Poem: "Read Something Classic"
May. 29th, 2020 09:15 pm![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
ysabetwordsmithThis poem came out of the May 5, 2020 Poetry Fishbowl. It was inspired by a prompt from librarygeek. It also fills the "The destruction of cities" square in my 5-1-20 card for the Sumerian Me Bingo fest. This poem has been sponsored by Anthony & Shirley Barrette. It belongs to the Rutledge thread of the Polychrome Heroics series.
"Read Something Classic"
[Monday, August 4, 2014]
Melian Webster had spent months
trying to find a set of Arabic books
for the Syrian refugees, because
the Rutledge Free Library was
meant for everyone to enjoy.
Finally she had reached
some people who were
evacuating books from
Afghanistan and needed
somewhere safe to put them.
Allice Newport, who had
moved into Rutledge and
gotten to know her new home
by reading Vermont literature,
offered suggestions on what might
help the newcomers feel welcome.
Together they decided to move
the Christian collection from
its cramped quarters to
a bigger place upstairs.
That freed up space for
a new Islamic Reading Room.
They even replaced the carpet
with a wall-to-wall prayer rug in
splendid shades of purple and red.
They passed the word to the refugees
so people could come help carry
the books into the library.
Ibrahim Khaled came,
of course, with his boys
Darwish and Nadir. Ibrahim
had taught history in Damascus,
so he was delighted to have
an Arabic library coming.
Tariq Al Numan was
a French teacher from
Aleppo, who had enjoyed
the French Reading Room
and was thrilled at the chance
to add an Islamic one now.
A bunch of others came,
drawn by the sign that read
in English, French, and Arabic,
Work/Trade Lifting Boxes --
Pays $15/hour in books.
The duplicates would be
stacked and set aside for
volunteers to choose from,
since the library only needed
one copy of each book except
the most popular like the Qur'an.
When the truck pulled up,
everyone cheered.
The driver climbed out.
"Hello, I'm Aston Sutcliffe,"
he said. "I have autism and
sensory processing disorder,
so if you can minimize chaos,
that will help me stay focused."
"We can do that," Ibrahim said.
"Some of us have issues too."
"I'll herd the kids," said Allice.
"We can sort the children's books."
So Melian directed people to stack
boxes and tubs of books outside
the door to the Islamic Reading Room.
From there she divided them based on
where they should go. Most were in
Arabic, but some English or French.
A team of librarians worked to make
entries and labels for each book,
then passed them along to
other people for shelving.
"Along with the Arabic books,
I also brought a complete set of
How To Be A Perfect Stranger
and some books about Islam,"
Aston said. "I want to stick around
and run a few workshops on that topic."
"Oh, what a great idea," said Melian.
"We've had a little of that, but mostly
people have concentrated on practicalities
like food, shelter, clothing, and translation."
"I can translate a little," Aston said. "I
speak enough Arabic to get by, plus
some Farsi and Turkish as well.
This is an opportunity to practice."
"We have a support team, including
translators, but never quite enough
to go around," Melian said. "Between
you and the books, it's nice to see
something good come out of
the destruction of cities."
Ibrahim and Tariq were
both frankly fondling the books.
"Yes," said Ibrahim. "We have
lost so much. It feels better
to get something back."
Aston smiled and handed
each of them a duplicate book
from a stack of Rumi's poetry.
"If you are a man of learning,
read something classic, a history
of the human struggle and don't
settle for mediocre verse," he said.
"Where there is ruin, there is hope
for a treasure," Ibrahim whispered.
And that's what libraries were all about.
* * *
Notes:
Melian Webster -- She has tawny skin, brown eyes, and long straight brown hair. She is 28 years old in 2014. She is the younger sister of Luthien and Malva. Melian speaks English and French. She lives in Rutledge, Vermont where she works at the Rutledge Free Library. She earned a Bachelor of Arts in English with a double concentration in Literature and Creative Writing along with a minor in Women's Studies. She went on to get a Master of Science in Library & Information Science (Public Librarianship) at the same school, and later she went back for an Advanced Certificate in Public Library Administration. Calm and limber, Melian enjoys yoga and other stretching activities. She hates loud noises, though.
Qualities: Expert (+4) Librarian, Good (+2) Knows All the Nerds in Town, Good (+2) Limber, Good (+2) Tranquility
Poor (-2) Hates Loud Noises
B.A. in English - Literature & Creative Writing
The concentration in Literature emphasizes the rigorous study of literary and cultural texts both from British and American literatures and from non-Western traditions historically excluded from literary studies. In addition to learning about literary traditions, students hone their skills in critical thinking, textual analysis and persuasive writing.
See our blog, The Longest Island, for up-to-date information about this program and news about the English Department and its events.
B.A. IN ENGLISH - LITERATURE
at Long Island University, New York, Eastbord, New York
Course of Study
TAKE THE FOLLOWING:
• English 128 British Literature I (3 credits)
• English 129 British Literature II (3 credits)
• English 158 Literature of the United States I (3 credits)
• English 159 Literature of the United States II (3 credits)
• English 169 Non-Western / Post-Colonial Literature (3 credits)
• English 190 Senior Thesis in Literature (3 credits)
TAKE FOUR ADDITIONAL ENGLISH COURSES—WITH THE FOLLOWING STIPULATIONS:
• One must be in Creative Writing. Choose from 104, 164, 165, 166, 167, 168.
ENG 165 001 Poetry Workshop
• One must be in Writing & Rhetoric. Choose from 126, 163, 168, 171, 172, 173, 174, 175.
ENG 163 001 Explorations in Nonfiction Writing (Topic: Travel Writing)
• The other two may be from any concentration.
ENG 178 001 Writing in the Sciences
ENG 238 001 British Modernism(Topic: Banned Books)
• The only way English 168 can satisfy two different requirements is if you take it TWICE.
• Honors students may be able to count Honors electives (if taught by English professors).
B.A. IN ENGLISH - CREATIVE WRITING
Course of Study
TAKE THE FOLLOWING:
• English 164 Explorations in Creative Writing (3 credits)
• English 191 Senior Thesis in Creative Writing (3 credits)
TAKE FOUR WRITING WORKSHOPS. CHOOSE FROM THE FOLLOWING:
• English 104 Introduction to Creative Writing (3 credits)
• English 166 Fiction Workshop (3 credits / CW may take twice)
• English 167 Playwriting Workshop (3 credits / CW may take twice)
• English 168 Creative Non-Fiction Workshop (3 credits / CW may take twice)
TAKE FOUR ADDITIONAL ENGLISH COURSES—WITH THE FOLLOWING STIPULATIONS:
• One must be in Writing & Rhetoric. Choose from 126, 163, 168, 171, 172, 173, 174, 175.
English 173 Writing in the Community (3 credits / W&R may take twice)
• The other three must be in Literature. One of those three must be from 129, 159.
Writers of Vermont (T-American)
Women's Literature (T-American)
Superpowers in Fiction (T-American)
• The only way English 168 can satisfy two different requirements is if you take it TWICE.
• Honors students may be able to count Honors electives (if taught by English professors).
Gender Studies Minor
at Long Island University, New York, Eastbord, New York
The Gender Studies program is designed to have practical and vocational application. It provides a unique education to students who wish to increase their career prospects in the 21st century as would-be educators, artists, writers, leaders, Innovators, and challengers of oppression. By participating in the program's fieldwork experience course, students are encouraged to explore the crucial relationship between idealism and activism, between theory and social change, between analysis and praxis.
Gender Studies Minor Course of Study
A minor in Gender Studies is comprised of 12 credits:
6 credits of required coursework from:
• HUM101: Women in Culture and Society
• HUM 102: Theories of Feminism
• HUM 103: Cross-Cultural Perspectives on Gender
• HUM 104: Gender and Knowledge
And 6 credits of electives from a selection of special courses offered each semester by other departments and cross-listed with Gender Studies. Examples include:
• POL 128: Race, Sex, and the Law
• MA 540: Media, Gender, and Sexuality
M.S. in Library & Information Science (Public Librarianship)
at Long Island University, New York, Eastbord, New York
The 36-credit Master of Science in Library and Information Science program – accredited by the American Library Association – offers coursework in the area of study leading to career opportunities in the field of Public Librarianship.
Public libraries exist in all settings and range from large research-oriented operations to small community and rural reading room collections. They serve individuals of all ages and backgrounds with programs, community information, job and life skills, and recreational materials. They work closely with community and social service agencies. The following courses are among those suggested for individuals interested in working in this setting.
Public library service offers opportunities in many areas of expertise. Typically, public librarians focus on a particular area of service and students can benefit from considering the guidelines suggested below. These guidelines include recommendations for:
• General (Adult) Public Librarianship
• Technology Leadership
HIGHLY RECOMMENDED FOR GENERAL ADULT PUBLIC LIBRARIANSHIP:
LIS 513 – Management of Libraries and Information Centers
LIS 610 – Reader’s Advisory
LIS 618 – Online Information Retrieval Techniques
LIS 662 – Library Public Relations
LIS 741 – Public Libraries
RECOMMENDED FOR GENERAL ADULT PUBLIC LIBRARIANSHIP:
LIS 606 - Information Literacy and Library Instruction
LIS 669 - Government Information Resources
LIS 737 - Serving Diverse Populations
LIS 744 - Academic and Special Libraries
HIGHLY RECOMMENDED FOR TECHNOLOGY LEADERSHIP:
LIS 654 – Building Digital Libraries
LIS 707 – Human Computer Interaction
LIS 770 – Information Systems and Retrieval
Advanced Certificates in Public Library Administration
The challenges faced by today’s public library administrators require a solid foundation of training and experience. The Palmer School’s post-Master’s Certificate of Advanced Studies in Public Library Administration is designed to develop and enhance the management skills and credentials of professional librarians working within the public library sector and to train the leaders of tomorrow.
The program offers students interested in public library administration a comprehensive education based on practical experience in the critical aspects of managing a public library.
The Public Library Administrator's Certificate program consists of five courses that carry graduate academic credit and culminate in an Advanced Certificate in Public Library Administration, recognized by the New York State Education Department. The program is designed to:
• Provide a solid management education program for public library administrators
• Update librarians on new management principles and organizational structures
• Integrate these concepts and illustrate their practical application within the public library setting
• Explore current issues and trends in public library management and improve leadership skills within the workplace
• Provide a forum where important management issues germane to public librarians can be discussed in light of the theoretical constructs covered with this program
Career Opportunities
The growing complexity of public institutions has forced governing boards to become far more selective in choosing their administrators. A working understanding of the law, human resources, finance and facilities is now a fundamental requirement for public library administrators as directors or middle managers. The certificate program of the Palmer Institute covers all content areas required in the New York State Public Library Director civil service examination series. The program has been recognized by the New York State Education Department as a formally approved N.Y.S. Certificate of Advanced Studies.
Program Requirements
The Advanced Certificate in Public Library Administration encompasses five required courses. The same level of effort is required, however, only three-credit courses are eligible for transfer to other graduate-level programs:
• LIS 700 Principles of Public Library Organization and Management
• LIS 701 Legal Issus in Public Library Administration
• LIS 702 Human Resources Administration in the Public Library
• LIS 703 Financial Management of Public Libraries
• LIS 704 Administration of Public Library Facilities and Technology
Allice Newport -- She has ruddy skin, dark blue eyes, and short blonde hair going gray. She is 66 years old in 2014. Allice grew up in Washington, D.C. and has lived in several other places including Oregon, Rhode Island, Iraq, Greece, and Alabama while following her husband's Air Force career. She speaks Arabic, English, French, and Greek.
Allice earned a Bachelor of Arts in English with a Global Studies in Education Minor at the University of Virginia in Charlottesville, Virginia. She went on to get a Master of Teaching - English with certificates in Gifted Learners in PreK-12 Education and Teaching English Learners in PreK-12 Education at the same school. She has since taught literature, writing, English as a foreign language, and gifted programs in various schools.
After living through civil unrest in Iraq, Allice is anxious to avoid that again, and twitchy about politics. It makes her sympathetic to other survivors, though. She tries to predict problems so she can prepare in advance. She also stockpiles resources and learns skills for independence. Currently Allice and her husband live in Rutledge, Vermont where she teaches English at the high school. She got to know her new home by reading Vermont literature and history.
Qualities: Expert (+4) English Teacher, Expert (+4) Preparedness, Good (+2) Storyteller, Good (+2) Tall, Good (+2) Traveler
Poor (-2) Living Through Civil Unrest
Motivation: "I should have seen this coming."
THE ENGLISH MAJOR
at the University of Virginia in Charlottesville, Virginia
THE PREREQUISITE
Students may take one of two paths into the major.
1. In the recommended path, students complete one ENGL 2500-level course (except ENGL 2559) with a grade of C- or better. This course prepares students for upper-division departmental coursework, and also provides three hours of credit toward the major.
ENGL 2500-001 - Intro to Literary Studies
TR 1100-1215 (Shannon 108)
2. In the alternative path, a student who takes any two upper-division courses in the department (3000-level or above, in literature not creative writing), with an average grade of B across those courses, may declare the major without enrolling in an ENGL 2500-level course. Again, these courses provide credit toward the major.
THE PROGRAM OF STUDY
The degree in English requires ten courses (30 credits), as specified below. All courses must be at the upper-division level (numbered 3000 or above), with the exception of the single ENGL 2500-level prerequisite course.
• Two courses in the “History of Literatures in English” sequence: ENGL 3001 and 3002.
• One course in literature before 1700
ENGL 3001-100 - History of Literatures in English I
MW 1200-1250 (Wilson 402)
Clare Kinney
The past is another country: they do things differently there. Or do they? Be prepared for the shock of the old–and for its pleasures—as we explore examples of epic and romance, lyric poetry and drama (and some experiments in prose fiction) in a course whose range stretches from the Anglo-Saxon heroic poem Beowulf to 18th century Gothic tales. The one sure thing connecting this huge variety of “makings,” these shapings of other people's experiences and beliefs and fantasies, is that someone (somewhere, sometime) felt them important enough to put down in writing and therefore created the possibility for their persistence beyond their own historical moment. Come and meet some heroic survivors!
Course requirements: attendance at lecture; regular attendance at/lively participation in discussion sections; two short papers; series of short e-mail responses to readings; midterm; comprehensive final examination.
• One course in literature from 1700-1900.
ENGL 5559-002 - Walt Whitman, Emily Dickinson, and Friends or Enemies
F 1000-1230 (Bryan 233)
Steve Cushman
Instructor permission required.
We will spend the first half of the semester reading verse and prose by Whitman and Dickinson. During the second half members of the class will select our reading from poets who have some connection to Whitman and Dickinson. These can be 19th-, 20th-, or 21st-century poets. They can love Whitman or Dickinson, hate Whitman or Dickinson, or show some kind of influence or resistance less charged. Advanced undergrads, MAs, MFAs, PhDs all welcome. Critical and creative work both fine.
• One 4000-level seminar in literature.
ENGL 4560-003 - Seminar in Modern & Contemporary Literature
TR 1100-1215 (Bryan 203)
Sandhya Shukla
• Elective courses to bring the total number of courses to ten. Most students will need five electives, not including the single ENGL 2500-level course, in addition to fulfilling the requirements above.
ENGL 2508-001 - Gender and the Gothic
TR 330-445 (New Cabell 283)
Cristina Griffin
In this class, we will read (and watch) stories that engage with the long tradition of the gothic: stories that are pleasurably thrilling, that structure themselves around suspense, secrecy, romance, intrigue, and even sometimes fear. We will begin the term by focusing on some of the eighteenth-century texts that established and popularized the gothic conventions that novelists, filmmakers, and television writers still use today. We will then turn to more contemporary reactions to the gothic, investigating how twentieth- and twenty-first-century forms respond to the gothic genre. Our focus as we make our way across the centuries will be on how these stories open up questions about gender. How do gothic texts represent women’s bodies? What is the relationship between gender and violence? How do gendered portrayals of the gothic change over time or embody different political and cultural crises? How do popular contemporary forms—the television show, the dystopian novel—reimagine the gothic?
UVA is the ideal place to study gothic literature, since it houses the world’s largest collection of gothic fiction. We will immerse ourselves in this vast treasure trove with an archival project in which you will become an expert on a gothic novel, and contribute your findings to a digital companion to the archive. No library or research experience necessary: we’ll be working from the ground up as you learn to give these important gothic texts new lives in the twenty-first century.
ENGL 2508-002 - Otherworlds
TR 1100-1215 (Astronomy Building 265)
Peter Baker
An “Otherworld” is an alternative world parallel to ours. In ancient times it could be Mount Olympus, the dwelling of the gods, or the Underworld, the land of the dead. In the Middle Ages it was “Faerie,” the land of fairies. In modern literature, the most famous example is the magical world that exists alongside the Muggle world of the Harry Potter series, but elsewhere it can be a distant galaxy, a parallel universe, a virtual reality, or any isolated location where the usual rules don’t apply. In this course we’ll look briefly at several ancient and medieval Otherworlds and then move on to four popular novels: Neil Gaiman’s Neverwhere, Ursula Le Guin’s The Left Hand of Darkness, China Mieville’s The City and the City, and one to be chosen by the class. Work for the course will include frequent in-class writing assignments, in-class presentations, three papers, and a final exam.
ENCW 2560-001 - Literary Science Fiction
TR 200-315 (Gibson 241)
Jeb Livingood
This class introduces you to the techniques and craft involved in fiction writing, but with a focus on the subgenre of science fiction. We’ll examine whether the labels “literary” and “science fiction” are mutually exclusive, or if they can overlap. By the end of the class, you will produce a short story or chapter of a science fiction novel and revise the writing extensively. You will also read a good deal of fiction, ideally becoming a more insightful consumer of stories and other narratives, and more aware of the various strategies and craft techniques authors use to create, as best they can, a piece of art—that is, a literary object that helps us understand what it is to be human—and also science fiction, an object that explores the tensions of our present time and our possible futures.
ENGL 3500-001 - The Literature of Fantasy: From Middle Earth to the Seven Kingdoms
TR 1100-1215 (Maury 104)
TBA
This lecture course explores the wondrous and magical world of modern fantasy literature, from JRR Tolkien's Middle Earth to the Arthurian realm of Marion Zimmer Bradley's "The Mists of Avalon" to George RR Martin's Seven Kingdoms in "Game of Thrones." The course will include a fair amount of background reading in the medieval works (epics, Arthurian romances, etc.) that inspire modern fantasy. We may pay some attention to fantasy gaming as well as film adaptation. Requirements will include a midterm, a final, and several short writing assignments.
ENGL 4561-001 - Modern Love and U.S.Fiction
TR 1100-1215 (Cocke Hall 101)
Victoria Olwell
Maybe love is eternal, but it’s also historical and ideological. It is shaped by custom, law, and narrative, and it is central to the formation of private and public life alike. This course examines romantic love in U.S. fiction from the late nineteenth through the early twentieth-first centuries. Our primary texts will cross genres as well as centuries as we explore romance, realism, modernism, post-modernism, and documentary. In addition, we’ll read archival and scholarly non-fiction. We’ll interpret fiction in light of historical changes in conceptions of love, based in factors including shifting economic conditions, changing legal and social conceptions of marriage, love, citizenship, and queer sexualities, and modern psychology. We’ll discern the connections between romantic love and ideas of race, gender, nationhood and empire. Primary texts will likely include the following books: Alison Bechdel, Fun Home: A Family Tragicomic; John Cheever, Bullet Park; Kate Chopin, The Awakening; Jennifer Egan, A Visit from the Good Squad; Sui Sin Far, Mrs. Spring Fragrance; Gish Jen, Mona in the Promised Land; Nella Larsen, Quicksand; Toni Morrison, Sula. In addition, the course includes a film, Derek Cianfrance's Blue Valentine, and a video, Marlon Rigg's Tongues Untied. Students will be graded on two short papers, class participation, and a 10-15-page final paper.
ENGL 5810-001 - Books as Physical Objects
MW 1100-1215 (Bryan 233)
David Vander Meulen
Instructor permission required.
We know the past chiefly through artifacts that survive, and books are among the most common of these objects. Besides conveying a text, each book also contains evidence of the circumstances of its manufacture, how its producers viewed it, and how its readers might have received it. In considering what questions to ask of these mute objects, this course might be considered the "archaeology of printing"—that is, the identification, description, and interpretation of printed artifacts surviving from the past five centuries, as well as exploration of the critical theory that lies behind such an approach to texts. With attention to production processes, including the operation of the hand press, it will investigate ways of analyzing elements such as paper, typography, illustrations, binding, and organization of the constituent sections of a book. The course will explore how a text is inevitably affected by the material conditions of its production and how an understanding of the physical processes by which it was formed can aid historical research in a variety of disciplines, not only those that treat verbal texts but also those that deal with printed music and works of visual art. The class will draw extensively on the holdings of the University Library's Special Collections Department, as well as on its Hinman Collator (an early version of the one at the CIA). Open to graduate students and advanced undergraduates.
This course fulfills the graduate Theory requirement.
ENGL 5830-001 - World Religions & Literatures: Forms of Devotion from Chaucer to Herbert
TR 1100-1215 (Bryan 233)
Rebecca Rush
Cross-listed with ENGL 8110.
In this broad-ranging study of medieval and Renaissance religious writing, we will reflect on ideas of form and devotion in their broadest possible senses. We will focus in particular on the correspondences and conflicts between devotion to earthly and divine loves. Readings include selections from Chaucer’s Canterbury Tales, The Katherine Group (MS Bodley 34), Pearl, Julian of Norwich’s Revelations of Divine Love, Spenser’s Faerie Queene, Donne’s devotional poetry, and Herbert’s Temple.
ADDITIONAL RULES
• Eight of the ten courses for the major must be taken in the English department at UVa.With permission of the Director of Undergraduate Studies, up to two major electives may be taken either in other departments on campus, or as transfer credit from other institutions, including study abroad programs. Courses taken outside the department may not fulfill distribution requirements.
• One of the two courses from outside the department allowed to count as a major elective may be in the literature of a language other than English, taught either in that language or in translation. These courses may be taught at the 2000-level or above. Grammar and composition courses do not count.
• No more than three courses in total may fall under the writing program rubrics (ENWR and ENCW).
• A minimum GPA of 2.0 in major courses is required. Courses in which a student receives a grade lower than C- will not count toward the major.
INDEPENDENT STUDY
• Only one semester of independent study may be counted toward the English major. Students may apply to take an independent study only if they have completed four 3000- or 4000-level courses in English and they have achieved a major GPA of at least 3.300. Independent study allows considerable flexibility, with no formal limitations on the project’s nature, so long as a faculty member is willing to direct the independent study and the proposed course does not duplicate what is already available in regular department offerings. To request an independent study course, students should apply to the Director of Undergraduate Studies in the semester prior to that in which they wish to pursue their project. The application form may be accessed here or in Bryan 236.
Global Studies in Education Minor
at the University of Virginia in Charlottesville, Virginia
Overview
The Global Studies in Education minor is part of the Curry School’s Social Foundations of Education program. The minor provides an interdisciplinary view of social theories and comparative frameworks that stretch beyond traditional definitions of teachers and school administrators to delve into concepts of school and society; history, philosophy and culture; and educational policy, theory and practice.
By investigating global and national educational problems from different perspectives, students engage with real-world issues. They examine many of the most pressing concerns facing 21st century schools; to wit: poverty, inequality and human rights; the role of states, the international community, NGOs and civil society in policy making and implementation; the influence of history, culture and tradition in schooling; and intersections among the economy, societal and social policy.
The minor consists of 18 credits which includes two core courses and four electives. Candidates for the minor should complete one language course beyond the 2010 level of any language at UVa or an approved study abroad course.
Core Courses (must complete two)
EDLF 3220 - What is Education For?
EDLF 5711 - Globalization, Childhood, and Culture
Electives (must complete four)
Courses may include*:
EDHS 1120 - So You Want to Change the World: Foundations of Community Engagement
EDLF 3240 - Education in Multicultural Societies
EDLF 3610 - Immigrant Youth and Families
EDLF 4606 - Comparative Education
*Other course substitutions can be included with prior approval of advisor
MASTER OF TEACHING - ENGLISH
at the University of Virginia in Charlottesville, Virginia
Summer (early June through August)
• EDIS 5800: Understanding Educational Contexts
• EDLF 5011: Adolescent Learning and Development*
• EDIS 5020: Foundations of Learning and Teaching
• EDIS 5400: Teaching English in Secondary Schools I
• EDIS 5830: Languages and Literacies Across Disciplines
• EDIS 5840: Clinical Experience in Adolescent Education
*UVA undergrads applying to the program are encouraged to take EDLF 5011 during the fall of 3rd or 4th year if their schedules allow. Students from other undergraduate institutions may be able to substitute learning and development coursework for this requirement. Contact Jillian McGraw to verify course substitutions.
Fall (August through December)
• EDIS 5030: Designing Effective Learning Experiences and Environments
• EDIS 5820: Assessment of and for Learning
• EDIS 5070: Designing Technologies for Teaching
• EDIS 5401: Teaching English in Secondary Schools II
• EDIS 5852: Content Area Seminar: English
• EDIS 5862: Clinical Experience in English Education
Spring (January through May)
• EDIS 5000: The Exceptional Learner**
• EDIS 5872: Content Area Seminar: English
• EDIS 5882: Teaching Internship: English
• EDIS 6991: Professional Field Project
**UVA undergrads applying to the program are encouraged to take EDIS 5000 during 3rd or 4th year if their schedules allow. Students from other undergraduate institutions may be able to substitute introductory special education coursework for this requirement. Contact Jillian McGraw to verify course substitutions.
GIFTED LEARNERS IN PREK-12 EDUCATION CERTIFICATE
at the University of Virginia in Charlottesville, Virginia
The Gifted Education Certificate provides practicing teachers with the skills and knowledge to identify and meet the needs of highly able students from diverse backgrounds. This 12-credit course series is available completely online and can be started anytime—spring, summer, or fall.
This certificate prepares teachers and administrators to lead the development, implementation, and supervision of gifted education curriculum and programming that equitably serves talented learners. Candidates will build specialized knowledge, from shaping instructional strategies to creating research-based program options, that encourages gifted learners to reach their full potential.
PROGRAM OVERVIEW
The Gifted Education Certificate is a stand-alone, graduate certificate designed for teachers of students in grades 1-12. It is a part-time program and available online for your convenience. Our intimate class sizes provide for collaborative thought exchange and meaningful discussions, and are taught by top-tier Curry School faculty.Candidates may begin the program starting in the spring, summer, or fall terms.
The Certificate constitutes 12 credits that can be applied towards the 30-credit Master's Degree in Education with a focus in Gifted Education if you wish to obtain your master's degree in the future. Due to graduate school limits on credit transfers, students who wish to apply certificate credits to the M.Ed. should apply to the M.Ed. program before taking their third certificate course.
Program and application details are below.
The Gifted Learners certificate consists of 12 hours of coursework in required gifted education areas. Upon completion of the program, candidates who have also completed at least one year of teaching or a 45-hour instructional teaching practicum can apply for the Commonwealth of Virginia's gifted education endorsement to be added to her/his teaching license.
All courses are conducted online and largely through discussion boards. Courses have set deadlines for assignments and begin and end according to set schedules, generally coinciding with the UVa academic calendar. Candidates should contact their advisors to ensure courses are taken in the correct sequence.
Courses (requires 4 courses/12 credits):
Required:
EDIS 7220: Intro to the Gifted (Take as first course)
EDIS 7250: Models and Strategies for Teaching the Gifted
Choose 2 of the following:
EDIS 5770: Social, Emotional, and Counseling Issues in Talent Development (New course starting fall 2019)
EDIS 7270: Differentiation of Instruction for Gifted Learners
EDIS 7230: Curriculum for the Gifted and Talented
TEACHING ENGLISH LEARNERS IN PREK-12 EDUCATION ONLINE CERTIFICATE
at the University of Virginia in Charlottesville, Virginia
The Teaching PreK-12 English Learners Certificate provides practicing teachers with proof that they have completed coursework in building the skills and knowledge to work with students from culturally and linguistically diverse backgrounds. The online course series, which meets Virginia core requirements for an add-on ESL endorsement, is meant for preK-12 teachers, who are already licensed in another preK-12 area.
The certificate is a new offering, open to enrollment starting in fall 2018, with students completing the certificate starting in spring 2019.
The graduate certificate program helps practicing PreK-12 teachers gain the knowledge and skills needed to provide quality instruction for English learners across content areas and grade levels. The curriculum is designed to provide candidates with a deeper understanding of second language acquisition and to help candidates develop skills in tailoring instruction and assessment practices to English learners’ unique needs.
Teachers who do not need the entire certificate program for Virginia licensure may also opt to take one or more courses within the ESL course series without applying for the certificate.
• The VDOE has recently changed ESL endorsement requirements. Course offerings are currently under revision to align with these changes. Students with individual questions may talk to an advisor (April Salerno).
All courses online and on a set schedule each Term as follows:
Course Course Offerings Fall Course Offerings Spring Course Offerings Summer
English Linguistics
EDIS 5423 X X
Cross-Cultural Education for Diverse Learners
EDIS 5422 X X X
Second Language Acquisition
EDIS 5424 X
Foundations of Reading Instruction
EDIS 7700 X X X
Teaching Reading & Writing for ELLs
EDIS 5270 X X X
ESL Methods PreK-12
EDIS 5428 X X
ESL Assessment & Curriculum Design
EDIS 5470 X X
An ESL elective course (to be selected with advisor approval), which might include:
The Trauma-Sensitive Classroom EDIS 5014 X (spring)
Aston Sutcliffe -- He has fair skin, brown eyes, and short brown hair. He speaks English fluently, plus enough Arabic and Farsi, and Turkish to get by. He also reads Egyptian hieroglyphs, Hebrew, and Sumerian cunieform. Aston travels around libraries in the Middle East, helping them organize archives. He has autism and sensory processing disorder. He's pretty comfortable with the former, but the latter still causes him problems. Fortunately most of his coworkers are sympathetic.
Qualities: Expert (+4) Librarian, Good (+2) Collector of Egyptian Memorabilia, Good (+2) Coping Skills, Good (+2) Logical-Mathematical Intelligence, Good (+2) Stamina
Poor (-2) Sensory Processing Disorder
* * *
"If you are a man of learning, read something classic, a history of the human struggle and don't settle for mediocre verse."
-- Rumi
“Where there is ruin, there is hope for a treasure.”
― Rumi
The Rutledge Free Library is a big brick building.
The stacks are in the basement.
The main room fills much of the first floor. Carrels provide a quite place to study. There are private and group study rooms. The conference room has a big wooden table and chairs, a whiteboard, and a viewscreen. The computer area has several desks and chairs with library computers. The Children's Wing has a Book Room and a Story Room. The Teen Reading Room includes tables and chairs along with bookcases. The French Reading Room features books in French, along with a few English books about France and its language. The Vermont Reading Room spans local authors and books about the state. The Board Game Room includes an extensive collection of games along with tables and chairs. The Islamic Reading Room offers a table and chairs, Islamic books in Arabic and other languages, and a prayer rug. The bathrooms and dottie are near the antique cast iron staircase.
The upstairs lobby offers e-books and audiobooks. On one side of the upstairs lobby, the Administrative Office fills a substantial part of the library's second floor. The Presentation Room has theater seating with a projector and screen. The Senior Reading Room has a table and chairs along with bookcases. It spans several collections including Large Print and Gentle Fiction. The Christian Reading Room fills two adjacent rooms.
How to Be a Perfect Stranger: A Guide to Etiquette in Other People’s Religious Ceremonies edited by Stuart M. Matlins and Arthur J. Magida.
The Perfect Stranger's Guide to Wedding Ceremonies: A Guide to Etiquette in Other People's Religious Ceremonies edited by Stuart M. Matlins.
The Perfect Stranger's Guide to Funerals and Grieving Practices: A Guide to Etiquette in Other People's Religious Ceremonies edited by Stuart M. Matlins.
Books About Islam
Rumi was a famous poet.
librarygeek. It also fills the "The destruction of cities" square in my 5-1-20 card for the Sumerian Me Bingo fest. This poem has been sponsored by Anthony & Shirley Barrette. It belongs to the Rutledge thread of the Polychrome Heroics series."Read Something Classic"
[Monday, August 4, 2014]
Melian Webster had spent months
trying to find a set of Arabic books
for the Syrian refugees, because
the Rutledge Free Library was
meant for everyone to enjoy.
Finally she had reached
some people who were
evacuating books from
Afghanistan and needed
somewhere safe to put them.
Allice Newport, who had
moved into Rutledge and
gotten to know her new home
by reading Vermont literature,
offered suggestions on what might
help the newcomers feel welcome.
Together they decided to move
the Christian collection from
its cramped quarters to
a bigger place upstairs.
That freed up space for
a new Islamic Reading Room.
They even replaced the carpet
with a wall-to-wall prayer rug in
splendid shades of purple and red.
They passed the word to the refugees
so people could come help carry
the books into the library.
Ibrahim Khaled came,
of course, with his boys
Darwish and Nadir. Ibrahim
had taught history in Damascus,
so he was delighted to have
an Arabic library coming.
Tariq Al Numan was
a French teacher from
Aleppo, who had enjoyed
the French Reading Room
and was thrilled at the chance
to add an Islamic one now.
A bunch of others came,
drawn by the sign that read
in English, French, and Arabic,
Work/Trade Lifting Boxes --
Pays $15/hour in books.
The duplicates would be
stacked and set aside for
volunteers to choose from,
since the library only needed
one copy of each book except
the most popular like the Qur'an.
When the truck pulled up,
everyone cheered.
The driver climbed out.
"Hello, I'm Aston Sutcliffe,"
he said. "I have autism and
sensory processing disorder,
so if you can minimize chaos,
that will help me stay focused."
"We can do that," Ibrahim said.
"Some of us have issues too."
"I'll herd the kids," said Allice.
"We can sort the children's books."
So Melian directed people to stack
boxes and tubs of books outside
the door to the Islamic Reading Room.
From there she divided them based on
where they should go. Most were in
Arabic, but some English or French.
A team of librarians worked to make
entries and labels for each book,
then passed them along to
other people for shelving.
"Along with the Arabic books,
I also brought a complete set of
How To Be A Perfect Stranger
and some books about Islam,"
Aston said. "I want to stick around
and run a few workshops on that topic."
"Oh, what a great idea," said Melian.
"We've had a little of that, but mostly
people have concentrated on practicalities
like food, shelter, clothing, and translation."
"I can translate a little," Aston said. "I
speak enough Arabic to get by, plus
some Farsi and Turkish as well.
This is an opportunity to practice."
"We have a support team, including
translators, but never quite enough
to go around," Melian said. "Between
you and the books, it's nice to see
something good come out of
the destruction of cities."
Ibrahim and Tariq were
both frankly fondling the books.
"Yes," said Ibrahim. "We have
lost so much. It feels better
to get something back."
Aston smiled and handed
each of them a duplicate book
from a stack of Rumi's poetry.
"If you are a man of learning,
read something classic, a history
of the human struggle and don't
settle for mediocre verse," he said.
"Where there is ruin, there is hope
for a treasure," Ibrahim whispered.
And that's what libraries were all about.
* * *
Notes:
Melian Webster -- She has tawny skin, brown eyes, and long straight brown hair. She is 28 years old in 2014. She is the younger sister of Luthien and Malva. Melian speaks English and French. She lives in Rutledge, Vermont where she works at the Rutledge Free Library. She earned a Bachelor of Arts in English with a double concentration in Literature and Creative Writing along with a minor in Women's Studies. She went on to get a Master of Science in Library & Information Science (Public Librarianship) at the same school, and later she went back for an Advanced Certificate in Public Library Administration. Calm and limber, Melian enjoys yoga and other stretching activities. She hates loud noises, though.
Qualities: Expert (+4) Librarian, Good (+2) Knows All the Nerds in Town, Good (+2) Limber, Good (+2) Tranquility
Poor (-2) Hates Loud Noises
B.A. in English - Literature & Creative Writing
The concentration in Literature emphasizes the rigorous study of literary and cultural texts both from British and American literatures and from non-Western traditions historically excluded from literary studies. In addition to learning about literary traditions, students hone their skills in critical thinking, textual analysis and persuasive writing.
See our blog, The Longest Island, for up-to-date information about this program and news about the English Department and its events.
B.A. IN ENGLISH - LITERATURE
at Long Island University, New York, Eastbord, New York
Course of Study
TAKE THE FOLLOWING:
• English 128 British Literature I (3 credits)
• English 129 British Literature II (3 credits)
• English 158 Literature of the United States I (3 credits)
• English 159 Literature of the United States II (3 credits)
• English 169 Non-Western / Post-Colonial Literature (3 credits)
• English 190 Senior Thesis in Literature (3 credits)
TAKE FOUR ADDITIONAL ENGLISH COURSES—WITH THE FOLLOWING STIPULATIONS:
• One must be in Creative Writing. Choose from 104, 164, 165, 166, 167, 168.
ENG 165 001 Poetry Workshop
• One must be in Writing & Rhetoric. Choose from 126, 163, 168, 171, 172, 173, 174, 175.
ENG 163 001 Explorations in Nonfiction Writing (Topic: Travel Writing)
• The other two may be from any concentration.
ENG 178 001 Writing in the Sciences
ENG 238 001 British Modernism(Topic: Banned Books)
• The only way English 168 can satisfy two different requirements is if you take it TWICE.
• Honors students may be able to count Honors electives (if taught by English professors).
B.A. IN ENGLISH - CREATIVE WRITING
Course of Study
TAKE THE FOLLOWING:
• English 164 Explorations in Creative Writing (3 credits)
• English 191 Senior Thesis in Creative Writing (3 credits)
TAKE FOUR WRITING WORKSHOPS. CHOOSE FROM THE FOLLOWING:
• English 104 Introduction to Creative Writing (3 credits)
• English 166 Fiction Workshop (3 credits / CW may take twice)
• English 167 Playwriting Workshop (3 credits / CW may take twice)
• English 168 Creative Non-Fiction Workshop (3 credits / CW may take twice)
TAKE FOUR ADDITIONAL ENGLISH COURSES—WITH THE FOLLOWING STIPULATIONS:
• One must be in Writing & Rhetoric. Choose from 126, 163, 168, 171, 172, 173, 174, 175.
English 173 Writing in the Community (3 credits / W&R may take twice)
• The other three must be in Literature. One of those three must be from 129, 159.
Writers of Vermont (T-American)
Women's Literature (T-American)
Superpowers in Fiction (T-American)
• The only way English 168 can satisfy two different requirements is if you take it TWICE.
• Honors students may be able to count Honors electives (if taught by English professors).
Gender Studies Minor
at Long Island University, New York, Eastbord, New York
The Gender Studies program is designed to have practical and vocational application. It provides a unique education to students who wish to increase their career prospects in the 21st century as would-be educators, artists, writers, leaders, Innovators, and challengers of oppression. By participating in the program's fieldwork experience course, students are encouraged to explore the crucial relationship between idealism and activism, between theory and social change, between analysis and praxis.
Gender Studies Minor Course of Study
A minor in Gender Studies is comprised of 12 credits:
6 credits of required coursework from:
• HUM101: Women in Culture and Society
• HUM 102: Theories of Feminism
• HUM 103: Cross-Cultural Perspectives on Gender
• HUM 104: Gender and Knowledge
And 6 credits of electives from a selection of special courses offered each semester by other departments and cross-listed with Gender Studies. Examples include:
• POL 128: Race, Sex, and the Law
• MA 540: Media, Gender, and Sexuality
M.S. in Library & Information Science (Public Librarianship)
at Long Island University, New York, Eastbord, New York
The 36-credit Master of Science in Library and Information Science program – accredited by the American Library Association – offers coursework in the area of study leading to career opportunities in the field of Public Librarianship.
Public libraries exist in all settings and range from large research-oriented operations to small community and rural reading room collections. They serve individuals of all ages and backgrounds with programs, community information, job and life skills, and recreational materials. They work closely with community and social service agencies. The following courses are among those suggested for individuals interested in working in this setting.
Public library service offers opportunities in many areas of expertise. Typically, public librarians focus on a particular area of service and students can benefit from considering the guidelines suggested below. These guidelines include recommendations for:
• General (Adult) Public Librarianship
• Technology Leadership
HIGHLY RECOMMENDED FOR GENERAL ADULT PUBLIC LIBRARIANSHIP:
LIS 513 – Management of Libraries and Information Centers
LIS 610 – Reader’s Advisory
LIS 618 – Online Information Retrieval Techniques
LIS 662 – Library Public Relations
LIS 741 – Public Libraries
RECOMMENDED FOR GENERAL ADULT PUBLIC LIBRARIANSHIP:
LIS 606 - Information Literacy and Library Instruction
LIS 669 - Government Information Resources
LIS 737 - Serving Diverse Populations
LIS 744 - Academic and Special Libraries
HIGHLY RECOMMENDED FOR TECHNOLOGY LEADERSHIP:
LIS 654 – Building Digital Libraries
LIS 707 – Human Computer Interaction
LIS 770 – Information Systems and Retrieval
Advanced Certificates in Public Library Administration
The challenges faced by today’s public library administrators require a solid foundation of training and experience. The Palmer School’s post-Master’s Certificate of Advanced Studies in Public Library Administration is designed to develop and enhance the management skills and credentials of professional librarians working within the public library sector and to train the leaders of tomorrow.
The program offers students interested in public library administration a comprehensive education based on practical experience in the critical aspects of managing a public library.
The Public Library Administrator's Certificate program consists of five courses that carry graduate academic credit and culminate in an Advanced Certificate in Public Library Administration, recognized by the New York State Education Department. The program is designed to:
• Provide a solid management education program for public library administrators
• Update librarians on new management principles and organizational structures
• Integrate these concepts and illustrate their practical application within the public library setting
• Explore current issues and trends in public library management and improve leadership skills within the workplace
• Provide a forum where important management issues germane to public librarians can be discussed in light of the theoretical constructs covered with this program
Career Opportunities
The growing complexity of public institutions has forced governing boards to become far more selective in choosing their administrators. A working understanding of the law, human resources, finance and facilities is now a fundamental requirement for public library administrators as directors or middle managers. The certificate program of the Palmer Institute covers all content areas required in the New York State Public Library Director civil service examination series. The program has been recognized by the New York State Education Department as a formally approved N.Y.S. Certificate of Advanced Studies.
Program Requirements
The Advanced Certificate in Public Library Administration encompasses five required courses. The same level of effort is required, however, only three-credit courses are eligible for transfer to other graduate-level programs:
• LIS 700 Principles of Public Library Organization and Management
• LIS 701 Legal Issus in Public Library Administration
• LIS 702 Human Resources Administration in the Public Library
• LIS 703 Financial Management of Public Libraries
• LIS 704 Administration of Public Library Facilities and Technology
Allice Newport -- She has ruddy skin, dark blue eyes, and short blonde hair going gray. She is 66 years old in 2014. Allice grew up in Washington, D.C. and has lived in several other places including Oregon, Rhode Island, Iraq, Greece, and Alabama while following her husband's Air Force career. She speaks Arabic, English, French, and Greek.
Allice earned a Bachelor of Arts in English with a Global Studies in Education Minor at the University of Virginia in Charlottesville, Virginia. She went on to get a Master of Teaching - English with certificates in Gifted Learners in PreK-12 Education and Teaching English Learners in PreK-12 Education at the same school. She has since taught literature, writing, English as a foreign language, and gifted programs in various schools.
After living through civil unrest in Iraq, Allice is anxious to avoid that again, and twitchy about politics. It makes her sympathetic to other survivors, though. She tries to predict problems so she can prepare in advance. She also stockpiles resources and learns skills for independence. Currently Allice and her husband live in Rutledge, Vermont where she teaches English at the high school. She got to know her new home by reading Vermont literature and history.
Qualities: Expert (+4) English Teacher, Expert (+4) Preparedness, Good (+2) Storyteller, Good (+2) Tall, Good (+2) Traveler
Poor (-2) Living Through Civil Unrest
Motivation: "I should have seen this coming."
THE ENGLISH MAJOR
at the University of Virginia in Charlottesville, Virginia
THE PREREQUISITE
Students may take one of two paths into the major.
1. In the recommended path, students complete one ENGL 2500-level course (except ENGL 2559) with a grade of C- or better. This course prepares students for upper-division departmental coursework, and also provides three hours of credit toward the major.
ENGL 2500-001 - Intro to Literary Studies
TR 1100-1215 (Shannon 108)
2. In the alternative path, a student who takes any two upper-division courses in the department (3000-level or above, in literature not creative writing), with an average grade of B across those courses, may declare the major without enrolling in an ENGL 2500-level course. Again, these courses provide credit toward the major.
THE PROGRAM OF STUDY
The degree in English requires ten courses (30 credits), as specified below. All courses must be at the upper-division level (numbered 3000 or above), with the exception of the single ENGL 2500-level prerequisite course.
• Two courses in the “History of Literatures in English” sequence: ENGL 3001 and 3002.
• One course in literature before 1700
ENGL 3001-100 - History of Literatures in English I
MW 1200-1250 (Wilson 402)
Clare Kinney
The past is another country: they do things differently there. Or do they? Be prepared for the shock of the old–and for its pleasures—as we explore examples of epic and romance, lyric poetry and drama (and some experiments in prose fiction) in a course whose range stretches from the Anglo-Saxon heroic poem Beowulf to 18th century Gothic tales. The one sure thing connecting this huge variety of “makings,” these shapings of other people's experiences and beliefs and fantasies, is that someone (somewhere, sometime) felt them important enough to put down in writing and therefore created the possibility for their persistence beyond their own historical moment. Come and meet some heroic survivors!
Course requirements: attendance at lecture; regular attendance at/lively participation in discussion sections; two short papers; series of short e-mail responses to readings; midterm; comprehensive final examination.
• One course in literature from 1700-1900.
ENGL 5559-002 - Walt Whitman, Emily Dickinson, and Friends or Enemies
F 1000-1230 (Bryan 233)
Steve Cushman
Instructor permission required.
We will spend the first half of the semester reading verse and prose by Whitman and Dickinson. During the second half members of the class will select our reading from poets who have some connection to Whitman and Dickinson. These can be 19th-, 20th-, or 21st-century poets. They can love Whitman or Dickinson, hate Whitman or Dickinson, or show some kind of influence or resistance less charged. Advanced undergrads, MAs, MFAs, PhDs all welcome. Critical and creative work both fine.
• One 4000-level seminar in literature.
ENGL 4560-003 - Seminar in Modern & Contemporary Literature
TR 1100-1215 (Bryan 203)
Sandhya Shukla
• Elective courses to bring the total number of courses to ten. Most students will need five electives, not including the single ENGL 2500-level course, in addition to fulfilling the requirements above.
ENGL 2508-001 - Gender and the Gothic
TR 330-445 (New Cabell 283)
Cristina Griffin
In this class, we will read (and watch) stories that engage with the long tradition of the gothic: stories that are pleasurably thrilling, that structure themselves around suspense, secrecy, romance, intrigue, and even sometimes fear. We will begin the term by focusing on some of the eighteenth-century texts that established and popularized the gothic conventions that novelists, filmmakers, and television writers still use today. We will then turn to more contemporary reactions to the gothic, investigating how twentieth- and twenty-first-century forms respond to the gothic genre. Our focus as we make our way across the centuries will be on how these stories open up questions about gender. How do gothic texts represent women’s bodies? What is the relationship between gender and violence? How do gendered portrayals of the gothic change over time or embody different political and cultural crises? How do popular contemporary forms—the television show, the dystopian novel—reimagine the gothic?
UVA is the ideal place to study gothic literature, since it houses the world’s largest collection of gothic fiction. We will immerse ourselves in this vast treasure trove with an archival project in which you will become an expert on a gothic novel, and contribute your findings to a digital companion to the archive. No library or research experience necessary: we’ll be working from the ground up as you learn to give these important gothic texts new lives in the twenty-first century.
ENGL 2508-002 - Otherworlds
TR 1100-1215 (Astronomy Building 265)
Peter Baker
An “Otherworld” is an alternative world parallel to ours. In ancient times it could be Mount Olympus, the dwelling of the gods, or the Underworld, the land of the dead. In the Middle Ages it was “Faerie,” the land of fairies. In modern literature, the most famous example is the magical world that exists alongside the Muggle world of the Harry Potter series, but elsewhere it can be a distant galaxy, a parallel universe, a virtual reality, or any isolated location where the usual rules don’t apply. In this course we’ll look briefly at several ancient and medieval Otherworlds and then move on to four popular novels: Neil Gaiman’s Neverwhere, Ursula Le Guin’s The Left Hand of Darkness, China Mieville’s The City and the City, and one to be chosen by the class. Work for the course will include frequent in-class writing assignments, in-class presentations, three papers, and a final exam.
ENCW 2560-001 - Literary Science Fiction
TR 200-315 (Gibson 241)
Jeb Livingood
This class introduces you to the techniques and craft involved in fiction writing, but with a focus on the subgenre of science fiction. We’ll examine whether the labels “literary” and “science fiction” are mutually exclusive, or if they can overlap. By the end of the class, you will produce a short story or chapter of a science fiction novel and revise the writing extensively. You will also read a good deal of fiction, ideally becoming a more insightful consumer of stories and other narratives, and more aware of the various strategies and craft techniques authors use to create, as best they can, a piece of art—that is, a literary object that helps us understand what it is to be human—and also science fiction, an object that explores the tensions of our present time and our possible futures.
ENGL 3500-001 - The Literature of Fantasy: From Middle Earth to the Seven Kingdoms
TR 1100-1215 (Maury 104)
TBA
This lecture course explores the wondrous and magical world of modern fantasy literature, from JRR Tolkien's Middle Earth to the Arthurian realm of Marion Zimmer Bradley's "The Mists of Avalon" to George RR Martin's Seven Kingdoms in "Game of Thrones." The course will include a fair amount of background reading in the medieval works (epics, Arthurian romances, etc.) that inspire modern fantasy. We may pay some attention to fantasy gaming as well as film adaptation. Requirements will include a midterm, a final, and several short writing assignments.
ENGL 4561-001 - Modern Love and U.S.Fiction
TR 1100-1215 (Cocke Hall 101)
Victoria Olwell
Maybe love is eternal, but it’s also historical and ideological. It is shaped by custom, law, and narrative, and it is central to the formation of private and public life alike. This course examines romantic love in U.S. fiction from the late nineteenth through the early twentieth-first centuries. Our primary texts will cross genres as well as centuries as we explore romance, realism, modernism, post-modernism, and documentary. In addition, we’ll read archival and scholarly non-fiction. We’ll interpret fiction in light of historical changes in conceptions of love, based in factors including shifting economic conditions, changing legal and social conceptions of marriage, love, citizenship, and queer sexualities, and modern psychology. We’ll discern the connections between romantic love and ideas of race, gender, nationhood and empire. Primary texts will likely include the following books: Alison Bechdel, Fun Home: A Family Tragicomic; John Cheever, Bullet Park; Kate Chopin, The Awakening; Jennifer Egan, A Visit from the Good Squad; Sui Sin Far, Mrs. Spring Fragrance; Gish Jen, Mona in the Promised Land; Nella Larsen, Quicksand; Toni Morrison, Sula. In addition, the course includes a film, Derek Cianfrance's Blue Valentine, and a video, Marlon Rigg's Tongues Untied. Students will be graded on two short papers, class participation, and a 10-15-page final paper.
ENGL 5810-001 - Books as Physical Objects
MW 1100-1215 (Bryan 233)
David Vander Meulen
Instructor permission required.
We know the past chiefly through artifacts that survive, and books are among the most common of these objects. Besides conveying a text, each book also contains evidence of the circumstances of its manufacture, how its producers viewed it, and how its readers might have received it. In considering what questions to ask of these mute objects, this course might be considered the "archaeology of printing"—that is, the identification, description, and interpretation of printed artifacts surviving from the past five centuries, as well as exploration of the critical theory that lies behind such an approach to texts. With attention to production processes, including the operation of the hand press, it will investigate ways of analyzing elements such as paper, typography, illustrations, binding, and organization of the constituent sections of a book. The course will explore how a text is inevitably affected by the material conditions of its production and how an understanding of the physical processes by which it was formed can aid historical research in a variety of disciplines, not only those that treat verbal texts but also those that deal with printed music and works of visual art. The class will draw extensively on the holdings of the University Library's Special Collections Department, as well as on its Hinman Collator (an early version of the one at the CIA). Open to graduate students and advanced undergraduates.
This course fulfills the graduate Theory requirement.
ENGL 5830-001 - World Religions & Literatures: Forms of Devotion from Chaucer to Herbert
TR 1100-1215 (Bryan 233)
Rebecca Rush
Cross-listed with ENGL 8110.
In this broad-ranging study of medieval and Renaissance religious writing, we will reflect on ideas of form and devotion in their broadest possible senses. We will focus in particular on the correspondences and conflicts between devotion to earthly and divine loves. Readings include selections from Chaucer’s Canterbury Tales, The Katherine Group (MS Bodley 34), Pearl, Julian of Norwich’s Revelations of Divine Love, Spenser’s Faerie Queene, Donne’s devotional poetry, and Herbert’s Temple.
ADDITIONAL RULES
• Eight of the ten courses for the major must be taken in the English department at UVa.With permission of the Director of Undergraduate Studies, up to two major electives may be taken either in other departments on campus, or as transfer credit from other institutions, including study abroad programs. Courses taken outside the department may not fulfill distribution requirements.
• One of the two courses from outside the department allowed to count as a major elective may be in the literature of a language other than English, taught either in that language or in translation. These courses may be taught at the 2000-level or above. Grammar and composition courses do not count.
• No more than three courses in total may fall under the writing program rubrics (ENWR and ENCW).
• A minimum GPA of 2.0 in major courses is required. Courses in which a student receives a grade lower than C- will not count toward the major.
INDEPENDENT STUDY
• Only one semester of independent study may be counted toward the English major. Students may apply to take an independent study only if they have completed four 3000- or 4000-level courses in English and they have achieved a major GPA of at least 3.300. Independent study allows considerable flexibility, with no formal limitations on the project’s nature, so long as a faculty member is willing to direct the independent study and the proposed course does not duplicate what is already available in regular department offerings. To request an independent study course, students should apply to the Director of Undergraduate Studies in the semester prior to that in which they wish to pursue their project. The application form may be accessed here or in Bryan 236.
Global Studies in Education Minor
at the University of Virginia in Charlottesville, Virginia
Overview
The Global Studies in Education minor is part of the Curry School’s Social Foundations of Education program. The minor provides an interdisciplinary view of social theories and comparative frameworks that stretch beyond traditional definitions of teachers and school administrators to delve into concepts of school and society; history, philosophy and culture; and educational policy, theory and practice.
By investigating global and national educational problems from different perspectives, students engage with real-world issues. They examine many of the most pressing concerns facing 21st century schools; to wit: poverty, inequality and human rights; the role of states, the international community, NGOs and civil society in policy making and implementation; the influence of history, culture and tradition in schooling; and intersections among the economy, societal and social policy.
The minor consists of 18 credits which includes two core courses and four electives. Candidates for the minor should complete one language course beyond the 2010 level of any language at UVa or an approved study abroad course.
Core Courses (must complete two)
EDLF 3220 - What is Education For?
EDLF 5711 - Globalization, Childhood, and Culture
Electives (must complete four)
Courses may include*:
EDHS 1120 - So You Want to Change the World: Foundations of Community Engagement
EDLF 3240 - Education in Multicultural Societies
EDLF 3610 - Immigrant Youth and Families
EDLF 4606 - Comparative Education
*Other course substitutions can be included with prior approval of advisor
MASTER OF TEACHING - ENGLISH
at the University of Virginia in Charlottesville, Virginia
Summer (early June through August)
• EDIS 5800: Understanding Educational Contexts
• EDLF 5011: Adolescent Learning and Development*
• EDIS 5020: Foundations of Learning and Teaching
• EDIS 5400: Teaching English in Secondary Schools I
• EDIS 5830: Languages and Literacies Across Disciplines
• EDIS 5840: Clinical Experience in Adolescent Education
*UVA undergrads applying to the program are encouraged to take EDLF 5011 during the fall of 3rd or 4th year if their schedules allow. Students from other undergraduate institutions may be able to substitute learning and development coursework for this requirement. Contact Jillian McGraw to verify course substitutions.
Fall (August through December)
• EDIS 5030: Designing Effective Learning Experiences and Environments
• EDIS 5820: Assessment of and for Learning
• EDIS 5070: Designing Technologies for Teaching
• EDIS 5401: Teaching English in Secondary Schools II
• EDIS 5852: Content Area Seminar: English
• EDIS 5862: Clinical Experience in English Education
Spring (January through May)
• EDIS 5000: The Exceptional Learner**
• EDIS 5872: Content Area Seminar: English
• EDIS 5882: Teaching Internship: English
• EDIS 6991: Professional Field Project
**UVA undergrads applying to the program are encouraged to take EDIS 5000 during 3rd or 4th year if their schedules allow. Students from other undergraduate institutions may be able to substitute introductory special education coursework for this requirement. Contact Jillian McGraw to verify course substitutions.
GIFTED LEARNERS IN PREK-12 EDUCATION CERTIFICATE
at the University of Virginia in Charlottesville, Virginia
The Gifted Education Certificate provides practicing teachers with the skills and knowledge to identify and meet the needs of highly able students from diverse backgrounds. This 12-credit course series is available completely online and can be started anytime—spring, summer, or fall.
This certificate prepares teachers and administrators to lead the development, implementation, and supervision of gifted education curriculum and programming that equitably serves talented learners. Candidates will build specialized knowledge, from shaping instructional strategies to creating research-based program options, that encourages gifted learners to reach their full potential.
PROGRAM OVERVIEW
The Gifted Education Certificate is a stand-alone, graduate certificate designed for teachers of students in grades 1-12. It is a part-time program and available online for your convenience. Our intimate class sizes provide for collaborative thought exchange and meaningful discussions, and are taught by top-tier Curry School faculty.Candidates may begin the program starting in the spring, summer, or fall terms.
The Certificate constitutes 12 credits that can be applied towards the 30-credit Master's Degree in Education with a focus in Gifted Education if you wish to obtain your master's degree in the future. Due to graduate school limits on credit transfers, students who wish to apply certificate credits to the M.Ed. should apply to the M.Ed. program before taking their third certificate course.
Program and application details are below.
The Gifted Learners certificate consists of 12 hours of coursework in required gifted education areas. Upon completion of the program, candidates who have also completed at least one year of teaching or a 45-hour instructional teaching practicum can apply for the Commonwealth of Virginia's gifted education endorsement to be added to her/his teaching license.
All courses are conducted online and largely through discussion boards. Courses have set deadlines for assignments and begin and end according to set schedules, generally coinciding with the UVa academic calendar. Candidates should contact their advisors to ensure courses are taken in the correct sequence.
Courses (requires 4 courses/12 credits):
Required:
EDIS 7220: Intro to the Gifted (Take as first course)
EDIS 7250: Models and Strategies for Teaching the Gifted
Choose 2 of the following:
EDIS 5770: Social, Emotional, and Counseling Issues in Talent Development (New course starting fall 2019)
EDIS 7270: Differentiation of Instruction for Gifted Learners
EDIS 7230: Curriculum for the Gifted and Talented
TEACHING ENGLISH LEARNERS IN PREK-12 EDUCATION ONLINE CERTIFICATE
at the University of Virginia in Charlottesville, Virginia
The Teaching PreK-12 English Learners Certificate provides practicing teachers with proof that they have completed coursework in building the skills and knowledge to work with students from culturally and linguistically diverse backgrounds. The online course series, which meets Virginia core requirements for an add-on ESL endorsement, is meant for preK-12 teachers, who are already licensed in another preK-12 area.
The certificate is a new offering, open to enrollment starting in fall 2018, with students completing the certificate starting in spring 2019.
The graduate certificate program helps practicing PreK-12 teachers gain the knowledge and skills needed to provide quality instruction for English learners across content areas and grade levels. The curriculum is designed to provide candidates with a deeper understanding of second language acquisition and to help candidates develop skills in tailoring instruction and assessment practices to English learners’ unique needs.
Teachers who do not need the entire certificate program for Virginia licensure may also opt to take one or more courses within the ESL course series without applying for the certificate.
• The VDOE has recently changed ESL endorsement requirements. Course offerings are currently under revision to align with these changes. Students with individual questions may talk to an advisor (April Salerno).
All courses online and on a set schedule each Term as follows:
Course Course Offerings Fall Course Offerings Spring Course Offerings Summer
English Linguistics
EDIS 5423 X X
Cross-Cultural Education for Diverse Learners
EDIS 5422 X X X
Second Language Acquisition
EDIS 5424 X
Foundations of Reading Instruction
EDIS 7700 X X X
Teaching Reading & Writing for ELLs
EDIS 5270 X X X
ESL Methods PreK-12
EDIS 5428 X X
ESL Assessment & Curriculum Design
EDIS 5470 X X
An ESL elective course (to be selected with advisor approval), which might include:
The Trauma-Sensitive Classroom EDIS 5014 X (spring)
Aston Sutcliffe -- He has fair skin, brown eyes, and short brown hair. He speaks English fluently, plus enough Arabic and Farsi, and Turkish to get by. He also reads Egyptian hieroglyphs, Hebrew, and Sumerian cunieform. Aston travels around libraries in the Middle East, helping them organize archives. He has autism and sensory processing disorder. He's pretty comfortable with the former, but the latter still causes him problems. Fortunately most of his coworkers are sympathetic.
Qualities: Expert (+4) Librarian, Good (+2) Collector of Egyptian Memorabilia, Good (+2) Coping Skills, Good (+2) Logical-Mathematical Intelligence, Good (+2) Stamina
Poor (-2) Sensory Processing Disorder
* * *
"If you are a man of learning, read something classic, a history of the human struggle and don't settle for mediocre verse."
-- Rumi
“Where there is ruin, there is hope for a treasure.”
― Rumi
The Rutledge Free Library is a big brick building.
The stacks are in the basement.
The main room fills much of the first floor. Carrels provide a quite place to study. There are private and group study rooms. The conference room has a big wooden table and chairs, a whiteboard, and a viewscreen. The computer area has several desks and chairs with library computers. The Children's Wing has a Book Room and a Story Room. The Teen Reading Room includes tables and chairs along with bookcases. The French Reading Room features books in French, along with a few English books about France and its language. The Vermont Reading Room spans local authors and books about the state. The Board Game Room includes an extensive collection of games along with tables and chairs. The Islamic Reading Room offers a table and chairs, Islamic books in Arabic and other languages, and a prayer rug. The bathrooms and dottie are near the antique cast iron staircase.
The upstairs lobby offers e-books and audiobooks. On one side of the upstairs lobby, the Administrative Office fills a substantial part of the library's second floor. The Presentation Room has theater seating with a projector and screen. The Senior Reading Room has a table and chairs along with bookcases. It spans several collections including Large Print and Gentle Fiction. The Christian Reading Room fills two adjacent rooms.
How to Be a Perfect Stranger: A Guide to Etiquette in Other People’s Religious Ceremonies edited by Stuart M. Matlins and Arthur J. Magida.
The Perfect Stranger's Guide to Wedding Ceremonies: A Guide to Etiquette in Other People's Religious Ceremonies edited by Stuart M. Matlins.
The Perfect Stranger's Guide to Funerals and Grieving Practices: A Guide to Etiquette in Other People's Religious Ceremonies edited by Stuart M. Matlins.
Books About Islam
Rumi was a famous poet.
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(no subject)
Date: 2020-05-30 04:20 am (UTC)The perfect Stranger books look interesting, but I'm already overspent on books for right now.
Thoughts
Date: 2020-05-30 04:38 am (UTC)I would expect they do.
>> T-America may even have dual-language versions.<<
Those exist here too. There's even one online:
https://quran.al-islam.org/
(no subject)
Date: 2020-05-30 10:22 am (UTC)Well ...
Date: 2020-06-01 04:39 am (UTC)(no subject)
Date: 2020-06-02 12:47 am (UTC)(Also your image link for Aston is coming back dead.)
Thoughts
Date: 2020-06-02 09:03 am (UTC)Yay! I wish you luck keeping libraries alive.
>> I love Aston, since I also am autistic and have sensory issues. Yay representation! <<
I'm glad I could help. Tell ALL the stories!
>> (Also your image link for Aston is coming back dead.) <<
Fixed, check it now.
(no subject)
Date: 2020-06-06 09:01 pm (UTC)