. Course maybe repeated for a max of six credits. (3)

Exploration of historical and current issues in publishing. Students locate and define an issue in publishing as it relates to themselves/their field, and explicate the nuances of the issue. (3)

Intensive work in expository writing. (3)

Practice in the writing of children’s literature. (3)

Practice in the genre called nature writing-including but not limited to writing about the natural world, environmental issues, living in place, and the biological sciences. Analysis of the history of nature writing and the new role of nature writing in the twenty-first century. (3)

Practice in the writing of adult literary fiction, both short story and novel form. Some genre fiction is allowed with permission from the instructor. Students will look at key elements of writing fiction, including plot, development of characters, and point of view. Students who have taken Writing Children’s Literature can continue in this form with permission from the instructor. Course maybe repeated for a max of six credits. (3)

Practice in writing for magazines, feature articles as well as shorter how-to pieces, columns, and news reports. Some discussion of how and where to publish. (3)

Exploration of how writing can be used to generate and encourage social change, from opinion pieces in local newspapers to bestselling books on global issues. Students will discuss how such writing has affected their lives, what issues they wish to write about as advocates of social change, what writing forms best fit those issues, and what writing strategies best fit those forms. (3)

Advanced practice in the kind of writing required in professional employment, including but not limited to nursing, teaching, law enforcement, and business. Students choose writing activities related to their chosen profession, articulate criteria for these assignments, post their writing assignments online, and review each other’s work. (3)

Study and practice in selection, placement, and analysis of texts, copyediting texts, and the ethical and legal considerations of editing. (3)

Program prioritization in writing proposals and grant applications. Students will submit proposals to a granting or producing organization. (3)

Part survey, part workshop, students will read about the craft of Flash Fiction and Flash Non-fiction and read works in the genres, as well as writing about and in the genres.