For students with experience in writing nonfictional prose. Advanced study of rhetorical strategies and techniques of prose style. Considerable writing and revision required. In addition to analyzing the work of class members, students read and discuss the work of distinguished essayists chosen to represent a range of prose styles, subjects, and biographical patterns.

" This course is a workshop for students with some experience in writing essays, nonfiction prose. Our focus will be negotiating and representing identities grounded in gender, race, class, nationality, sexuality, and other categories of identity, either our own or others', in prose that is expository, exploratory, investigative, persuasive, lyrical, or incantatory. We will read nonfiction prose works by a wide array of writers who have used language to negotiate and represent aspects of identity and the ways the different determinants of identity intersect, compete, and cooperate."

Do you want to get more out of your reading? This unit is designed to develop the analytical skills you need for a more in-depth study of literary texts. You will learn about narrative events and perspectives, the setting of novels, types of characterisation and genre.

At the outset of the 16th century, Europeans tended to dismiss English literature as inferior to continental literary traditions; the educated Englishman was obliged to travel to the continent and speak in other languages in order to culture himself. By the end of the Renaissance, however, some of the greatest works in the English language from Shakespeare's dramas to Thomas More's Utopia had been written. In this course, the student will read and examine these works, situating them within their socio-historical and literary contexts, while attempting to determine how the art of English language and letters came into its own during this dynamic period. (English Literature 202)

Subject focused on forms of exposition, including narration, critique, argument, and persuasion. Frequent writing assignments, regular revisions, and short oral presentations are required. Readings and specific writing assignments vary by section. See subject's URL for enhanced section descriptions. Emphasis is on developing students' ability to write clear and effective prose. Students can expect to write frequently, to give and receive response to work in progress, to improve their writing by revising, to read the work of accomplished writers, and to participate actively in class discussions and workshops. Focus: What can we believe when we read an autobiography? How do writers recall, select, shape, and present their lives to construct life stories? Readings that ground these questions include selections from Incidents in the Life of a Slave Girl by Linda Brent (pseudonym for Harriet Jacobs), "A Sketch of the Past" by Virginia Woolf, Notes of A Native Son by James Baldwin, "The Achievement of Desire" by Richard Rodriguez, The Woman Warrior by Maxine Hong Kingston, and "Our Secret" by Susan Griffin. Discussion, papers, and brief oral presentations will focus on the content of the life stories as well as the forms and techniques authors use to shape autobiography. We will identify masks and stances used to achieve various goals, sources and interrelationships of technical and thematic concerns, and "fictions" of autobiographical writing. Assignments will allow students to consider texts in terms of their implicit theories of autobiography, of theories we read, and of students' experiences; assignments also allow some autobiographical writing.

This course expands skills in speaking, reading, listening, and writing. Students develop analytic and interpretative skills through the reading of a full-length drama as well as short prose and poetry (Biermann, Brecht, Dürrenmatt, Tawada and others) and through media selections on contemporary issues in German-speaking cultures. Coursework includes discussions and compositions based on these texts, and review of grammar and development of vocabulary-building strategies. It is recommended for students with two years of high school German.

These units, and the supporting resources of Global Words, aim to build the essential knowledge, skills and values young people need to participate actively, critically and creatively as global citizens. This curriculum integrates the teaching and learning of English, across strands of language, literature and literacy, with Global Citizenship Education, using explicit and exploratory teaching and learning activities. The four units use a range of text and text-types to address the themes of Sustainability, Refugees and migration, Neighbours, Asia/Pacific, and Indigenous peoples, with a focus on literacy with Geography and Human Society and its Environs curricula. All units of work include an overview, description of focus, four teaching and learning activities, and links to the curriculum content, strands, outcomes and indicators.

These units, and the supporting resources of Global Words, aim to build the essential knowledge, skills and values young people need to participate actively, critically and creatively as global citizens. This curriculum integrates the teaching and learning of English, across strands of language, literature and literacy, with Global Citizenship Education, using explicit and exploratory teaching and learning activities. The four units use a range of text and text-types to address the themes of Sustainability, Refugees and migration, Neighbours, Asia/Pacific, and Indigenous peoples, with a focus on literacy with Geography and Human Society and its Environs curricula. All units of work include an overview, description of focus, four teaching and learning activities, and links to the curriculum content, strands, outcomes and indicators.

These units, and the supporting resources of Global Words, aim to build the essential knowledge, skills and values young people need to participate actively, critically and creatively as global citizens. This curriculum integrates the teaching and learning of English, across strands of language, literature and literacy, with Global Citizenship Education, using explicit and exploratory teaching and learning activities. The four units use a range of text and text-types to address the themes of Sustainability, Refugees and migration, Neighbours, Asia/Pacific, and Indigenous peoples, with a focus on literacy with Geography and Human Society and its Environs curricula. All units of work include an overview, description of focus, four teaching and learning activities, and links to the curriculum content, strands, outcomes and indicators.

People, Place, Language and Song explores concepts of place, language and song as they relate to Australian Aboriginal and Torres Strait Islander people and their cultures. Unit elements include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum and NSW syllabus. The unit explores the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.

Stories to Unite Us explores the fusion of modern and traditional Indigenous culture in Australia, using picture books and oral storytelling. Unit elements include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum. The unit explores the global citizenship topic of indigenous peoples through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.

Ways of Being allows students to explore ideas of cultural identity - specifically Aboriginal identity - and belonging, and how these are embedded in language. Unit elements include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum and the NSW English syllabus for Stage 4. The unit addresses the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.

Subject studies important examples of the literary form that, between the beginning of the eighteenth century and the end of the nineteenth century, became an indispensable instrument for representing modern life, in the hands of such writers as Defoe, Richardson, Fielding, Sterne, Burney, Austen, Scott, Dickens, the Bront%s, Eliot, Hardy, and Conrad. The class alternates between eighteenth and nineteenth century topics, and may be repeated for credit with instructor's permission.

Helping Hands explores fiction, non-fiction and multi-modal texts related to the 2004 Asian tsunami and its tragic aftermath. Unit elements include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum and the NSW English syllabus for Stage 4. The unit addresses the cross-curriculum priority of Asia and Australia's engagement with Asia through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.

Neighbours explores the concepts of neighbourhood and being neighbourly through narrative, poetry and a factual text. Unit elements include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum. The unit explores the global citizenship topic of neighbourliness, with a focus on Australia's nearest international neighbours through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.

This unit of Global Words begins with the concept of neighbourliness and then extends the focus to Pacific island neighbour, Papua New Guinea - its place in relation to Australia, major languages and the culture of traditional storytelling. Unit elements include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum and NSW syllabus. The unit explores the cross-curriculum priority of Asia and Australia's engagement with Asia through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.

""Reading Poetry" has several aims: primarily, to increase the ways you can become more engaged and curious readers of poetry; to increase your confidence as writers thinking about literary texts; and to provide you with the language for literary description. The course is not designed as a historical survey course but rather as an introductory approach to poetry from various directions – as public or private utterances; as arranged imaginative shapes; and as psychological worlds, for example. One perspective offered is that poetry offers intellectual, moral and linguistic pleasures as well as difficulties to our private lives as readers and to our public lives as writers. Expect to hear and read poems aloud and to memorize lines; the class format will be group discussion, occasional lecture."

The human dimensions of forced and voluntary migration are explored through the picture story book 'Ziba Came on a Boat', written by Liz Lofthouse, illustrated by Robert Ingpen, and a real-life story of Najeeba, an asylum seeker from Afghanistan. The elements in this unit on Global People include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum. The unit explores the topic of refugees through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.

Seeking refuge — The journey, allows students to explore the human face of the journey undertaken by refugees and asylum seekers, and to create a digital story to reflect what they learn. Texts used are non-fiction, fiction, print and multimodal and include The Happiest Refugee: A memoir by Anh Do, Mahtab’s Story a novel by Libby Gleeson, the non-fiction text Children of War: Voices of Iraqi refugees by Deborah Ellis, and the graphic novel The Arrival by Shaun Tan. Unit elements include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum. The unit addresses the topic of refugees through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.S