53 courses with the subject ENG, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Presents readings on contemporary American culture, including topics such as consumerism, advertising, television, film, and music. Credits 3
The course looks closely at detective stories, novels, and films, with attention to narrative structure, logical investigation, and a satisfying denouement. Starting with Edgar Allan Poe's invention of the genre in "The Murders in the Rue Morgue" and "The Purloined Letter," the course explores such authors as Arthur Conan Doyle, Agatha Christie, Dashiell Hammett, Ed McBain, Chester Himes, as well as contemporary writers such as Jeffrey Deaver and Kathy Reichs. Credits 3
An examination of medieval outlaw tales. Covers relatively well-known figures such as Robin Hood and William Wallace to lessor known figures such as Hereward and Eustache the Monk. Traces the outlaw tale as a genre and consider its enduring popularity. Also examines some historical documents in order to place each of the figures studied in context. Reading will be either in a modern English translation or in a highly-glossed Middle or Early Modern English version. Credits 3
Examines science fiction from a variety of perspectives in both written and film media. Concentrates on defining characteristics of humanness: physically, mentally and spiritually. May include such topics as the role of a creator, evolutionary changes, and technological innovation, to discuss ethical responsibilities and limitations. Credits 3
ludes 9 core ENG-332W Arthurian Literature 3 ive courses ENG-341 Mythology and Classical 3
Examines the role of the Middle Ages in contemporary pop culture as expressed in films. Readings include selections from film and cultural theory as well as appropriate medieval historical and literary texts. Films might include works such as Bergman, The Seventh Seal, Bresson, The Messenger, Boorman, Excalibur, Fuqua, King Arthur, Gilliam and Jones, Monty Python and the Holy Grail, and Scott, Kingdom of Heaven. Credits 3
Games and gamers exist in every culture throughout human history. The oldest game in the world is 8,000 years old, twice as old as the invention of writing and nearly four times as old as the first piece of literature. Whether you prefer board games or video games, sports or eSports, this course will teach you about the cultural significance and global reach of games and gaming. You'll consider the historical, social, economic, and educational impact of games, including the emergence of eSports, serious games for social change, and gamification within various industries from business to politics to education. In an interactive class based on demonstration and discussion, you'll play and learn about the games important to you, your community, and communities of gamers across the world and throughout history. Credits 3
300-level PWR course 3 Choose Three Courses from the
the 18th Century Explores the development of English literature from its Anglo-Saxon beginnings through the 18th century. Credits 3
21st Century Explores the development of English literature from the Romantic movement to the present, including various multicultural perspectives from the former British colonies such as India, South Africa, Canada, and the Caribbean. Credits 3
Through the 19th Century Explores the development of American literature from the Colonial period through late 19th century American Realism. Early African-American narratives, Transcendentalism, Realism, and Naturalism are examined. Credits 3
Explores the role played by traditional American culture, including music, narrative, medicine, vernacular architecture, and folk art and craft. Much of the course wil concentrate on the folk culture of the Shenandoah Valley. Credits 3
Introduces students to the concept of folk groups and the ways they have been represented to mainstream cultures through the media of film and literature. Explores literature in conjunction with viewing of film and television depictions of "the folk" as well as documentary films made by folklorists. Credits 3
Studies a range of autobiographical writings in the context of America culture, focusing on individual lives as they intersect with U.S. social history and lived experience. Readings and other source materials vary. Credits 3
Introduces students to the elements of American culture in the interdisciplinary manner of American studies. After gaining an understanding of the academic field itself, students explore the variety of ways to consider American culture including methodological and genre-based approaches. Credits 3
Examines representative literature of Namibia, Botswana, South Africa and Mozambique to assess historical, cultural, and literary importance, beginning with aboriginal expression, moving through the Colonial period and the struggle of apartheid to the present. Credits 3
An examination of contemporary Ukrainian writers such as Taras Shevchenko, Oksana Zabuzhko, Serhiy Zhadan, Yuri Andrukovich, and many others. The course also explores Ukrainian history, culture, and folklore, as well as the role of literature as a cultural voice and means of preservation for both native Ukrainians and the Ukrainian diaspora. Students will also research Ukrainian writers whose l literature helped fuel current political conversations regarding the 2013 political revolutions in Ukraine. Credits 3
Anthropological survey of Native North American and Meso-American cultures, examining features such as traditional subsistence patterns, kinship structures, religious beliefs and practices, social and political structures, artistic expression, and intellectual history. Focuses on the literary heritage of Native American cultures, beginning with the oral tradition and storytelling, and continuing on to the "Native American Renaissance", the proliferation of Native American authors and poets that began in the 1960s and continues to the present. Credits 3
Linguistic analysis incorporating traditional grammar, phonology, syntax, sociolinguistics, morphology semantics and historical linguistics (including the history o the English language). CL General Education: Engaging in U.S. Diversity Credits 3
FREN-317 / Teaching SPAN-317
This course examines significant similarities and differences between the cultures of the United States and a variety of international cultures. Students explore differences in media, foodways, music and theater, folk and popular culture, and museums. The class meets for approximately a week on the Bridgewater campus prior to traveling to several locations throughout the world. Cities that may be toured include: Berlin, London, Munich, Paris, and Prague (exact cities to be visited are selected each year). Additional costs associated with travel. Credits 3
A survey of the beliefs and ideas that have shaped American culture from the colonial period to the present. Topics covered may include the rise of consumer culture, cultural attitudes toward the arts, the significance of race and gender in American culture, and the effect of American cultural and political attitudes on the landscape. While gaining knowledge of the United States' cultural past students will acquire an understanding of culture's role in the present state of the nation and the United States' international roles. CL General Education: Study of the Past Credits 3
Critical examination of Shakespeare's development as a dramatist and of his basic themes. Approximately 12 plays are studied. Credits 3
Examines the effect of the legends of King Arthur and his knights, showing such ideas as the Holy Grail and the code of chivalry in modern retellings and appropriations of the medieval sources. An acquaintance with Malory's Morte D' Arthur is expected. CL General Education: Study of Human Narratives Credits 3
FREN-335W
Selected readings in the fiction, drama, poetry and non- fiction prose of major black writers, both African and African-American. Influential authors may include Douglass, Wright, Ellison, Achebe, Baldwin, and Morrison. Credits 3
Through close reading and discussion of poetry, short fiction, and the novel students will approach an understanding of what it means to categorize these texts as "Asian American literature." The course explores what connections and discontinuities people of Asian ancestry encounter while living in the United States and asks how gender, sexuality, and class inflect representations of Asian American identity. Representative authors include Chang Rae-Lee, Aimee Nezhukumatithil, Brian Komei Dempster, Li Young Lee, Jhumpa Lahiri, and Ocean Vuong. CL General Education: Engaging U.S. Diversity Credits 3
An in-depth examination of significant Black periodicals (newspapers and magazines), produced from Antebellum America to the first half of the twentieth century, as - activist instances of visual and literary racial-uplift writings. Examines selected texts, art, and artifacts, by critically analyzing and interpreting the actors and artists who created them and the events and ideas from the past that explain them. Students engage in a practical project: the composing and arrangement of an issue of a black ink magazine as a class final project. CL General Education: Study of the Past Credits 3
Examination of Greek myth, especially of mythological ideas and figures that have had great influence on literature and thought, and of selected Greek and Roman classics. Readings may include selections from Homer, Greek drama, Plato, Lucretius, Virgil, and St. Augustine. CL General Education: Study of Human Narratives Credits 3
to Dante
Readings in the Renaissance epic, in early prose narrative, and in drama, lyric, and other major literary forms. May include works by Machiavelli, Milton, Thomas More, Shakespeare, Moliere, Swift and Voltaire. Credits 3
Study of literature during the late 18th and 19th centuries. Explores the development of Romanticism and realism in American, English, and other western European literatures such as German, Russian, and French. Includes fiction, poetry, and drama by authors such as Blake, Wordsworth, Goethe, Pushkin, Dickens, Austen, G. Eliot, the Brontes, Dostoevsky, Chekhov, Poe, Melville, Twain, James, Ibsen, and Flaubert. Credits 3
Development and analysis of the major types of children's literature are addressed, including picture books, poetry, fables, folktales, fantasy, realism, and historical fiction. Students read and analyze classic examples of each type. Credits 3
Reading and critical response to a range of fiction, nonfiction, and poetry written for a middle school through high school audience or considered suitable reading for this audience. Credits 3
Examination of theatrical literature and forms from the late 19th century well-made plays, Realism, Expressionism, Futurism and Symbolism, to Epic theatre and the Theatre of the Absurd. Playwrights such as Henrik Ibsen, Bernard Shaw, Anton Chekhov, Eugene O'Neill, Bertolt Brecht, Samuel Beckett, and others will be studied. The goals of this course are for students to gain an understanding of the scope, history, techniques and influence of Modern Drama. Offered alternate years. (Cross-listed as THEA-360W) Credits 3
Contemporary theatrical forms of American and British drama. Begins with post-World War II dramatic works and moves sequentially to the present day. Areas of attention include the "angry young men," metadrama, gender race and ethnicity, the "new brutalism," and contemporary docudrama. Particular focus on how play texts engage with the cultural and historical moment of their creation. Students gain an understanding of the scope, history, techniques and influence of contemporary drama. Playwrights such as John Osborne, Edward Albee, Eduard Bond, Jose Rivera, Martin McDonagh, Tony Kushner, Sarah Kane, Suzan Lori-Parks, Nilo Cruz, Moises Kaufman, Sarah Ruhl and others are studied. Offered alternate years. (Cross-listed as THEA-362W) Credits 3
Credits ENG-365 / Studies in Drama 3 3 THEA-365 3 ENG-366 Studies in the Novel 3
THEA-365
Study of the development of the novel as a distinctive literary form with emphasis on different techniques, conventions and themes of the genre exemplified by representative works chosen from American, British, and other national literatures. Credits 3
Critical examination of a literary genre not covered in regular course offerings or an in-depth examination of a subgenre. May take more than once for credit if the literary genre is different each time. Focus will be on the genre's history, techniques, and conventions. Genres may include epic, the sonnet, graphic novels, or memoir. CL General Education: Study of Human Narratives Credits 3
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Critical examination of the life and writing of a major figure from American, British, or world literature. May take more than once for credit if the featured literary figure is different each time. Figures may include Dante, Geoffrey Chaucer, John Milton, Jane Austen, Mark Twain, Henrik Ibsen, William Butler Yeats, James Joyce, Virginia Woolf or William Faulkner. Credits 3
Study of the literature and culture of the southern United States from the 19th century to the present. Explores the cultural development of the region and the influence of the historical context including slavery, reconstruction, economic depression, and the Civil Rights movement. Writers studied may include Mark Twain, William Faulkner, Eudora Welty, Zora Neale Hurston, James Dickey, Flannery O'Connor, Walker Percy, Alice Walker, Cormac McCarthy and Larry Brown. Offered alternate years. Credits 3
PWR-460 . Plus Four ENG Courses Course Code Title Credits Four ENG elective courses 12
Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. A Faculty Sponsor in the relevant academic department must approve a description and an internship learning plan at least eight weeks in advance of the start of the term in which the internship is to be completed. This internship learning plan must be filed with the Director of Internships in the Center for Career Development at least three weeks prior to the start of the internship. Approval of each application for an internship is made by the Director of Internships based upon approved policies and guidelines. Supervision of the internship experience is provided by an appropriate Bridgewater College Cooperating Professor (who may or may not be the Faculty Sponsor) and by a Site Supervisor at the agency or business in which the student is an intern. Students must complete 40 hours (minimum two weeks) of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. Internships are graded by the Cooperating Professor on an S or U basis. A maximum of 12 credits in internships may be applied toward graduation. Students who successfully complete at least three credits of internship at one or more placements may petition the Associate Provost to accept those credits in fulfillment of the FILA general education experiential learning requirement. Credits 1
Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. A Faculty Sponsor in the relevant academic department must approve a description and an internship learning plan at least eight weeks in advance of the start of the term in which the internship is to be completed. This internship learning plan must be filed with the Director of Internships in the Center for Career Development at least three weeks prior to the start of the internship. Approval of each application for an internship is made by the Director of Internships based upon approved policies and guidelines. Supervision of the internship experience is provided by an appropriate Bridgewater College Cooperating Professor (who may or may not be the Faculty Sponsor) and by a Site Supervisor at the agency or business in which the student is an intern. Students must complete 80 hours (minimum four weeks) of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. Internships are graded by the Cooperating Professor on an S or U basis. A maximum of 12 credits in internships may be applied toward graduation. Students who successfully complete at least three credits of internship at one or more placements may petition the Associate Provost to accept those credits in fulfillment of the FILA general education experiential learning requirement. Credits 2
Provides an opportunity for a student to gain field experience in an area related to the student's program of study or career goals. The learning objectives for internships include connecting academic knowledge and problem-solving processes to experiences and problems in professional settings. A Faculty Sponsor in the relevant academic department must approve a description and an internship learning plan at least eight weeks in advance of the start of the term in which the internship is to be completed. This internship learning plan must be filed with the Director of Internships in the Center for Career Development at least three weeks prior to the start of the internship. Approval of each application for an internship is made by the Director of Internships based upon approved policies and guidelines. Supervision of the internship experience is provided by an appropriate Bridgewater College Cooperating Professor (who may or may not be the Faculty Sponsor) and by a Site Supervisor at the agency or business in which the student is an intern. Students must complete 120 hours (minimum six weeks) of internship-related work as well as weekly journal entries and a final reflective paper completed in accordance with approved requirements. Internships are graded by the Cooperating Professor on an S or U basis. A maximum of 12 credits in internships may be applied toward graduation. Students who successfully complete at least three credits of internship at one or more placements may petition the Associate Provost to accept those credits in fulfillment of the FILA general education experiential learning requirement. Credits 3
Upon approval of the department and the division head, a student with a cumulative grade point average of 2.20 or better may engage in an independent study or research project. One desiring to pursue independent study or research must submit a written description of the proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. At the end of the semester, the supervising professor files with the registrar a grade for the student and a description of the work accomplished. Credit may be received for no more than three independent studies or research projects. Credits 3
Upon approval of the department and the division head, a student with a cumulative grade point average of 2.20 or better may engage in an independent study or research project. One desiring to pursue independent study or research must submit a written description of the proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. At the end of the semester, the supervising professor files with the registrar a grade for the student and a description of the work accomplished. Credit may be received for not more than three independent studies or research projects. Credits 3
An honors project is one in which a student researches a subject, by examination of relevant literature or by experimentation or both; the student reports the results in an accurately documented and well-written paper or appropriate representation of the work. Whenever the study deals with the subject of an established course, the student is expected to go well beyond the usual work of the course in research and in assimilation of the results as revealed in the report. Juniors and seniors with a cumulative grade point average of 3.40 or above may register for an honors project. One desiring to pursue an honors project must submit a written description of his or her proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. Upon the completion of the honors project, the student must present an oral defense of his or her project. The final grade must include a satisfactory performance on the oral defense, assessed by a three-faculty member team. The project advisor will authorize the make-up of the oral defense team and will assign the final grade on the project. The honors project title will be noted on the student's transcript. It is the student's responsibility to provide a copy of the written paper or appropriate representation of the work to the library in compliance with specifications approved by the Council on Education. The library director arranges for binding and storage. Credits 3
Source: Bridgewater College's catalog, linked per course · table learning_unit · CourseShelf publish 59
