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ysabetwordsmithHere are the character notes for "From the Ashes a Fire Shall Be Woken" Part 2: Stephen Dexter.
Stephen Dexter -- He has fair skin, brown eyes, and short curly brown hair. He wears a mustache and beard; his sideburns and parts of his beard are just starting to go gray. He wears glasses. His heritage is American. He speaks English (Modern, Middle, and Old), French, Latin, Khuzdul, Quenya, and Sindarin. He is 48 years old in 2016.
Stephen earned a Bachelor of Arts in Literary Arts with Honors in Literary Arts Production with an Interdisciplinary Minor in Worldbuilding at Brown University in Providence, Rhode Island. There he joined the Brown Outing Club, Brown University Tabletop Roleplaying, The C.S. Lewis Inklings, Kindness Project, and Students for Educational Equity. He went on to get a Master of Arts in Teaching in English Education with a Graduate Certificate in Teamwork from the same school. Then he participated in Brown University Aikido Club, Brown Cribbage Club, The C.S. Lewis Inklings, Cooperation Club, and Students for Educational Equity.
After graduating, Stephen spent several years working for community literacy programs, teaching reading and creative writing. Then he went back to Brown University for a Doctor of Philosophy in English with a concentration in the Inklings plus a Doctoral Certificate in Language Pedagogy and Academic Engagement. There he belonged to the Brown Table strategy gaming group, The C.S. Lewis Inklings, French Theory Reading Group, Graduate Badminton Club, and Pedagogy Association.
Stephen got a job teaching writing and literature classes at a private high school in Lincoln, Nebraska called Ivy View. When a position opened at the University of Nebraska-Omaha, he moved there, where he currently serves as a professor of English and Language Arts. He enjoys teaching Worldbuilding.
As a hobby, Stephen enjoys all kinds of outdoor activities such as biking, hiking, and canoeing. His casual clothes run to outdoorsy menswear, and he keeps a more academic set for work, but he often mixes them up. Most of them are earth tones, with a few brighter shirts on the academic side. For fantasy events, he also dresses up as "Barty Bookman of Bree," a seller of books and manuscripts in Middle Earth. Barty also owns a simple manual printing press which he uses to publish small runs of books by local or hobbit scholars.
Qualities: Master (+6) English Professor, Master (+6) Linguistic Intelligence, Expert (+4) Gamer, Expert (+4) Teamwork, Good (+2) Aikido, Good (+2) Literary Arts, Good (+2) Outdoor Activities, Good (+2) Worldbuilding
Poor (-2) Needs Glasses
Bachelor of Arts in Literary Arts with Honors in Literary Arts Production
at Brown University in Providence, Rhode Island
Brown's Program in Literary Arts provides a home for innovative writers of fiction, poetry, playwriting, screenwriting, literary translation, electronic writing and mixed media.
The concentration allows student writers to develop their skills in one or more genres while deepening their understanding of the craft of writing. Many courses in this concentration require a writing sample; students should consult a concentration advisor or the concentration website for strategies on getting into the appropriate course(s).
Literary Arts Concentration Requirements
Brown’s Department in Literary Arts provides a home for innovative writers of fiction, poetry, playwriting, screenwriting, literary translation, digital/cross-disciplonary and mixed media. The concentration allows student writers to develop their skills in one or more genres while deepening their understanding of the craft of writing. Many courses in this concentration require a writing sample; students should consult a concentration advisor or the concentration website for strategies on getting into the appropriate course(s).
Candidates for the Bachelor of Arts degree with concentration in Literary Arts will be expected to complete the following course work:
1. At least four writing workshops from among the following series: LITR 0100A,LITR 0100B, LITR 0110A, LITR 0110B, LITR 0110D, LITR 0110E, LITR 011oH the various courses under LITR 0210, LITR 0310/0311, LITR 0610, LITR 1010, LITR 1110, LITR 1150/1151/1152 and LITR 1410 . At least two genres must be covered within the four workshops taken. An independent study in literary arts (LITR 1310 and LITR 1510) may count toward the workshop requirement. Other writing-intensive courses may also count, at the discretion of the advisor.
He tested out of basic writing courses, so he took Worldbuilding workshops.
LITR 0112 Worldbuilding I (T-American)
LITR 0114 Worldbuilding II (T-American)
LITR 0212 Worldbuilding III (T-American)
LITR 0214 Worldbuilding IV (T-American)
LITR 0312 Worldbuilding V (T-American)
LITR 0314 Worldbuilding VI (T-American)
LITR 0412 Worldbuilding VII (T-American)
LITR 0414 Worldbuilding VIII (T-American)
2. Six elective reading and research in literary arts courses, which must include:
a course in literary theory or the history of literary criticism
ENGL 1561P Henry James and the Art of the Novel
a course that primarily covers readings and research in literary arts created before 1800
ENGL 1361N Evil Plays: Shakespeare and Contemporaries
a course that primarily covers readings and research in literary arts created before 1900
ENGL 1410: Poetry of the 1800s (T-American)
a course that primarily covers readings and research in literary arts created after 1900
ENGL 1570 Beyond Narnia: The Literature of C. S. Lewis
These courses, selected in consultation with a concentration advisor, may come from (but are not limited to) the following departments: Africana Studies, American Civilization, Classics, Comparative Literature, East Asian Studies, Egyptology, French Studies, German Studies, Hispanic Studies, Italian Studies, Judaic Studies, Linguistics, Literatures and Cultures in English, Middle East Studies, Modern Culture and Media, Music, Portuguese and Brazilian Studies, Slavic Studies, South Asian Studies, Theatre, Speech and Dance, Visual Arts. With approval from the concentration advisor, courses covering pre-20th century time periods may be distributed in a variant manner, so long as they cover two distinct literary time periods that precede the 20th century
3. Among the ten required courses, at least four must be at the 1000-level or above. At least six classes (workshops and reading/research courses) that shall count toward the concentration must be taken at Brown through the Literary Arts Department; up to one of the six LITR courses may be a course taken in another department but cross-listed by Literary Arts. No more than two of the ten required courses for the concentration may also count toward fulfilling a second concentration.
4. During the senior year, all students must take at least one course within the Literary Arts course offerings (courses with LITR designation by the Registrar, or courses approved by the concentration advisor).
LITR 1152C Writers-in-the-Community Training & Residencies
Honors in Creative Writing: Course requirements are the same as those for the regular concentration (four workshops, six elective literature-reading courses), with the following changes and additions: honors candidates must include two 1000-level workshops or independent studies among their courses; and complete a thesis. Students in their seventh semester who are enrolled in or have completed at least one 1000-level workshop (or independent study) may submit honors applications to the Literary Arts Department from the first day of the fall semester to 25 September; and from 1 through 25 February in the spring. Interested students should obtain information from the office of the Literary Arts Department.
(For his capstone project, he worked on publishing his Worldbuilding class worldbooks.)
Honors in Literary Arts Production: Course requirements are the same as those for the regular concentration (four workshop, six literature-reading courses), with the following changes and additions: honors candidates must include two 1000-level workshops, production courses or related independent studies among their courses; and complete a production capstone project. Students in their seventh semester who are enrolled in or have completed at least one 1000-level workshop, production course or independent study, may submit honors applications to the Literary Arts Department from the first day of the fall semester to 25 September; and from 1 through 25 February in the spring. Interested students should obtain information form the Literary Arts Department.
LITR 1160 Editing Skills (T-American)
LITR 1170 Producing Literary Publications (T-American)
Literary Arts Courses
English Courses
ENGL 1361N Evil Plays: Shakespeare and Contemporaries
Coleridge posited of the villainous Iago a “motiveless malignancy.” That is, the evil he performs exceeds any reason provided. We’ll consider the question of evil in Shakespeare’s tragedies Titus Andronicus (which pushes the logic of revenge past its breaking point); Macbeth; Othello; King Lear. Because Renaissance drama is more than Shakespeare, we’ll also consider spectacularizations of evil in his contemporaries Ford, Webster, and Middleton. Not open to first-year students. Instructor permission required.
ENGL 1561P Henry James and the Art of the Novel
Henry James wrote about fiction as a form of experience: "The power to guess the unseen from the seen, to trace the implications of things." He advises the writer, "Try to be one of the people on whom nothing is lost!" In this course we will read James's critical writings and his major works in the novel and short story.
LITR 1152C Writers-in-the-Community Training & Residencies
This course will operate mostly “in the field.” We will spend some weeks discussing pedagogical approaches to teaching creative writing in community settings. We will thereafter train in residence, observing a poetry residency at a local elementary school, with visits to other community settings as well (sites to be determined). We will continue to discuss pedagogy, classroom practices and management, administrator-writer relations, and all other necessary logistical planning throughout the semester. By week 7, students will engage in their own writing residencies in pairs or small teams, working in a community setting of their choosing (K-12 school, shelter, library, etc.).
Inklings Project
Under the University of Notre Dame’s McGrath Institute, the Inklings Project is an inter-collegiate initiative that invites people to pursue meaning and joy by entering into the world of C. S. Lewis, J. R. R. Tolkien, and the other Inklings.
The idea for the Inklings Project was planted at Brown University. Over a decade ago, Dr. Timothy Flanigan, a physician and professor at Brown’s medical school, created an undergraduate seminar titled "Beyond Narnia: The Literature of C. S. Lewis."
Interdisciplinary Minor in Worldbuilding
Worldbuilding is most often offered through English or Writing departments, but sometimes through Art, Interdisciplinary, or other ones. As a major, it suits people who plan to use worldbuilding in their creative work (like artists or writers), as well as those who want to teach worldbuilding courses or workshops. This is also a subject that many students take just for fun, making it a popular minor or certificate program. It pairs well with Art, Generalist, Science, or Writing as a complementary major or minor. In fact it's sometimes offered as a 5-year program combining Generalist and Worldbuilding. This major also works as a setup for almost any graduate program, although the most common choices fall into Fine Arts or English/Writing departments.
Core Courses
Majors take all three courses. Minors take Introduction to Worldbuilding and any one of the others. Certificate students take Introduction to Worldbuilding.
Introduction to Worldbuilding
Tools and Techniques for Worldbuilding
Advanced Worldbuilding Courses
Majors choose 9 credits, minors 6 credits, certificate students 3 credits.
Alien and Fantasy Races
Seasonal Story Arcs
Art Courses
Majors choose 9 credits. At least one course should be art history, culture, or theory and one should be studio or performing art; the rest is free choice. Minors choose 6 credits, one of each category. Certificate students choose any 3 credits. Many art courses are suitable; below are some of the most popular.
Exploration of Artistic Media Studio
World Art
Writing Courses
Majors choose 9 credits. At least one course should be literature or analysis and one should be writing; the rest is free choice. Minors choose 6 credits, one of each category. Certificate students choose any 3 credits. Many art courses are suitable; below are some of the most popular.
Analysis, Critique, and Writing Workshops
Creative Writing: Fiction
Genres
Majors choose 3 credits, minors 2 credits, certificate students 1 credit. Many courses about literary or film genres, art movements, etc. are suitable; below are some of the most popular.
Fantasy
Historical Literature & Film
Sciences
Majors choose 9 credits, minors 6 credits, certificate students 3 credits. Many science courses are suitable; below are some of the most popular. A lab course is recommended but not required.
Alchemy: The Origins of Chemistry
Big Questions in Social Sciences
Electives
Majors choose 9 credits, minors 6 credits, certificate students 3 credits. Many courses are suitable; below are some of the most popular.
Teamwork Exercises
The Worldbuilding of J.R.R. Tolkien
Clubs
Brown Outing Club
The Brown Outing Club is a fully student-run organization that aims to get as many students off-campus and into nature as possible! The BOC runs a wide range of trips each semester, from walks to local parks to backpacking, skiing, and rafting trips. They care deeply about being welcoming and inclusive, and work to make the outdoors as accessible as they can for the Brown community. BOC offers full financial aid no questions asked, and they also provide affordable gear rentals for your own trips!
Brown University Tabletop Roleplaying
BUTTR provides a space for all students to engage in tabletop roleplaying games(TTRPGs). They host frequent watch parties for TTRPG related media and host larger scale TTRPG events. They also organize DnD campaigns and assist others in finding and starting games of their own.
The C.S. Lewis Inklings
The C.S. Lewis Inklings is a club that meets weekly to read and discuss the works of C.S. Lewis, J.R.R. Tolkien, and their friends. They've read works from The Screwtape Letters to The Lord of the Rings to academic essays to fun short stories. They also enjoy pizza, cookies, apple cider, and other food/drinks at our meetings :) Larger events include movies, guest speakers, trivia, and more!
Kindness Project
The purpose of Kindness Project shall be to spread love, care, and kindness around campus through events, positive affirmation messages, and gift baskets students can order for other students.
https://studentactivities.brown.edu/organizations/kindness-project
Students for Educational Equity
Through multiple project teams, their work is intended to impact policies and institutions that are felt by Brown and Providence students. Accordingly, they are strongly committed to letting Providence students lead in this work. They work with community partners to ensure our efforts are in line with those of Providence students already advocating for themselves.
Master of Arts in Teaching (MAT) in English Education
at Brown University in Providence, Rhode Island
In one year, successful MAT candidates will earn a master's degree and preparation for certification to teach English in grades 7-12, particularly in urban schools.
Brown's Master of Arts in Teaching in English Education prepares future teachers to teach literacy to secondary school students in diverse, multilingual classrooms. Our program believes that the stories students read and write in their classrooms can shape community, imagination, and action.
In Brown Summer High School, a summer enrichment program during their first semester, MAT-English candidates develop a teaching unit that is based on an engaging adolescent fiction novel. The classes they teach to local high school students are infused with discussion and close reading practices. They center daily writing and narrative writing exercises so that students' voices are amplified as they strengthen their skills in this genre. In their school-year residency placements, student teachers work with established curricula but augment their lessons with contemporary texts to reflect the diverse racial, ethnic, and linguistic backgrounds that are present in the classroom and the world around us.
MAT candidates take discipline-based pedagogy courses where they study novels, short stories, poetry, podcasts, and essays while learning how to teach the English curriculum. Areas of focus include developing expertise in instruction in composition and language to guide multilingual students, examining and encouraging multiple perspectives in the literature classroom, and structuring a strong daily writing routine.
Applicants should have a Bachelor's Degree with a major in English or substantial study in a related area.
Schedule & Program of Study
MAT candidates begin a summer session running from mid-June through early August.
MAT candidates then begin year-long teaching residencies in late August, and coursework in early September. The year concludes with Commencement at the end of May.
The design of the program makes it necessary for all students to begin the program in June and complete the 12-month sequence.
The following plan of study is required of all secondary English MAT students:
EDUC 2500 Foundations of Teaching and Learning
EDUC 2510A Educational Theory and Practice in Teaching English 1
EDUC 2515 Learning Theory and Special Populations
EDUC 2520A Educational Theory and Practice in Teaching English II
EDUC 2525 Instructional Design, Planning, and Integrating Technology
EDUC 2530A Educational Theory and Practice III: English
EDUC 2535 Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines I
EDUC 2545 Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines II
EDUC 2555 Assessment and Using Data to Support Student Learning
EDUC 2565 Practicum and Seminar I
EDUC 2575 Student Teaching and Seminar
EDUC 2385 Education Inequality and Community Assets: Contexts and Change
Graduate Certificate in Teamwork (T-American)
at Brown University in Providence, Rhode Island
Core Courses
TMWK 401: Introduction to Teamwork Lecture (3 credits)
TMWK 401L: Introduction to Teamwork Lab (1 credit)
TMWK 501: Teambuilding in Different Contexts (3 credits)
TMWK 650: Working with Difficult People (3 credits)
Mind Matters
TMWK 420: Multicultural Teamwork (3 credits)
Tools and Techniques
TMWK 410: Teaching Teamwork (3 credits)
(He joined a think tank for improving literacy.)
Mental Teamwork
Think Tank
Physical Teamwork
Renaissance Dance
(He interned with an organization that teaches teamwork to troubled youth.)
Capstone
TMWK 395 Internship in Teamwork (1-6 credits)
Clubs
Brown University Aikido Club
This club supports graduate students in the study of Aikido for balance and relaxation.
Brown Cribbage Club
Brown Cribbage is a club dedicated towards teaching Brown students the traditional card and board game of cribbage and creating a space for Brown students to play the game.
The C.S. Lewis Inklings
The C.S. Lewis Inklings is a club that meets weekly to read and discuss the works of C.S. Lewis, J.R.R. Tolkien, and their friends. They've read works from The Screwtape Letters to The Lord of the Rings to academic essays to fun short stories. They also enjoy pizza, cookies, apple cider, and other food/drinks at our meetings :) Larger events include movies, guest speakers, trivia, and more!
Cooperation Club (T-American)
Join us for an exploration of teamwork and leadership! Activities include teambuilding, academic presentations, cooperative games, teamwork skills, and more. Enjoy our library of teambuilding tools and cooperative games.
Students for Educational Equity
Through multiple project teams, their work is intended to impact policies and institutions that are felt by Brown and Providence students. Accordingly, they are strongly committed to letting Providence students lead in this work. They work with community partners to ensure our efforts are in line with those of Providence students already advocating for themselves.
Doctor of Philosophy in English with a concentration in the Inklings
at Brown University in Providence, Rhode Island
Brown's doctoral program in English offers professional training in literary criticism, critical theory, intellectual history, and all aspects of research and pedagogy in the humanities.
We promote the analysis of imaginative forms, cultural logics, and literary and visual rhetorics across the Anglophone world. Our students are encouraged to think outside traditional conceptions of the discipline of literary studies, and often work with a diverse range of faculty, departments, and centers at Brown. Partner units include the Cogut Institute for the Humanities, the Pembroke Center, the Watson Institute for International and Public Affairs, the Center for Contemporary South Asia, the Center for the Study of Race and Ethnicity in America, the Center for the Study of Slavery and Justice, and the Departments of Modern Culture and Media, Comparative Literature, History, American Studies, Africana Studies, Literary Arts, French Studies, German Studies, Hispanic Studies, Brazilian and Portuguese Studies, the History of Art and Architecture, and Music.
Timeline
The first two years of the doctoral program are devoted to course work and the fulfillment of the foreign language requirement. We expect graduate students to take the Qualifying Examination by the end of the third year. Their remaining time in the program is given to the writing of the dissertation. We expect this project to involve research and to demonstrate the potential to become a book or series of articles during the early years of the student’s career as a college or university professor.
Teaching
Brown’s doctoral program trains graduate students to become teachers as well as researchers. Thus we require that, with some exceptions, our students teach for three years as assistants to members of the English Department faculty and as instructors of sections of ENGL0900 (formerly ENGL0110) Critical Reading and Writing I: The Academic Essay, and ENGL0200 Seminars in Writing, Literatures, and Cultures. This teaching begins in the second year of the program. As part of their course work all students are required to take ENGL2950 Seminar in Pedagogy and Composition Theory. To help develop their teaching skills, we assign students to a variety of teaching positions, from assistant in a large course to instructor of a virtually autonomous workshop. We are convinced that the intellectual relationship between teaching and research is one that stands a college or university teacher in good stead for the duration of his or her career, and we try to establish this relationship early on by assigning graduate students, whenever possible, to teach courses related to their general area of research, and to work with faculty who may serve as appropriate mentors.
Course Requirements
Thirteen Courses
Candidates for the Ph.D. are required to take a minimum of thirteen courses. These courses are typically distributed as follows:
• Six courses in the first year (one of which is the required Proseminar*)
-- ENGL 2500 Romantic Address
-- ENGL 2600 Literary Analysis of J.R.R. Tolkien
-- ENGL 2760M Postcoloniality and Globalism
-- LITR 2110C Reading, Writing and Thinking
-- LITR 2600 Seminar in Teaching Creative Writing
• Five in the second year. ENGL2950 Seminar in Pedagogy and Composition Theory is taken by all students during their second year of graduate studies.
-- ENGL 2610 Literary Analysis of C.S. Lewis
-- ENGL 2380 Graduate Independent Study in Medieval and Early Modern Literatures: From Monmouth to Malory: A Guide to Arthurian Literature
-- LITR 2110K. Deep Rivers, Lost Roads, Bent Symbols: Poets and Poetry Outside the Frame
-- LITR 2700 Pedagogy Seminar
• Two in the third year. The two courses taken in the third year can be independent studies designed to help students prepare for the qualifying exam.
-- ENGL 2580 Graduate Independent Study in the Enlightenment and the Rise of National Literatures: The Evolution of Britannian Literature
-- ENGL 2780 Graduate Independent Study in Modern and Contemporary Literatures: The Inklings
-- LITR 2710 Literary Arts Pedagogy in Practice
Among the thirteen courses, students must take one in each of the following areas:
1. Medieval and Early Modern Literatures and Cultures
ENGL 2380 Graduate Independent Study in Medieval and Early Modern Literatures: From Monmouth to Malory: A Guide to Arthurian Literature
2. Enlightenment and the Rise of National Literatures and Cultures
ENGL 2580 Graduate Independent Study in the Enlightenment and the Rise of National Literatures: The Evolution of Britannian Literature
3. Modern and Contemporary Literatures and Cultures
ENGL 2780 Graduate Independent Study in Modern and Contemporary Literatures: The Inklings
Graduate students are also required to take one course during their first year of study that focuses on race and empire, which can also satisfy one of the three area requirements listed above.
*First-year graduate students are required to take ENGL2210. This Proseminar aims to familiarize students with contemporary critical debates and stances in the wider discipline, engage with current methodologies, theories, and analytical tensions and address issues of professionalization as they relate to the first years of graduate work.
Foreign Language
Foreign language competence and courses in particular areas of specialization are required.
Ph.D. candidates can satisfy the language requirement by demonstrating an ability to use a foreign language in their scholarly and critical work. The department offers its own language exams. Students may ordinarily choose any language appropriate to their research interests, but some fields within English and American literature have specific requirements.
Professionalization Seminars
Throughout the year, the Department plans a series of seminars that address a variety of timely academic topics that are meant to enhance the students' professional development, as well as expose them to important elements of an academic career. The seminars are usually led by faculty members, and the topics are determined each year by the Graduate Committee. Students in all years are strongly recommended to attend the professionalization seminars since they are a constitutive part of graduate formation.
Past Seminar Topics
• Conferences: How to Apply and Write Papers
• Publishing in Journals
• Article Writing and Submitting for Publication
• Library Materials/Research
• Archival Research
• Genre of the Dissertation
• Developing Reading and Writing Research Habits
• Teaching the Inklings (T-American)
English Courses
ENGL 2380 Graduate Independent Study in Medieval and Early Modern Literatures: From Monmouth to Malory: A Guide to Arthurian Literature
Section numbers vary by instructor. May be repeated for credit. Instructor's permission required.
ENGL 2500 Romantic Address
This course explores the figure of address in conjunction with the notion of romanticism. Questions to be taken up from this angle include: the trope of apostrophe; lyric as a genre; locodescriptive and postal dimensions of “address”; psychoanalytic, ethical, and political dimensions of literary address; whether particular kinds of speaking- or writing-to can be called “romantic.” Possible authors include: Wordsworth, Coleridge, Keats, the Shelleys, Blake, Herbert, Dickinson, Hopkins, Tennyson, and perhaps some twentieth-century poets, in conjunction with theoretical, philosophical and psychoanalytic writings on lyric, romanticism, and the question of address.
ENGL 2580 Graduate Independent Study in the Enlightenment and the Rise of National Literatures: The Evolution of Britannian Literature
Section numbers vary by instructor. May be repeated for credit. Instructor's permission required.
ENGL 2760M Postcoloniality and Globalism
This seminar is an introduction to postcolonial theory: its precursors, key figures, and ongoing configurations in anglophone literary studies. Starting with Stuart Hall’s provocative question posed in a 1996 essay –“When was the post-colonial?”– we will ask why it became possible to name an intellectual current “postcolonial” in the 1990s. We will consider how literary and cultural criticism got to the moment of Hall’s intervention, and where we currently are in terms of archives and the aims of postcolonial humanistic inquiry. Readings will move between theoretical and literary texts, allowing us to explore how theory and literature can enrich or complicate one another. Issues to be addressed include: modernity, cultural nationalism, racialization, and the idea of “literature” itself, understood as motion of critique. Authors will include: Bhabha, Césaire, Chow, Fanon, Hartman, Morrison, Said, Salih, Spillers, Spivak, Walcott, Wicomb, Wynter.
ENGL 2780 Graduate Independent Study in Modern and Contemporary Literatures: The Inklings
Section numbers vary by instructor. May be repeated for credit. Instructor's permission required.
Literary Arts Courses
LITR 2110C Reading, Writing and Thinking
A course for graduate prose writers. We will explore various ways to engage with a work of art in order to fuel one¿s imagination and projects. Close textual reading of several books with writing assignments based on the readings. Writers will include Woolf, Stein, Beckett, Coetze, Kertesz and others. Written permission required. S/NC.
LITR 2110K Deep Rivers, Lost Roads, Bent Symbols: Poets and Poetry Outside the Frame
Geographically and/or aesthetically suspect, often shelved under the wrong rubric. Word-works by hermits and wanderers, sots and sot nots, whose language confirm, as Sister Rosetta Tharpe sang: Strange Things Happening Every Day. Including work by Besmilr Brigham, Wong May, Bernadette Mayer, Mary Reufle, Frank Stanford, David Fisher, a new translation of Beowulf (by an American! A Woman!), and others. There may also be music.
LITR 2600 Seminar in Teaching Creative Writing
A course focused on how to design and lead a creative writing workshop. Reading, writing and laboratory workshop sessions. Designed for first-year Literary Arts graduate students. S/NC.
LITR 2700 Pedagogy Seminar
The Pedagogy Seminar examines ideas about teaching in a literary arts/creative writing environment. The pros and cons of the “workshop”-style will be discussed alongside alternative models, and general topics of exploration will include: creative process pedagogy, writing-to-learn, multi-genre approaches, uses of readings/research, and general classroom management. Designing an inclusive classroom and syllabus as well as exploring generative and innovative practices will be covered as well. A special emphasis will be on preparing students to feel confident and to explore a range of creative process issues. Personal writing as well as syllabus design will be expected.
Spr LITR2700 S01 25655 Th 11:55-2:25 (C. Channer)
LITR 2710 Literary Arts Pedagogy in Practice
The Pedagogy in Practice Seminar examines ideas about teaching in a literary arts/creative writing environment. The pros and cons of the “workshop”-style will be discussed alongside alternative models, and general topics of exploration will include: creative process pedagogy, writing-to-learn, multi-genre approaches, uses of readings/research, and general classroom management. This is a hands-on forum to provide guidance on how to build an inclusive, pedagogically effective meeting space. A special emphasis will be on preparing instructors to feel confident and explore a range of creative process issues. There will be opportunities to develop personal writing, especially in response to student work.
Doctoral Certificate in Language Pedagogy and Academic Engagement
at Brown University in Providence, Rhode Island
The Certificate in Language Pedagogy and Academic Engagement (LAPEACE) gives formal recognition to the excellent professional training related to language pedagogy that happens across modern language departments and at Brown University more broadly. It further recognizes graduate students' contributions to the vitality of their department, the university, and the community, which often include duties and obligations required of most faculty in an academic setting.
The LAPEACE doctoral certificate provides a clear and structured pathway for graduate students in modern languages as they navigate through the many facets of their PhD program. Its focus on language pedagogy and academic engagement encourages graduate students to deepen their professionalization in language pedagogy and to participate in academic service in order to be well prepared for the multiple facets of future academic positions.
Certificate Requirements
Graduate students will successfully complete the doctoral certificate through a combination of course work, pedagogy and language training, professional development, proctorships, and academic engagement. The graduate training necessary for the certificate offers students the chance to develop a more holistic experience true to the expectations of many academic teaching positions.
Courses
• LANG2900 or a comparable Language Pedagogy or Second Language Acquisition Course
• 2 seminars in the language of your discipline (not in English) eligible to earn graduate credit. Please consult the certificate advisor with questions about course selection.
FREN 2110F STUDIES IN FRENCH LITERATURE OF THE RENAISSANCE: La matière du livre: Humanisme et Renaissance
FREN 2600G STUDIES IN FRENCH CRITICAL THEORY: Stop Love Listen
Teaching and Professional Development
Graduate students pursuing the certificate are expected to
• Teach 4 courses in the target language, including at least two courses at different levels (beginning, intermediate, etc), and ideally one course of one’s own design
FREN 0100 BASIC FRENCH
FREN 0300 INTERMEDIATE FRENCH I
SPECIAL TOPICS IN FRENCH STUDIES I: Les paradis artificiels
SIND 0100 Introductory Sindarin
• Participate in 5 technology, pedagogy, or professionalization workshops (CLS, Sheridan, departmental or external)
CLS Graduate Student Workshop: Syllabus Design for Languages, Literatures, and Cultures - Part 2
CLS Workshop on Genre-based Writing
CLS Technology Workshop: Open Source Authoring Platforms
WLC Reading Group: "Why Teach Languages for Interdisciplinary Intercultural Citizenship," by Wagner, Manuela et al.
Preparing for the Academic Job Market? What to Expect and Prepare
• Design an online teaching portfolio and personal professional website
(He helped organize the Academic Inklings Conference with academic tracks for Lewis Scholars, Tolkien Scholars, and Other Inklings plus a community involvement track for Inkling Fans.)
Community Engagement and Service
• Completion of one Expanded Academic Experience (AcE). This may include participation in any of the following: undergraduate-facing co-curricular activities or graduate student liaison to department or to DUG for at least on semester, conference organizing, graduate school programming (BEST, Research Matters, etc), Fulbright committee, community-based learning projects - and much more - please consult the certificate advisor about other community engagement and service that you think may qualify
• Submission of the required reflective paper on the AcE
Center for Language Studies Courses
LANG 2900 Seminar in Language Pedagogy and Second Language Acquisition
This course prepares graduate students in modern languages to understand theories of language pedagogy and second language acquisition. Students will gain both practical knowledge to incorporate into everyday teaching as well as an understanding of which approaches to teaching might be more effective than others in various classroom contexts and why. Undergraduates may enroll with permission of the instructor.
French Courses
FREN 0100 BASIC FRENCH:
A two-semester course. Four meetings a week for oral practice, plus one conversation hour. One hour of work outside of class is expected every day (grammar/writing, oral practice, reading). An accelerated track enables qualified students to go directly to FREN 0500 after FREN 0200. NOTE: This is a year course. Enrollment limited to 18 per section.
Prerequisites: See the instructor for placement. Written permission required
FREN 0300 INTERMEDIATE FRENCH I:
A semi-intensive elementary review with emphasis on all four skills (listening, speaking, reading and writing). Class activities include drills, small group activities, and skits. Class materials include an audio CD, videos, a French film, short stories, and various other authentic documents. Four meetings per week plus one conversation hour. Enrollment limtied to 18 per section.
Prerequisites: FREN 0200 or placement. (Previous experience with French is required to take this class)
FREN 1310L
Gretchen Schultz
SPECIAL TOPICS IN FRENCH STUDIES I: Les paradis artificiels
This course studies the roles that alcohol and other mind-altering substances have played in the composition, themes, and tropes of French literature from the 19th century to the present. In addition to wine, writers also experimented with hallucinogens such as opium and mescaline. 19th-century medicine contributed to the range of intoxicants available for abuse, even as it fed hygienist and literary discourses condemning alcoholism and drug use as social scourges. Other topics include prohibitionist movements, absinthe and the poètes maudits, narcotics and decadent literature, and the role of drugs and alcohol in the avant-garde, counter-cultures, and radical politics.
FREN 2110F STUDIES IN FRENCH LITERATURE OF THE RENAISSANCE: La matière du livre: Humanisme et Renaissance
Close study of literary works in light of the period's defining events: the birth of humanism, the invention of printing, the rediscovery of scepticism, the promotion of French as a national language, and the Wars of Religion. Readings in Rabelais, Marguerite de Navarre, and Montaigne, among others.
FREN 2600G STUDIES IN FRENCH CRITICAL THEORY: Stop Love Listen
The course will be organized as a series of three modules that have as their background the beating heart, and as their common motif the sense of interruption or punctuation (of that same heartbeat). Starting from Beckett's fragmentation of writing we will follow other versions of the interrupted text in Blanchot and Cixous; second, we will investigate how the passion of love "parenthesizes" (or not) the concerns of everyday life, political engagement, and corporeal necessity; and third, how attention to (musical) sound complicates hearing and understanding. Texts: Beckett, Blanchot, Cixous, Nancy, Barthes, Bataille, Szendy, films by Jacques Audiard. Taught in English.
Center for Language Learning Workshops
CLS Graduate Student Workshop: Syllabus Design for Languages, Literatures, and Cultures - Part 2
Location: Sciences LibraryRoom: 604
Please join us Friday, March 15th, for the second part of our Graduate Student Workshop on syllabus design.
For this workshop, we ask that you bring your course descriptions, syllabus ideas, or syllabus elements, or your complete syllabus to workshop with us.
Syllabus Design for languages, literatures, & cultures
Are you planning on teaching a course of your own design in the next academic year? Are you on the academic job market and want to design sample syllabi for your portfolio? Do you want to better incorporate questions of diversity, equity, and inclusion into the design of your syllabus and assignments?
This is part two of our workshop for graduate students in the modern languages, literatures, and cultures that will focus on how to think about and design your syllabi. This second workshop (Friday, March 15th) builds upon the first. We ask you to bring course proposals and syllabi (at any stage) that you are developing to workshop.
CLS Workshop on Genre-based Writing
Location: Stephen Robert ’62 Campus CenterRoom: Petteruti Lounge
Please join the Center for Language Studies for the pedagogy workshop “Genre-Based Writing in the Language Classroom” with guest speaker and workshop facilitator Professor Nigel Caplan (University of Delaware). Caplan is the author of several books on academic writing including Essential Actions for Academic Writing (2022) and Genre Explained (2023).
Organized with funding from the Consortium for Language Teaching and Learning campus-based grants. Reception following.
CLS Technology Workshop: Open Source Authoring Platforms
Location: Sciences LibraryRoom: 604
This workshop will present an overview of open source platforms, WordPress, Scalar, and Omeka, that enable you to present digital scholarship projects such as long-form born-digital narratives, online multimedia collections, and visualizations. The workshop will cover how to choose a platform to meet your needs and offer examples of their implementation.
This workshop will be facilitated by Patrick Rashleigh, Brown’s Head of Digital Scholarship Technology Services at the Center for Digital Scholarship.
WLC Reading Group: “Why Teach Languages for Interdisciplinary Intercultural Citizenship”, by Wagner, Manuela et al.
Location: CLS, 195 Angell StreetRoom: Conference Room 202
As we look forward to the Certificate in Intercultural Competence, World Languages and Cultures (WLC) faculty are convening a reading group to engage in critical reflection of teaching languages for Intercultural Competence.
Join WLC faculty in the discussion of: Wagner, M., et al. (2019). Why Teach Languages for Interdisciplinary Intercultural Citizenship-the bigger picture. In, Teaching Intercultural Citizenship across the Curriculum: The Role of Language Education (95-118). ACTFL.
Preparing for the Academic Job Market? What to Expect and Prepare
Location: Sciences LibraryRoom: 604
Please join the Center for Language Studies, Comparative Literature, Hispanic Studies, and Portuguese and Brazilian Studies for this graduate student workshop on entering the academic job market in the modern languages. We will discuss what you should prepare during the summer months, what the fall and the spring academic timeline will look like, where to look for job possibilities, what materials you will need to prepare, the multiple workshops that we will offer to help you through the process, and other resources on campus to support you.
Clubs
Brown Table
They host weekly board game nights, playing mostly strategy tabletop games and social deception/hidden role games. They encourage people of all experience levels to join us and are totally flexible about commitment!
The C.S. Lewis Inklings
The C.S. Lewis Inklings is a club that meets weekly to read and discuss the works of C.S. Lewis, J.R.R. Tolkien, and their friends. They've read works from The Screwtape Letters to The Lord of the Rings to academic essays to fun short stories. They also enjoy pizza, cookies, apple cider, and other food/drinks at our meetings :) Larger events include movies, guest speakers, trivia, and more!
French Theory Reading Group
The French Theory Reading Group (FTRG) is a graduate student group that focuses on reading theoretical texts of French or Francophone origin (or texts which are inspired by such theoretical traditions). Each year our meetings are organized around a theme or question. This year's theme is 'reading.' The goal of the group is two-fold. 1. To better understand theoretical approaches that have influenced a variety of humanities disciplines. 2. To reflect on how these approaches influence and/or inform our own research. The group is open to all graduate students with all levels of comfort and/or experience reading theoretical texts. Our focus is on tackling our readings collaboratively in the spirit of mutual support.
Graduate Badminton Club
The Graduate Badminton Club aims to get students away from their desks for a fun physical activity. We offer lessons for anyone new to the sport, practice sessions for all levels, and a tournament between midterm and finals of each semester.
Pedagogy Association (T-American)
The Pedagogy Association serves graduate and doctoral students interested in teaching. Join us for discussion of current issues in education and presentations on teaching skills. PA also assists students in finding mentors among more experienced teachers in their field.
Stephen Dexter's Costume for Barty Bookman of Bree
The costume consists of a floppy black hat and black overrobe, a rich wine tunic with embroidery, a white undershirt, and a large jeweled medallion proclaiming him a Scholar of the West. It is worn over black hosen and wine sandals in warm weather, or black trousers and elaborate wine boots with embroidery in cold weather.
Stephen Dexter -- He has fair skin, brown eyes, and short curly brown hair. He wears a mustache and beard; his sideburns and parts of his beard are just starting to go gray. He wears glasses. His heritage is American. He speaks English (Modern, Middle, and Old), French, Latin, Khuzdul, Quenya, and Sindarin. He is 48 years old in 2016.
Stephen earned a Bachelor of Arts in Literary Arts with Honors in Literary Arts Production with an Interdisciplinary Minor in Worldbuilding at Brown University in Providence, Rhode Island. There he joined the Brown Outing Club, Brown University Tabletop Roleplaying, The C.S. Lewis Inklings, Kindness Project, and Students for Educational Equity. He went on to get a Master of Arts in Teaching in English Education with a Graduate Certificate in Teamwork from the same school. Then he participated in Brown University Aikido Club, Brown Cribbage Club, The C.S. Lewis Inklings, Cooperation Club, and Students for Educational Equity.
After graduating, Stephen spent several years working for community literacy programs, teaching reading and creative writing. Then he went back to Brown University for a Doctor of Philosophy in English with a concentration in the Inklings plus a Doctoral Certificate in Language Pedagogy and Academic Engagement. There he belonged to the Brown Table strategy gaming group, The C.S. Lewis Inklings, French Theory Reading Group, Graduate Badminton Club, and Pedagogy Association.
Stephen got a job teaching writing and literature classes at a private high school in Lincoln, Nebraska called Ivy View. When a position opened at the University of Nebraska-Omaha, he moved there, where he currently serves as a professor of English and Language Arts. He enjoys teaching Worldbuilding.
As a hobby, Stephen enjoys all kinds of outdoor activities such as biking, hiking, and canoeing. His casual clothes run to outdoorsy menswear, and he keeps a more academic set for work, but he often mixes them up. Most of them are earth tones, with a few brighter shirts on the academic side. For fantasy events, he also dresses up as "Barty Bookman of Bree," a seller of books and manuscripts in Middle Earth. Barty also owns a simple manual printing press which he uses to publish small runs of books by local or hobbit scholars.
Qualities: Master (+6) English Professor, Master (+6) Linguistic Intelligence, Expert (+4) Gamer, Expert (+4) Teamwork, Good (+2) Aikido, Good (+2) Literary Arts, Good (+2) Outdoor Activities, Good (+2) Worldbuilding
Poor (-2) Needs Glasses
Bachelor of Arts in Literary Arts with Honors in Literary Arts Production
at Brown University in Providence, Rhode Island
Brown's Program in Literary Arts provides a home for innovative writers of fiction, poetry, playwriting, screenwriting, literary translation, electronic writing and mixed media.
The concentration allows student writers to develop their skills in one or more genres while deepening their understanding of the craft of writing. Many courses in this concentration require a writing sample; students should consult a concentration advisor or the concentration website for strategies on getting into the appropriate course(s).
Literary Arts Concentration Requirements
Brown’s Department in Literary Arts provides a home for innovative writers of fiction, poetry, playwriting, screenwriting, literary translation, digital/cross-disciplonary and mixed media. The concentration allows student writers to develop their skills in one or more genres while deepening their understanding of the craft of writing. Many courses in this concentration require a writing sample; students should consult a concentration advisor or the concentration website for strategies on getting into the appropriate course(s).
Candidates for the Bachelor of Arts degree with concentration in Literary Arts will be expected to complete the following course work:
1. At least four writing workshops from among the following series: LITR 0100A,LITR 0100B, LITR 0110A, LITR 0110B, LITR 0110D, LITR 0110E, LITR 011oH the various courses under LITR 0210, LITR 0310/0311, LITR 0610, LITR 1010, LITR 1110, LITR 1150/1151/1152 and LITR 1410 . At least two genres must be covered within the four workshops taken. An independent study in literary arts (LITR 1310 and LITR 1510) may count toward the workshop requirement. Other writing-intensive courses may also count, at the discretion of the advisor.
He tested out of basic writing courses, so he took Worldbuilding workshops.
LITR 0112 Worldbuilding I (T-American)
LITR 0114 Worldbuilding II (T-American)
LITR 0212 Worldbuilding III (T-American)
LITR 0214 Worldbuilding IV (T-American)
LITR 0312 Worldbuilding V (T-American)
LITR 0314 Worldbuilding VI (T-American)
LITR 0412 Worldbuilding VII (T-American)
LITR 0414 Worldbuilding VIII (T-American)
2. Six elective reading and research in literary arts courses, which must include:
a course in literary theory or the history of literary criticism
ENGL 1561P Henry James and the Art of the Novel
a course that primarily covers readings and research in literary arts created before 1800
ENGL 1361N Evil Plays: Shakespeare and Contemporaries
a course that primarily covers readings and research in literary arts created before 1900
ENGL 1410: Poetry of the 1800s (T-American)
a course that primarily covers readings and research in literary arts created after 1900
ENGL 1570 Beyond Narnia: The Literature of C. S. Lewis
These courses, selected in consultation with a concentration advisor, may come from (but are not limited to) the following departments: Africana Studies, American Civilization, Classics, Comparative Literature, East Asian Studies, Egyptology, French Studies, German Studies, Hispanic Studies, Italian Studies, Judaic Studies, Linguistics, Literatures and Cultures in English, Middle East Studies, Modern Culture and Media, Music, Portuguese and Brazilian Studies, Slavic Studies, South Asian Studies, Theatre, Speech and Dance, Visual Arts. With approval from the concentration advisor, courses covering pre-20th century time periods may be distributed in a variant manner, so long as they cover two distinct literary time periods that precede the 20th century
3. Among the ten required courses, at least four must be at the 1000-level or above. At least six classes (workshops and reading/research courses) that shall count toward the concentration must be taken at Brown through the Literary Arts Department; up to one of the six LITR courses may be a course taken in another department but cross-listed by Literary Arts. No more than two of the ten required courses for the concentration may also count toward fulfilling a second concentration.
4. During the senior year, all students must take at least one course within the Literary Arts course offerings (courses with LITR designation by the Registrar, or courses approved by the concentration advisor).
LITR 1152C Writers-in-the-Community Training & Residencies
Honors in Creative Writing: Course requirements are the same as those for the regular concentration (four workshops, six elective literature-reading courses), with the following changes and additions: honors candidates must include two 1000-level workshops or independent studies among their courses; and complete a thesis. Students in their seventh semester who are enrolled in or have completed at least one 1000-level workshop (or independent study) may submit honors applications to the Literary Arts Department from the first day of the fall semester to 25 September; and from 1 through 25 February in the spring. Interested students should obtain information from the office of the Literary Arts Department.
(For his capstone project, he worked on publishing his Worldbuilding class worldbooks.)
Honors in Literary Arts Production: Course requirements are the same as those for the regular concentration (four workshop, six literature-reading courses), with the following changes and additions: honors candidates must include two 1000-level workshops, production courses or related independent studies among their courses; and complete a production capstone project. Students in their seventh semester who are enrolled in or have completed at least one 1000-level workshop, production course or independent study, may submit honors applications to the Literary Arts Department from the first day of the fall semester to 25 September; and from 1 through 25 February in the spring. Interested students should obtain information form the Literary Arts Department.
LITR 1160 Editing Skills (T-American)
LITR 1170 Producing Literary Publications (T-American)
Literary Arts Courses
English Courses
ENGL 1361N Evil Plays: Shakespeare and Contemporaries
Coleridge posited of the villainous Iago a “motiveless malignancy.” That is, the evil he performs exceeds any reason provided. We’ll consider the question of evil in Shakespeare’s tragedies Titus Andronicus (which pushes the logic of revenge past its breaking point); Macbeth; Othello; King Lear. Because Renaissance drama is more than Shakespeare, we’ll also consider spectacularizations of evil in his contemporaries Ford, Webster, and Middleton. Not open to first-year students. Instructor permission required.
ENGL 1561P Henry James and the Art of the Novel
Henry James wrote about fiction as a form of experience: "The power to guess the unseen from the seen, to trace the implications of things." He advises the writer, "Try to be one of the people on whom nothing is lost!" In this course we will read James's critical writings and his major works in the novel and short story.
LITR 1152C Writers-in-the-Community Training & Residencies
This course will operate mostly “in the field.” We will spend some weeks discussing pedagogical approaches to teaching creative writing in community settings. We will thereafter train in residence, observing a poetry residency at a local elementary school, with visits to other community settings as well (sites to be determined). We will continue to discuss pedagogy, classroom practices and management, administrator-writer relations, and all other necessary logistical planning throughout the semester. By week 7, students will engage in their own writing residencies in pairs or small teams, working in a community setting of their choosing (K-12 school, shelter, library, etc.).
Inklings Project
Under the University of Notre Dame’s McGrath Institute, the Inklings Project is an inter-collegiate initiative that invites people to pursue meaning and joy by entering into the world of C. S. Lewis, J. R. R. Tolkien, and the other Inklings.
The idea for the Inklings Project was planted at Brown University. Over a decade ago, Dr. Timothy Flanigan, a physician and professor at Brown’s medical school, created an undergraduate seminar titled "Beyond Narnia: The Literature of C. S. Lewis."
Interdisciplinary Minor in Worldbuilding
Worldbuilding is most often offered through English or Writing departments, but sometimes through Art, Interdisciplinary, or other ones. As a major, it suits people who plan to use worldbuilding in their creative work (like artists or writers), as well as those who want to teach worldbuilding courses or workshops. This is also a subject that many students take just for fun, making it a popular minor or certificate program. It pairs well with Art, Generalist, Science, or Writing as a complementary major or minor. In fact it's sometimes offered as a 5-year program combining Generalist and Worldbuilding. This major also works as a setup for almost any graduate program, although the most common choices fall into Fine Arts or English/Writing departments.
Core Courses
Majors take all three courses. Minors take Introduction to Worldbuilding and any one of the others. Certificate students take Introduction to Worldbuilding.
Introduction to Worldbuilding
Tools and Techniques for Worldbuilding
Advanced Worldbuilding Courses
Majors choose 9 credits, minors 6 credits, certificate students 3 credits.
Alien and Fantasy Races
Seasonal Story Arcs
Art Courses
Majors choose 9 credits. At least one course should be art history, culture, or theory and one should be studio or performing art; the rest is free choice. Minors choose 6 credits, one of each category. Certificate students choose any 3 credits. Many art courses are suitable; below are some of the most popular.
Exploration of Artistic Media Studio
World Art
Writing Courses
Majors choose 9 credits. At least one course should be literature or analysis and one should be writing; the rest is free choice. Minors choose 6 credits, one of each category. Certificate students choose any 3 credits. Many art courses are suitable; below are some of the most popular.
Analysis, Critique, and Writing Workshops
Creative Writing: Fiction
Genres
Majors choose 3 credits, minors 2 credits, certificate students 1 credit. Many courses about literary or film genres, art movements, etc. are suitable; below are some of the most popular.
Fantasy
Historical Literature & Film
Sciences
Majors choose 9 credits, minors 6 credits, certificate students 3 credits. Many science courses are suitable; below are some of the most popular. A lab course is recommended but not required.
Alchemy: The Origins of Chemistry
Big Questions in Social Sciences
Electives
Majors choose 9 credits, minors 6 credits, certificate students 3 credits. Many courses are suitable; below are some of the most popular.
Teamwork Exercises
The Worldbuilding of J.R.R. Tolkien
Clubs
Brown Outing Club
The Brown Outing Club is a fully student-run organization that aims to get as many students off-campus and into nature as possible! The BOC runs a wide range of trips each semester, from walks to local parks to backpacking, skiing, and rafting trips. They care deeply about being welcoming and inclusive, and work to make the outdoors as accessible as they can for the Brown community. BOC offers full financial aid no questions asked, and they also provide affordable gear rentals for your own trips!
Brown University Tabletop Roleplaying
BUTTR provides a space for all students to engage in tabletop roleplaying games(TTRPGs). They host frequent watch parties for TTRPG related media and host larger scale TTRPG events. They also organize DnD campaigns and assist others in finding and starting games of their own.
The C.S. Lewis Inklings
The C.S. Lewis Inklings is a club that meets weekly to read and discuss the works of C.S. Lewis, J.R.R. Tolkien, and their friends. They've read works from The Screwtape Letters to The Lord of the Rings to academic essays to fun short stories. They also enjoy pizza, cookies, apple cider, and other food/drinks at our meetings :) Larger events include movies, guest speakers, trivia, and more!
Kindness Project
The purpose of Kindness Project shall be to spread love, care, and kindness around campus through events, positive affirmation messages, and gift baskets students can order for other students.
https://studentactivities.brown.edu/organizations/kindness-project
Students for Educational Equity
Through multiple project teams, their work is intended to impact policies and institutions that are felt by Brown and Providence students. Accordingly, they are strongly committed to letting Providence students lead in this work. They work with community partners to ensure our efforts are in line with those of Providence students already advocating for themselves.
Master of Arts in Teaching (MAT) in English Education
at Brown University in Providence, Rhode Island
In one year, successful MAT candidates will earn a master's degree and preparation for certification to teach English in grades 7-12, particularly in urban schools.
Brown's Master of Arts in Teaching in English Education prepares future teachers to teach literacy to secondary school students in diverse, multilingual classrooms. Our program believes that the stories students read and write in their classrooms can shape community, imagination, and action.
In Brown Summer High School, a summer enrichment program during their first semester, MAT-English candidates develop a teaching unit that is based on an engaging adolescent fiction novel. The classes they teach to local high school students are infused with discussion and close reading practices. They center daily writing and narrative writing exercises so that students' voices are amplified as they strengthen their skills in this genre. In their school-year residency placements, student teachers work with established curricula but augment their lessons with contemporary texts to reflect the diverse racial, ethnic, and linguistic backgrounds that are present in the classroom and the world around us.
MAT candidates take discipline-based pedagogy courses where they study novels, short stories, poetry, podcasts, and essays while learning how to teach the English curriculum. Areas of focus include developing expertise in instruction in composition and language to guide multilingual students, examining and encouraging multiple perspectives in the literature classroom, and structuring a strong daily writing routine.
Applicants should have a Bachelor's Degree with a major in English or substantial study in a related area.
Schedule & Program of Study
MAT candidates begin a summer session running from mid-June through early August.
MAT candidates then begin year-long teaching residencies in late August, and coursework in early September. The year concludes with Commencement at the end of May.
The design of the program makes it necessary for all students to begin the program in June and complete the 12-month sequence.
The following plan of study is required of all secondary English MAT students:
EDUC 2500 Foundations of Teaching and Learning
EDUC 2510A Educational Theory and Practice in Teaching English 1
EDUC 2515 Learning Theory and Special Populations
EDUC 2520A Educational Theory and Practice in Teaching English II
EDUC 2525 Instructional Design, Planning, and Integrating Technology
EDUC 2530A Educational Theory and Practice III: English
EDUC 2535 Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines I
EDUC 2545 Teaching Literacy and Language to Emerging Bilinguals Across the Disciplines II
EDUC 2555 Assessment and Using Data to Support Student Learning
EDUC 2565 Practicum and Seminar I
EDUC 2575 Student Teaching and Seminar
EDUC 2385 Education Inequality and Community Assets: Contexts and Change
Graduate Certificate in Teamwork (T-American)
at Brown University in Providence, Rhode Island
Core Courses
TMWK 401: Introduction to Teamwork Lecture (3 credits)
TMWK 401L: Introduction to Teamwork Lab (1 credit)
TMWK 501: Teambuilding in Different Contexts (3 credits)
TMWK 650: Working with Difficult People (3 credits)
Mind Matters
TMWK 420: Multicultural Teamwork (3 credits)
Tools and Techniques
TMWK 410: Teaching Teamwork (3 credits)
(He joined a think tank for improving literacy.)
Mental Teamwork
Think Tank
Physical Teamwork
Renaissance Dance
(He interned with an organization that teaches teamwork to troubled youth.)
Capstone
TMWK 395 Internship in Teamwork (1-6 credits)
Clubs
Brown University Aikido Club
This club supports graduate students in the study of Aikido for balance and relaxation.
Brown Cribbage Club
Brown Cribbage is a club dedicated towards teaching Brown students the traditional card and board game of cribbage and creating a space for Brown students to play the game.
The C.S. Lewis Inklings
The C.S. Lewis Inklings is a club that meets weekly to read and discuss the works of C.S. Lewis, J.R.R. Tolkien, and their friends. They've read works from The Screwtape Letters to The Lord of the Rings to academic essays to fun short stories. They also enjoy pizza, cookies, apple cider, and other food/drinks at our meetings :) Larger events include movies, guest speakers, trivia, and more!
Cooperation Club (T-American)
Join us for an exploration of teamwork and leadership! Activities include teambuilding, academic presentations, cooperative games, teamwork skills, and more. Enjoy our library of teambuilding tools and cooperative games.
Students for Educational Equity
Through multiple project teams, their work is intended to impact policies and institutions that are felt by Brown and Providence students. Accordingly, they are strongly committed to letting Providence students lead in this work. They work with community partners to ensure our efforts are in line with those of Providence students already advocating for themselves.
Doctor of Philosophy in English with a concentration in the Inklings
at Brown University in Providence, Rhode Island
Brown's doctoral program in English offers professional training in literary criticism, critical theory, intellectual history, and all aspects of research and pedagogy in the humanities.
We promote the analysis of imaginative forms, cultural logics, and literary and visual rhetorics across the Anglophone world. Our students are encouraged to think outside traditional conceptions of the discipline of literary studies, and often work with a diverse range of faculty, departments, and centers at Brown. Partner units include the Cogut Institute for the Humanities, the Pembroke Center, the Watson Institute for International and Public Affairs, the Center for Contemporary South Asia, the Center for the Study of Race and Ethnicity in America, the Center for the Study of Slavery and Justice, and the Departments of Modern Culture and Media, Comparative Literature, History, American Studies, Africana Studies, Literary Arts, French Studies, German Studies, Hispanic Studies, Brazilian and Portuguese Studies, the History of Art and Architecture, and Music.
Timeline
The first two years of the doctoral program are devoted to course work and the fulfillment of the foreign language requirement. We expect graduate students to take the Qualifying Examination by the end of the third year. Their remaining time in the program is given to the writing of the dissertation. We expect this project to involve research and to demonstrate the potential to become a book or series of articles during the early years of the student’s career as a college or university professor.
Teaching
Brown’s doctoral program trains graduate students to become teachers as well as researchers. Thus we require that, with some exceptions, our students teach for three years as assistants to members of the English Department faculty and as instructors of sections of ENGL0900 (formerly ENGL0110) Critical Reading and Writing I: The Academic Essay, and ENGL0200 Seminars in Writing, Literatures, and Cultures. This teaching begins in the second year of the program. As part of their course work all students are required to take ENGL2950 Seminar in Pedagogy and Composition Theory. To help develop their teaching skills, we assign students to a variety of teaching positions, from assistant in a large course to instructor of a virtually autonomous workshop. We are convinced that the intellectual relationship between teaching and research is one that stands a college or university teacher in good stead for the duration of his or her career, and we try to establish this relationship early on by assigning graduate students, whenever possible, to teach courses related to their general area of research, and to work with faculty who may serve as appropriate mentors.
Course Requirements
Thirteen Courses
Candidates for the Ph.D. are required to take a minimum of thirteen courses. These courses are typically distributed as follows:
• Six courses in the first year (one of which is the required Proseminar*)
-- ENGL 2500 Romantic Address
-- ENGL 2600 Literary Analysis of J.R.R. Tolkien
-- ENGL 2760M Postcoloniality and Globalism
-- LITR 2110C Reading, Writing and Thinking
-- LITR 2600 Seminar in Teaching Creative Writing
• Five in the second year. ENGL2950 Seminar in Pedagogy and Composition Theory is taken by all students during their second year of graduate studies.
-- ENGL 2610 Literary Analysis of C.S. Lewis
-- ENGL 2380 Graduate Independent Study in Medieval and Early Modern Literatures: From Monmouth to Malory: A Guide to Arthurian Literature
-- LITR 2110K. Deep Rivers, Lost Roads, Bent Symbols: Poets and Poetry Outside the Frame
-- LITR 2700 Pedagogy Seminar
• Two in the third year. The two courses taken in the third year can be independent studies designed to help students prepare for the qualifying exam.
-- ENGL 2580 Graduate Independent Study in the Enlightenment and the Rise of National Literatures: The Evolution of Britannian Literature
-- ENGL 2780 Graduate Independent Study in Modern and Contemporary Literatures: The Inklings
-- LITR 2710 Literary Arts Pedagogy in Practice
Among the thirteen courses, students must take one in each of the following areas:
1. Medieval and Early Modern Literatures and Cultures
ENGL 2380 Graduate Independent Study in Medieval and Early Modern Literatures: From Monmouth to Malory: A Guide to Arthurian Literature
2. Enlightenment and the Rise of National Literatures and Cultures
ENGL 2580 Graduate Independent Study in the Enlightenment and the Rise of National Literatures: The Evolution of Britannian Literature
3. Modern and Contemporary Literatures and Cultures
ENGL 2780 Graduate Independent Study in Modern and Contemporary Literatures: The Inklings
Graduate students are also required to take one course during their first year of study that focuses on race and empire, which can also satisfy one of the three area requirements listed above.
*First-year graduate students are required to take ENGL2210. This Proseminar aims to familiarize students with contemporary critical debates and stances in the wider discipline, engage with current methodologies, theories, and analytical tensions and address issues of professionalization as they relate to the first years of graduate work.
Foreign Language
Foreign language competence and courses in particular areas of specialization are required.
Ph.D. candidates can satisfy the language requirement by demonstrating an ability to use a foreign language in their scholarly and critical work. The department offers its own language exams. Students may ordinarily choose any language appropriate to their research interests, but some fields within English and American literature have specific requirements.
Professionalization Seminars
Throughout the year, the Department plans a series of seminars that address a variety of timely academic topics that are meant to enhance the students' professional development, as well as expose them to important elements of an academic career. The seminars are usually led by faculty members, and the topics are determined each year by the Graduate Committee. Students in all years are strongly recommended to attend the professionalization seminars since they are a constitutive part of graduate formation.
Past Seminar Topics
• Conferences: How to Apply and Write Papers
• Publishing in Journals
• Article Writing and Submitting for Publication
• Library Materials/Research
• Archival Research
• Genre of the Dissertation
• Developing Reading and Writing Research Habits
• Teaching the Inklings (T-American)
English Courses
ENGL 2380 Graduate Independent Study in Medieval and Early Modern Literatures: From Monmouth to Malory: A Guide to Arthurian Literature
Section numbers vary by instructor. May be repeated for credit. Instructor's permission required.
ENGL 2500 Romantic Address
This course explores the figure of address in conjunction with the notion of romanticism. Questions to be taken up from this angle include: the trope of apostrophe; lyric as a genre; locodescriptive and postal dimensions of “address”; psychoanalytic, ethical, and political dimensions of literary address; whether particular kinds of speaking- or writing-to can be called “romantic.” Possible authors include: Wordsworth, Coleridge, Keats, the Shelleys, Blake, Herbert, Dickinson, Hopkins, Tennyson, and perhaps some twentieth-century poets, in conjunction with theoretical, philosophical and psychoanalytic writings on lyric, romanticism, and the question of address.
ENGL 2580 Graduate Independent Study in the Enlightenment and the Rise of National Literatures: The Evolution of Britannian Literature
Section numbers vary by instructor. May be repeated for credit. Instructor's permission required.
ENGL 2760M Postcoloniality and Globalism
This seminar is an introduction to postcolonial theory: its precursors, key figures, and ongoing configurations in anglophone literary studies. Starting with Stuart Hall’s provocative question posed in a 1996 essay –“When was the post-colonial?”– we will ask why it became possible to name an intellectual current “postcolonial” in the 1990s. We will consider how literary and cultural criticism got to the moment of Hall’s intervention, and where we currently are in terms of archives and the aims of postcolonial humanistic inquiry. Readings will move between theoretical and literary texts, allowing us to explore how theory and literature can enrich or complicate one another. Issues to be addressed include: modernity, cultural nationalism, racialization, and the idea of “literature” itself, understood as motion of critique. Authors will include: Bhabha, Césaire, Chow, Fanon, Hartman, Morrison, Said, Salih, Spillers, Spivak, Walcott, Wicomb, Wynter.
ENGL 2780 Graduate Independent Study in Modern and Contemporary Literatures: The Inklings
Section numbers vary by instructor. May be repeated for credit. Instructor's permission required.
Literary Arts Courses
LITR 2110C Reading, Writing and Thinking
A course for graduate prose writers. We will explore various ways to engage with a work of art in order to fuel one¿s imagination and projects. Close textual reading of several books with writing assignments based on the readings. Writers will include Woolf, Stein, Beckett, Coetze, Kertesz and others. Written permission required. S/NC.
LITR 2110K Deep Rivers, Lost Roads, Bent Symbols: Poets and Poetry Outside the Frame
Geographically and/or aesthetically suspect, often shelved under the wrong rubric. Word-works by hermits and wanderers, sots and sot nots, whose language confirm, as Sister Rosetta Tharpe sang: Strange Things Happening Every Day. Including work by Besmilr Brigham, Wong May, Bernadette Mayer, Mary Reufle, Frank Stanford, David Fisher, a new translation of Beowulf (by an American! A Woman!), and others. There may also be music.
LITR 2600 Seminar in Teaching Creative Writing
A course focused on how to design and lead a creative writing workshop. Reading, writing and laboratory workshop sessions. Designed for first-year Literary Arts graduate students. S/NC.
LITR 2700 Pedagogy Seminar
The Pedagogy Seminar examines ideas about teaching in a literary arts/creative writing environment. The pros and cons of the “workshop”-style will be discussed alongside alternative models, and general topics of exploration will include: creative process pedagogy, writing-to-learn, multi-genre approaches, uses of readings/research, and general classroom management. Designing an inclusive classroom and syllabus as well as exploring generative and innovative practices will be covered as well. A special emphasis will be on preparing students to feel confident and to explore a range of creative process issues. Personal writing as well as syllabus design will be expected.
Spr LITR2700 S01 25655 Th 11:55-2:25 (C. Channer)
LITR 2710 Literary Arts Pedagogy in Practice
The Pedagogy in Practice Seminar examines ideas about teaching in a literary arts/creative writing environment. The pros and cons of the “workshop”-style will be discussed alongside alternative models, and general topics of exploration will include: creative process pedagogy, writing-to-learn, multi-genre approaches, uses of readings/research, and general classroom management. This is a hands-on forum to provide guidance on how to build an inclusive, pedagogically effective meeting space. A special emphasis will be on preparing instructors to feel confident and explore a range of creative process issues. There will be opportunities to develop personal writing, especially in response to student work.
Doctoral Certificate in Language Pedagogy and Academic Engagement
at Brown University in Providence, Rhode Island
The Certificate in Language Pedagogy and Academic Engagement (LAPEACE) gives formal recognition to the excellent professional training related to language pedagogy that happens across modern language departments and at Brown University more broadly. It further recognizes graduate students' contributions to the vitality of their department, the university, and the community, which often include duties and obligations required of most faculty in an academic setting.
The LAPEACE doctoral certificate provides a clear and structured pathway for graduate students in modern languages as they navigate through the many facets of their PhD program. Its focus on language pedagogy and academic engagement encourages graduate students to deepen their professionalization in language pedagogy and to participate in academic service in order to be well prepared for the multiple facets of future academic positions.
Certificate Requirements
Graduate students will successfully complete the doctoral certificate through a combination of course work, pedagogy and language training, professional development, proctorships, and academic engagement. The graduate training necessary for the certificate offers students the chance to develop a more holistic experience true to the expectations of many academic teaching positions.
Courses
• LANG2900 or a comparable Language Pedagogy or Second Language Acquisition Course
• 2 seminars in the language of your discipline (not in English) eligible to earn graduate credit. Please consult the certificate advisor with questions about course selection.
FREN 2110F STUDIES IN FRENCH LITERATURE OF THE RENAISSANCE: La matière du livre: Humanisme et Renaissance
FREN 2600G STUDIES IN FRENCH CRITICAL THEORY: Stop Love Listen
Teaching and Professional Development
Graduate students pursuing the certificate are expected to
• Teach 4 courses in the target language, including at least two courses at different levels (beginning, intermediate, etc), and ideally one course of one’s own design
FREN 0100 BASIC FRENCH
FREN 0300 INTERMEDIATE FRENCH I
SPECIAL TOPICS IN FRENCH STUDIES I: Les paradis artificiels
SIND 0100 Introductory Sindarin
• Participate in 5 technology, pedagogy, or professionalization workshops (CLS, Sheridan, departmental or external)
CLS Graduate Student Workshop: Syllabus Design for Languages, Literatures, and Cultures - Part 2
CLS Workshop on Genre-based Writing
CLS Technology Workshop: Open Source Authoring Platforms
WLC Reading Group: "Why Teach Languages for Interdisciplinary Intercultural Citizenship," by Wagner, Manuela et al.
Preparing for the Academic Job Market? What to Expect and Prepare
• Design an online teaching portfolio and personal professional website
(He helped organize the Academic Inklings Conference with academic tracks for Lewis Scholars, Tolkien Scholars, and Other Inklings plus a community involvement track for Inkling Fans.)
Community Engagement and Service
• Completion of one Expanded Academic Experience (AcE). This may include participation in any of the following: undergraduate-facing co-curricular activities or graduate student liaison to department or to DUG for at least on semester, conference organizing, graduate school programming (BEST, Research Matters, etc), Fulbright committee, community-based learning projects - and much more - please consult the certificate advisor about other community engagement and service that you think may qualify
• Submission of the required reflective paper on the AcE
Center for Language Studies Courses
LANG 2900 Seminar in Language Pedagogy and Second Language Acquisition
This course prepares graduate students in modern languages to understand theories of language pedagogy and second language acquisition. Students will gain both practical knowledge to incorporate into everyday teaching as well as an understanding of which approaches to teaching might be more effective than others in various classroom contexts and why. Undergraduates may enroll with permission of the instructor.
French Courses
FREN 0100 BASIC FRENCH:
A two-semester course. Four meetings a week for oral practice, plus one conversation hour. One hour of work outside of class is expected every day (grammar/writing, oral practice, reading). An accelerated track enables qualified students to go directly to FREN 0500 after FREN 0200. NOTE: This is a year course. Enrollment limited to 18 per section.
Prerequisites: See the instructor for placement. Written permission required
FREN 0300 INTERMEDIATE FRENCH I:
A semi-intensive elementary review with emphasis on all four skills (listening, speaking, reading and writing). Class activities include drills, small group activities, and skits. Class materials include an audio CD, videos, a French film, short stories, and various other authentic documents. Four meetings per week plus one conversation hour. Enrollment limtied to 18 per section.
Prerequisites: FREN 0200 or placement. (Previous experience with French is required to take this class)
FREN 1310L
Gretchen Schultz
SPECIAL TOPICS IN FRENCH STUDIES I: Les paradis artificiels
This course studies the roles that alcohol and other mind-altering substances have played in the composition, themes, and tropes of French literature from the 19th century to the present. In addition to wine, writers also experimented with hallucinogens such as opium and mescaline. 19th-century medicine contributed to the range of intoxicants available for abuse, even as it fed hygienist and literary discourses condemning alcoholism and drug use as social scourges. Other topics include prohibitionist movements, absinthe and the poètes maudits, narcotics and decadent literature, and the role of drugs and alcohol in the avant-garde, counter-cultures, and radical politics.
FREN 2110F STUDIES IN FRENCH LITERATURE OF THE RENAISSANCE: La matière du livre: Humanisme et Renaissance
Close study of literary works in light of the period's defining events: the birth of humanism, the invention of printing, the rediscovery of scepticism, the promotion of French as a national language, and the Wars of Religion. Readings in Rabelais, Marguerite de Navarre, and Montaigne, among others.
FREN 2600G STUDIES IN FRENCH CRITICAL THEORY: Stop Love Listen
The course will be organized as a series of three modules that have as their background the beating heart, and as their common motif the sense of interruption or punctuation (of that same heartbeat). Starting from Beckett's fragmentation of writing we will follow other versions of the interrupted text in Blanchot and Cixous; second, we will investigate how the passion of love "parenthesizes" (or not) the concerns of everyday life, political engagement, and corporeal necessity; and third, how attention to (musical) sound complicates hearing and understanding. Texts: Beckett, Blanchot, Cixous, Nancy, Barthes, Bataille, Szendy, films by Jacques Audiard. Taught in English.
Center for Language Learning Workshops
CLS Graduate Student Workshop: Syllabus Design for Languages, Literatures, and Cultures - Part 2
Location: Sciences LibraryRoom: 604
Please join us Friday, March 15th, for the second part of our Graduate Student Workshop on syllabus design.
For this workshop, we ask that you bring your course descriptions, syllabus ideas, or syllabus elements, or your complete syllabus to workshop with us.
Syllabus Design for languages, literatures, & cultures
Are you planning on teaching a course of your own design in the next academic year? Are you on the academic job market and want to design sample syllabi for your portfolio? Do you want to better incorporate questions of diversity, equity, and inclusion into the design of your syllabus and assignments?
This is part two of our workshop for graduate students in the modern languages, literatures, and cultures that will focus on how to think about and design your syllabi. This second workshop (Friday, March 15th) builds upon the first. We ask you to bring course proposals and syllabi (at any stage) that you are developing to workshop.
CLS Workshop on Genre-based Writing
Location: Stephen Robert ’62 Campus CenterRoom: Petteruti Lounge
Please join the Center for Language Studies for the pedagogy workshop “Genre-Based Writing in the Language Classroom” with guest speaker and workshop facilitator Professor Nigel Caplan (University of Delaware). Caplan is the author of several books on academic writing including Essential Actions for Academic Writing (2022) and Genre Explained (2023).
Organized with funding from the Consortium for Language Teaching and Learning campus-based grants. Reception following.
CLS Technology Workshop: Open Source Authoring Platforms
Location: Sciences LibraryRoom: 604
This workshop will present an overview of open source platforms, WordPress, Scalar, and Omeka, that enable you to present digital scholarship projects such as long-form born-digital narratives, online multimedia collections, and visualizations. The workshop will cover how to choose a platform to meet your needs and offer examples of their implementation.
This workshop will be facilitated by Patrick Rashleigh, Brown’s Head of Digital Scholarship Technology Services at the Center for Digital Scholarship.
WLC Reading Group: “Why Teach Languages for Interdisciplinary Intercultural Citizenship”, by Wagner, Manuela et al.
Location: CLS, 195 Angell StreetRoom: Conference Room 202
As we look forward to the Certificate in Intercultural Competence, World Languages and Cultures (WLC) faculty are convening a reading group to engage in critical reflection of teaching languages for Intercultural Competence.
Join WLC faculty in the discussion of: Wagner, M., et al. (2019). Why Teach Languages for Interdisciplinary Intercultural Citizenship-the bigger picture. In, Teaching Intercultural Citizenship across the Curriculum: The Role of Language Education (95-118). ACTFL.
Preparing for the Academic Job Market? What to Expect and Prepare
Location: Sciences LibraryRoom: 604
Please join the Center for Language Studies, Comparative Literature, Hispanic Studies, and Portuguese and Brazilian Studies for this graduate student workshop on entering the academic job market in the modern languages. We will discuss what you should prepare during the summer months, what the fall and the spring academic timeline will look like, where to look for job possibilities, what materials you will need to prepare, the multiple workshops that we will offer to help you through the process, and other resources on campus to support you.
Clubs
Brown Table
They host weekly board game nights, playing mostly strategy tabletop games and social deception/hidden role games. They encourage people of all experience levels to join us and are totally flexible about commitment!
The C.S. Lewis Inklings
The C.S. Lewis Inklings is a club that meets weekly to read and discuss the works of C.S. Lewis, J.R.R. Tolkien, and their friends. They've read works from The Screwtape Letters to The Lord of the Rings to academic essays to fun short stories. They also enjoy pizza, cookies, apple cider, and other food/drinks at our meetings :) Larger events include movies, guest speakers, trivia, and more!
French Theory Reading Group
The French Theory Reading Group (FTRG) is a graduate student group that focuses on reading theoretical texts of French or Francophone origin (or texts which are inspired by such theoretical traditions). Each year our meetings are organized around a theme or question. This year's theme is 'reading.' The goal of the group is two-fold. 1. To better understand theoretical approaches that have influenced a variety of humanities disciplines. 2. To reflect on how these approaches influence and/or inform our own research. The group is open to all graduate students with all levels of comfort and/or experience reading theoretical texts. Our focus is on tackling our readings collaboratively in the spirit of mutual support.
Graduate Badminton Club
The Graduate Badminton Club aims to get students away from their desks for a fun physical activity. We offer lessons for anyone new to the sport, practice sessions for all levels, and a tournament between midterm and finals of each semester.
Pedagogy Association (T-American)
The Pedagogy Association serves graduate and doctoral students interested in teaching. Join us for discussion of current issues in education and presentations on teaching skills. PA also assists students in finding mentors among more experienced teachers in their field.
Stephen Dexter's Costume for Barty Bookman of Bree
The costume consists of a floppy black hat and black overrobe, a rich wine tunic with embroidery, a white undershirt, and a large jeweled medallion proclaiming him a Scholar of the West. It is worn over black hosen and wine sandals in warm weather, or black trousers and elaborate wine boots with embroidery in cold weather.
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Date: 2024-05-15 07:52 pm (UTC)Yes ...
Date: 2024-05-15 08:08 pm (UTC)