upenn essays 2024

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UPenn Supplemental Essays 2024-25 – Prompts & Advice

August 7, 2024

The University of Pennsylvania accepted 40% of applicants back in 1980—as of 2024, that figure had plummeted to under 7%. Those wanting to join the Quaker campus a generation ago could gain acceptance simply by producing strong grades and test scores. Today, applicants find themselves in a hyper-competitive admissions process. In 2024-25, they need to find ways to separate themselves from tens of thousands of similarly accomplished peers. This brings us to the topic of this blog: the UPenn supplemental essays.

(Want to learn more about How to Get Into UPenn? Visit our blog entitled:  How to Get Into Penn/Wharton: Admissions Data and Strategies. Here, you’ll find all of the most recent admissions data as well as tips for gaining acceptance.)

The UPenn supplemental essays present applicants with just the opportunity they need to showcase their unique personality, writing ability, passions, and talents. Further, those who generate responses that are authentic, honest, and compelling can truly capture the attention of a Penn admissions reader.

Below are UPenn’s two general essay prompts for the 2024-25 admissions cycle. The College Transitions team also offers accompanying advice about how to tackle each one.

UPenn Supplemental Essays – Prompt #1

1) Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words)  

In essence, this one is about how you express gratitude. A mature young person realizes that their success was not achieved in a vacuum. Rather, it was likely aided by many adults and peers. The target of your letter could be a parent, other relative, teacher, coach, spiritual leader, friend, classmate, fellow team member, or boss. This prompt, which debuted last year, is an excellent opportunity for highly decorated applicants to display their appreciative and humble side. We recommend taking their advice and actually sharing the letter in real life. This will likely make the essay more authentic and from the heart. The more sincere your essay turns out, the better it will likely be received by UPenn (and its intended IRL target!).

UPenn Supplemental Essays – Prompt #2

2) How will you explore community at Penn? Consider how Penn will help shape your perspective and identity, and how your identity and perspective will help shape Penn. (150-200 words)  

Keep in mind that Penn has already seen the President’s Volunteer Service Award and the impressive number of hours you volunteered at multiple nonprofit organizations. They know that you have been an active member of your high school/local community. The admissions committee now desires to understand precisely how you will contribute to  their  community of almost 10,000 undergraduate students. Highlighting the link between your past efforts and future aims is critical here. For example, if you dedicated many hours working with people with Alzheimer’s Disease throughout high school, it will be more impactful when you now express your commitment to joining Penn’s Alzheimer’s Buddies organization.

The strongest Penn community essays show evidence of meaningful school-specific research. This research process will actually give you a better idea of how you would sincerely like to become engaged at each prospective school on your list. Admissions officers will appreciate a Penn-centric answer far more than a generic (often recycled from app to app) response. Moreover, given the word count, you’ll be able to produce the strongest response if you focus on just one or two specific aspects of your identity and perspective.

UPenn Supplemental Essays – School & Program-Specific Prompts

In addition to the above, you’ll also need to write an essay that is specific to the undergraduate school or coordinated dual-degree program you’re applying to. Below, we’ve covered how to approach the most popular choices:

1) The College of Arts and Sciences

The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences? (150-200 words) 

To help inform your response, applicants are encouraged to learn more about academic offerings within the College of Arts and Sciences at  college.upenn.edu/prospective . This information will help you develop a stronger understanding of how the study of the liberal arts aligns with your own goals and aspirations.

UPenn Supplemental Essays (Continued)

In this essay, admissions officers want to see evidence of your drive, passion, and intellectual ambition. Further, they want to learn your specific plans for continuing to be academically engaged while at the University of Pennsylvania. Great things to highlight here include:

• Firstly, specific courses offered in your discipline of interest at UPenn.
• Next,  Penn professors  whose work/research/writings you find fascinating and how you would ideally like to connect with them as an undergraduate.
• Additionally, academically-focused student organizations  at Penn.
• Undergraduate research opportunities  in the summer or during the school year as well as independent research you would like to conduct under faculty supervision.
• Lastly,  study abroad opportunities.

In addition to Penn-specific offerings that you are dying to take advantage of, you can also cite past experiences which will ideally be tied into future ventures. For example, if you were captain of the robotics team in high school—and hope to continue robotics in college—you might note why you’re interested in joining the UPennalizers, Penn’s student-run robotic soccer team.

2) School of Engineering and Applied Science

Penn Engineering prepares its students to become leaders in technology by combining a strong foundation in the natural sciences and mathematics with depth of study in focused disciplinary majors. Please share how you plan to pursue your engineering interests at Penn. (150-200 words)

To help inform your response, applicants are encouraged to learn more about Penn Engineering and its mission to prepare students for global leadership in technology  here . This information will help you develop a stronger understanding of academic pathways within Penn Engineering and how they align with your goals and interests.

Similar to the prompt for the College of Arts and Sciences, you’ll want to research Penn’s engineering offerings. You’ll want to pay particular attention to those related to your primary major of interest. You can discuss several that you find most compelling. Great things to highlight here include:

• Specific courses  offered in your discipline of interest at UPenn.
• Penn professors  whose work/research/writings you find fascinating and how you would ideally like to connect with them as an undergraduate.
• Academically-focused  student organizations  at Penn.
• Undergraduate research opportunities  in the summer or during the school year. Also, independent research you would like to conduct under faculty supervision.

3) School of Nursing

Penn Nursing intends to meet the health needs of a global, multicultural world by preparing its students to impact healthcare through advancing science. How will you contribute to our mission of promoting equity in healthcare and how will Penn Nursing contribute to your future nursing goals? (150-200 words)

To help inform your response, applicants are encouraged to learn more about Penn Nursing’s mission and how we promote equity in healthcare  here .  This information will help you develop a stronger understanding of our values and how they align with your own goals and aspirations.

There are two prongs to this prompt. First, the admissions committee wants to understand how you think scientific advancements and increased equity will impact nursing as a profession. Since you’re applying to this program, it’s likely that you believe in the benefit of both objectives. Therefore, you don’t need to spend time convincing the admissions committee that you’re on board. Instead, and based on what you understand about the nursing field, consider discussing what types of positive impact you could have on patient outcomes and/or healthcare in general. Lastly, if you don’t know much about the current landscape, be sure to do some research.

Second, Penn wants to understand how you—as a nursing student—will contribute to the mission of promoting equity in particular. Based on what you know about Penn’s nursing programs and initiatives (which, again, will require some research) how do you see yourself getting involved?

4) The Wharton School

Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues. Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it. (150-200 words)  

To help inform your response, applicants are encouraged to learn more about the foundations of a Wharton education   here . This information will help you better understand what you could learn by studying at Wharton and what you could do afterward.

To craft a strong response to this prompt, you’ll first need to choose an issue that is important to you. The issue can be on either a global, regional, or community scale. If you pick something general (and popular), like climate change or AI, consider choosing a specific angle that relates to you personally. For example, while “climate change” in general is an absolutely massive undertaking that will be difficult to differentiate, discussing the impact of flooding on your city’s downtown businesses could be far more specific and accessible.

After choosing an issue and sharing why it’s important to you, you’ll then need to discuss how Wharton’s specific offerings will help you explore it. Excellent possibilities include:

5) DMD: Digital Media Design Program

Discuss how your interests align with the Digital Media Design (DMD) program at the University of Pennsylvania? (400-650 words)

6) Huntsman: The Huntsman Program in International Studies and Business

The Huntsman Program supports the development of globally-minded scholars who become engaged citizens, creative innovators, and ethical leaders in the public, private, and non-profit sectors in the United States and internationally. What draws you to a dual-degree in business and international studies, and how would you use what you learn to make a contribution to a global issue where business and international affairs intersect? (400-650 words)

7) LSM: The Roy and Diana Vagelos Program in Life Sciences and Management

The LSM program aims to provide students with a fundamental understanding of the life sciences and their management with an eye to identifying, advancing and implementing innovations. What issues would you want to address using the understanding gained from such a program? Note that this essay should be distinct from your single degree essay. (400-650 words)

8) M&T: The Jerome Fisher Program in Management and Technology

• Explain how you will use the M&T program to explore your interest in business, engineering, and the intersection of the two. (400-650 words)
• Describe a problem that you solved that showed leadership and creativity. (250 words)

9) NHCM: Nursing and Healthcare Management

Discuss your interest in nursing and health care management. How might Penn’s coordinated dual-degree program in nursing and business help you meet your goals? (400-650 words)

10) VIPER: The Roy and Diana Vagelos Integrated Program in Energy Research

How do you envision your participation in the Vagelos Integrated Program in Energy Research (VIPER) furthering your interests in energy science and technology? Please include any past experiences (ex. academic, research, or extracurricular) that have led to your interest in the program. Additionally, please indicate why you are interested in pursuing dual degrees in science and engineering and which VIPER majors are most interesting to you at this time.  (400-650 words)

How important are the UPenn supplemental essays?

There are six factors that UPenn considers “very important” in evaluating a candidate and the essays are among them. In addition to the essays, UPenn gives the greatest consideration to the rigor of an applicant’s secondary school record. Of equal consideration are GPA, standardized test scores, recommendations, and character/personal qualities.

UPenn Supplemental Essays – Want Personalized Essay Assistance?

In conclusion, if you are interested in working with one of College Transitions’ experienced and knowledgeable essay coaches as you craft your UPenn supplemental essays, we encourage you to get a quote  today.

Looking for additional writing resources? Check out the following blogs:

• Common App Essay Prompts
• 10 Instructive Common App Essay Examples
• College Application Essay Topics to Avoid
• How to Quickly Format Your Common App Essay
• Should I Complete Optional College Essays?
• How to Brainstorm a College Essay
• 25 Inspiring College Essay Topics
• “Why This College?” Essay Examples
• How to Write the Community Essay
• College Essay

Andrew Belasco

A licensed counselor and published researcher, Andrew's experience in the field of college admissions and transition spans two decades. He has previously served as a high school counselor, consultant and author for Kaplan Test Prep, and advisor to U.S. Congress, reporting on issues related to college admissions and financial aid.

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Application Requirements

Applications for fall 2025 are open.

So, what goes into your application to Penn? We've broken down each component for you below!

To be Submitted BY Your Application Deadline:

Application forms.

Penn accepts applications from the Common App and Coalition Application . We have no preference for either format and treat both applications equally in our process. We encourage you to review the features of each application format and use the platform that suits you best. You should submit only one application per admissions cycle and not mix-and-match across platforms.

Penn is also a proud QuestBridge partner institution and participates in the National College Match program for high-achieving students with significant financial need. We will accept the QuestBridge Application from QuestBridge National College Match Finalists and non-finalists alike in lieu of the Common App or the Coalition Application.

We encourage you to learn more about QuestBridge and the National College Match program .

These applications will include prompts to share:

• autobiographical information about you and your family
• how you spend your time inside and outside of school
• your accomplishments
• your personal essay, which is sent to most schools

Application Fee or Fee Waiver

The application fee to apply to Penn is $75. If paying the application fee is a significant financial burden for you and your family, please request an application fee waiver through either your Common App or the Coalition Application in the “fee waiver” section.

Penn-Specific Essays and Short Answers

2024-25 Short Answer and Essay Prompts

When answering these prompts, be precise when explaining both why you are applying to Penn and why you have chosen to apply to a specific undergraduate school. Some of our coordinated dual-degree or specialized programs will have additional essays to complete, but the Penn short answer prompts should address your single-degree school choice.

Students will be asked to respond to the following three prompts in their application to Penn:

• Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words, only required for first-year applicants)
• How will you explore community at Penn? Consider how Penn will help shape your perspective, and how your experiences and perspective will help shape Penn. (150-200 words)
• The school-specific prompt is unique to the school to which you are applying. (For example, all applicants applying to the College of Arts and Sciences will respond to a prompt specific to the College of Arts and Sciences).

Official High School Transcript and School Report (SR)

You will need to request that an official transcript is sent by a school counselor or another school official for all high schools you have attended. 

Your counselor will also need to submit a School Report form (available on the Common App or Coalition Application website). You may need to invite your school counselor or another school official to complete these steps.

Letters of Recommendation

Your counselor or another school official will need to send a Counselor Recommendation on your behalf. You will also need to request recommendation letters from two other teachers OR one teacher and a non-academic supporter.   

Early Decision Agreement (only if applying for Early Decision)

If you decide to apply through the Early Decision round, you, your parent or guardian, and your counselor will be prompted to sign and submit an Early Decision Agreement form which confirms you will attend Penn if you are admitted. 

Financial Aid Materials

To apply for financial aid, you will need to submit a separate application for aid in addition to your application for admission. Here’s what you’ll need to submit: 

• FAFSA 
• CSS Profile 
• Penn Financial Aid Supplement (PFAS) 
• Federal Tax Returns 

Standardized Testing (Optional for the 2024-2025 Admissions Cycle)

Penn will not require applicants to submit the SAT, ACT, or SAT Subject Tests for the 2024-25 application cycle. This applies to both first-year and transfer applicants. If you decide not to submit SAT, ACT, or SAT Subject Test scores, you will not be at a disadvantage in the admissions process. Students who are able to take the SAT, ACT, and/or SAT Subject Tests and wish to report them may continue with that plan.

• Early Decision: Last Test Dates Accepted—October 2024 (ACT) or November 2024 (SAT)
• Regular Decision: Last Test Dates Accepted—December 2024 (ACT) or December 2024 (SAT)

Alumni Conversations

Penn alumni make efforts to arrange informational conversations with applicants to provide an opportunity to get to know the Penn alumni community and for applicants to share information about themselves. These optional conversations are not evaluative and are subject to alumni volunteer availability . After you submit your application, keep an eye on your email for an invitation to interview with an alum. You are not required to have this conversation, but it can be a great opportunity to learn more about you, and for you to learn more about Penn! 

• Early Decision:  Mid-October–Early December 
• Regular Decision:  December–Early March 

Supplementary Materials (Optional)

All of the information that we feel is crucial in making an admission decision is included within our required documents. While most students who apply to Penn do not submit supplemental materials, you may choose to share other materials if you feel there is information essential to your application which was not able to be captured within the required documents. 

To be Submitted AFTER Your Application Deadline:

Mid-year report.

Ask your school counselor or another school official to complete and submit your mid-year school report when your grades become available. Your mid-year report should include your grades for the end of your first semester of 12th grade. If you have already completed high school by November/December and we already have your grades, you will not need to submit this.

• Early Decision:  Required by February 15, 2025 (for deferred applicants only) 
• Regular Decision:  Must be submitted directly by your high school as soon as mid-year grades are available 

Final Transcript (for matriculating students)

If you are accepted and decide to enroll at Penn, matriculating students must submit their final transcript for the end of their 12th grade semester in June. 

Verification Policy

All application materials, unless otherwise stated, must be official and sent directly to the University or the University’s designated application platform from an official source (e.g., high school), not through an agent or third-party vendor, with the following exceptions: submissions by government and partner organizations and/or submissions by non-profit, community-based organizations when schools are unable to provide this information on behalf of the student.  

Applicants are required to attest to the accuracy and authenticity of all information and documents submitted to the University of Pennsylvania. Failure to submit complete, accurate, and authentic application documents may result in denial or revocation of admission, cancellation of academic credit, suspension, expulsion, or eventual revocation of degree. Applicants and/or school officials may be required to assist Penn Admissions in the verification of application documents and statements.  

All applicants to the University of Pennsylvania must confirm on their application that they understand and agree to adhere to the above expectations. Questions about this policy can be directed to Penn Admissions at  [email protected] .  

Submitting Supporting Documents

If sending supporting documents via email, they should be sent to  [email protected] . 

If sending supporting documents via mail, they should be sent to:  3535 Market Street, Suite 850  Philadelphia, PA 19104 

How to Write the UPenn Supplemental Essays 2024–2025

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The University of Pennsylvania , located in Philadelphia, PA is an Ivy League university with notable alumni including Elon Musk, John Legend, and Noam Chomsky . Known as “Penn” or “UPenn,” this university also boasts an impressive faculty, from Jeb Bush to Adam Grant. It’s no surprise, then, that their admissions statistics are just as intimidating—only 4.1% of applicants were accepted into the Class of 2027. In this article, we’ll cover how to nail your UPenn supplemental essays.

Applications are evaluated holistically at the University of Pennsylvania, and students who can demonstrate intelligence, empathy, and personality in their supplemental essays will be most successful. Let’s dive right in.

University of Pennsylvania’s 2024-2025 Prompts

There are two kinds of essays you need to write for your UPenn application, for a total of three essays (unless you choose to apply to a specialized or dual degree program, or you are a transfer student, in which case you will have to write additional essays not addressed in this article). The first two essays are required for all first-year undergraduate applicants, while the third essay is specific to the school at UPenn to which you are applying.

Supplemental Short Answer Prompts

Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (we encourage you to share this note with that person, if possible, and reflect on the experience) (150-200 words), how will you explore community at penn consider how penn will help shape your perspective, and how your experiences and perspective will help shape penn. (150-200 words), undergraduate school academic short answer prompts, penn nursing intends to meet the health needs of society in a global and multicultural world by preparing its students to impact healthcare by advancing science and promoting equity. what do you think this means for the future of nursing, and how do you see yourself contributing to our mission of promoting equity in healthcare (150-200 words).

• The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences? (150-200 words)
• Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues.  Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it.  (150-200 words)

Penn Engineering prepares its students to become leaders in technology, by combining a strong foundation in the natural sciences and mathematics, exploration in the liberal arts, and depth of study in focused disciplinary majors. Please share how you hope to explore your engineering interests at Penn. (150-200 words)

This prompt asks you to reflect on your relationships, and in particular, a relationship that has shaped you significantly and deserves acknowledgment. Admissions officers ask these kinds of questions in order to better understand your maturity level and ability to express authentic gratitude to those who have helped you in your life’s journey. 

It’s less important who you thank, and more important how you thank them. Use specific details and/or anecdotes in your letter, and make it clear that you didn’t take their contributions to your life for granted. Also, bear in mind that this kind of essay prompt often gives rise to clichéd responses. Review each phrase in your essay and consider whether it sounds like a cliché—have you read this phrase before in a book? Have you heard someone say this phrase before? If you want your essay to stand out, the language needs to stand out as well.

This essay question requires you to discuss your intended contributions to the community at UPenn in addition to your own past experiences in communities. You’ll also need to briefly discuss or imply through your discussions of past and future community interactions how your unique perspective influences your interactions within communities. That’s a lot to discuss in only 150-200 words: your past interactions with communities, your current perspective on community engagement, and your future intended exploration of the community at UPenn.

How can you fit so much information into one short essay? You can consider this essay to be akin to a “Why UPenn?” essay. You could talk about how your past experiences in communities make UPenn’s community a perfect fit for you, due to your unique perspective on the world.

Alternatively, you could focus on a particular past experience in a community and how you hope to recreate or improve upon this experience while at UPenn. Demonstrate your research into UPenn by naming specific programs or aspects of UPenn’s community which speak to you!

These prompts are specific to UPenn’s various schools: Penn Nursing , The College of Arts and Sciences , Wharton , and Penn Engineering . You don’t have to know your major going into a UPenn application, but you do need to know your school of choice. Moreover, each school has unique resources and opportunities which you should remark upon in your essay. 

Note that students in all schools can take courses in other schools but transferring between them is very challenging; therefore, be sure to apply to the school which is genuinely most appropriate to your interests. Don’t apply to one school hoping to switch to another!

This essay prompt not only expects the student to have looked into the opportunities at Penn Nursing, but also that the student has been thinking and processing their thoughts about the global future of nursing. In this essay, you should consider presenting 1-2 programs, courses, extracurriculars, or other opportunities at Penn Nursing which you would like to take advantage of as a student and express how these opportunities would prepare you to contribute to Penn Nursing’s mission of promoting equity in healthcare.

Alternatively, you could focus your essay on your intended future contributions to the field of healthcare with brief discussion of how Penn Nursing will help further your goals. You could also discuss your perspective on the future of healthcare, ideally through a global lens which addresses scientific advancements and the promotion of equity in a multicultural landscape. One of the challenges of this prompt is addressing all of the topics it mentions. In your response, do your best to hint at each one, whether directly or indirectly.

The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences?  (150-200 words)

The challenge with applying to The College of Arts and Sciences at UPenn, versus one of the other schools, is that it has the least specific curriculum. Thus, your essay should point out 1-2 specific programs, courses, professors, or other opportunities which you have researched and have determined are most interesting to you. 

Even if you’re undecided about your major, you can still discuss subjects which have sparked your curiosity and enthusiasm in the past. You can talk about academic topics that you get lost in, projects which have wiled away many hours, and questions you hope to investigate while a student at UPenn. Then, your excitement for the future opportunities at UPenn which you hope to take advantage of will make sense in the narrative of your academic journey.

Highlight your curiosity in your response by “showing” and not “telling.” Many students fall into the trap of telling the reader that they are curious, but just saying you are passionate about biology or you love history is neither memorable to read nor particularly credible to the reader. Clarify your curiosity, excitement, or passion for learning through specific details and genuine enthusiasm. Write an essay that could be written by no one else—every sentence should be specific to you and your perspectives and experiences!

Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues.  Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it.   (150-200 words)

Many students apply to Wharton without a motivation beyond making money or attending a prestigious name-brand institution. Of course, these are legitimate motivations. But Wharton is more than a pre-professional program and UPenn is ultimately an academically focused institution seeking academically motivated students. 

Before writing this essay, consider researching economic, political, and/or social issues which are relevant today, and narrow down your research topics to those which are most interesting to you. Consider how one of these issues could serve as a useful and engaging long-term research project. Develop a question which is specific, timely, and—most importantly—fascinating to you. 

Then, you can compose an essay which revolves around this question and remarks upon how various opportunities at Wharton will help you develop a nuanced answer to this question. Mention by name a class you could take, a professor under whom you could conduct research, or another academic program which would help you become more informed on this issue. Be as specific as possible in your response, while also being sure to tie your curiosity about this question to the opportunities at Wharton which relate to this question. 

In this essay response, you should elucidate your engineering interests and how you intend to explore these interests at UPenn. That means naming specific programs, courses, professors, and other opportunities at Penn Engineering that excite you. In addition, mention opportunities across disciplines, as the admissions officers are seeking students who will engage in UPenn’s curricula with both depth and breadth: depth of study into specific topics of interest and breadth of topics across interests.

Ideally, your essay will address more than just academics, albeit briefly. The prompt mentions “leaders in technology”; if admissions officers are looking for students who will become leaders in technology, then describing how you seek to be a leader on campus or pursue innovation through extracurriculars will help round out your essay’s narrative.

If you need help polishing up your UPenn College supplemental essays, check out our College Essay Review service. You can receive detailed feedback from Ivy League consultants in as little as 24 hours.

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How to Ace the 2024-2025 UPenn Supplemental Essay Prompts

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Cece Gilmore is a Content Writer at Scholarships360. Cece earned her undergraduate degree in Journalism and Mass Communications from Arizona State University. While at ASU, she was the education editor as well as a published staff reporter at Downtown Devil. Cece was also the co-host of her own radio show on Blaze Radio ASU.

Bill Jack has over a decade of experience in college admissions and financial aid. Since 2008, he has worked at Colby College, Wesleyan University, University of Maine at Farmington, and Bates College.

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Most students who apply to schools as prestigious as the University of Pennsylvania have impressive academic and extracurricular records. If you want your application to shine above the rest, the UPenn supplemental essays are your opportunity! 

UPenn has three required prompts. Each ask students to share how UPenn will fulfill their goals, in and out of the classroom. The challenge is crafting a sincere yet differentiated answer to these “Why UPenn” essays.  Let’s discuss how to ace each prompt. Our tips include questions that will help you draw upon the best examples from your own experiences.  

Also see: How to answer the Common App essay prompts

“Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words)”

This prompt asks you something that many colleges do not– they want to know about your relationships. This is great because it shows the admissions committee a glimpse into what type of person you are, and what you care about. Gratitude tells a lot about a person, so whoever you decide to write to, make sure that it is sincere and truthful. 

This prompt is to be written with between 150 and 200 words. Depending on how you feel about writing, this can be seen as a whole lot of writing or not enough space to say how you really feel. Either way, if you just write from your heart with this prompt, you can always go back and edit it to get the word count correct. 

Questions to consider: 

• Who has helped you the most in your life?
• What are you grateful for?
• Have you experienced something big that a family member or friend helped you through?

“How will you explore community at Penn? Consider how Penn will help shape your perspective and identity, and how your identity and perspective will help shape Penn. (150-200 words)”

This prompt acknowledges the social aspect of attending a college or university. One of the big things that many higher education institutions look for in a student is that they are more than just their academics. Penn is big on community, so this prompt is asking you how you will benefit from the community that the school offers, and also how the community will benefit from your involvement. 

For many students, the most difficult part about writing college supplemental essays is writing about themselves. For this prompt, UPenn wants to know about your positive attributes. It is okay to hype yourself up– actually, that is what they want to hear! So although it may seem awkward at first to talk about what you have to offer in their community, it is important that you start to get comfortable writing in that way about yourself. 

Here are some questions you could ask yourself: 

• Are you a part of a community at home?
• What are you looking for in a college when it comes to community?
• What do you feel are the most important parts of your identity that you can see in the community around you?

Related : How to write a “Why This College” essay (With example!)

Prompt #3 Undergraduate School-Specific Short Answer Prompts

For these essays, make sure that you do your research on the specific school and their mission. You do not want to just repeat what is already on your transcript, resume, or application. This is a place that you need to deep dive into the parts of your academics where you may not have been able to elaborate in your application. It will be important to connect your previous academic experiences to what you want your future academics to look like at UPenn.

You will want to talk about your goals and aspirations academically and intellectually in college. Be sure to connect to things that are specific to UPenn, such as certain professors you are looking forward to working with, research opportunities that UPenn offers that other schools don’t, or classes that you are excited about. 

Here are some questions you could ask yourself when answering the specific undergraduate school-specific prompts: 

• What major are you interested in?
• Do you plan to study abroad?
• What topics are you interested in researching?
• What most excites you academically?

Here are the various schools within the University of Pennsylvania:

School of nursing.

Penn Nursing intends to meet the health needs of a global, multicultural world by preparing its students to impact healthcare through advancing science. How will you contribute to our mission of promoting equity in healthcare and how will Penn Nursing contribute to your future nursing goals? (150-200 words)

Before you start writing, learn all about Penn’s School of Nursing as you connect what is offered to how you can make the world a better place as a nurse.

College of Arts and Sciences

The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences? (150-200 words) 

The  academic offerings within the College of Arts and Sciences are amazing and vast. Spend time getting familiar with the offerings and how you will make the most of opportunities if accepted to the UPenn College of Arts and Sciences. 

The Wharton School

Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues.  Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it.  (150-200 words) 

Learn everything you can about the foundations of a Wharton education so you can share how you will make the most of a renowned Wharton School education.  

The School of Engineering and Applied Science

Penn Engineering prepares its students to become leaders in technology by combining a strong foundation in the natural sciences and mathematics with depth of study in focused disciplinary majors. Please share how you plan to pursue your engineering interests at Penn. (150-200 words)

Before you start writing, learn all about Penn Engineering and its mission and how you can make the most of the resources offered.

See Also:   How to write an essay about yourself

Specialized and dual degree program prompts

UPenn offers special (and particularly competitive) programs . They each require a separate essay, with a bit longer word limit of 400-650. If you are interested in one of these tracks, be sure to get very specific in your answers. Make a list of concrete examples for how your chosen program satisfies your academic and personal aspirations. Given that these are such unique paths, showcase what you have been exposed to that has led you to develop this niche interest. Outline exactly how you envision this program setting you up for professional success. This is not the time to downplay your enthusiasm for the subject matter and confidence that you are a great candidate! 

Also see:  How to write a 500 word essay

Transfer Essay

“Please explain your reasons for transferring from your current institution and what you hope to gain by transferring to another institution. (4150 characters) ”

Also see : How to transfer colleges

This prompt is specifically for students who are wanting to transfer to UPenn from another institution. Although 4150 characters may seem like a great deal of words, remember that this is your opportunity to share your story and tell the university about who you are as a student, as a person, as a community member, and as a friend. 

It is a great idea to lean in on the second half of this prompt. What do you hope to gain from transferring to another college? Usually, when a person transfers to another university, it is because they were not getting everything they wanted out of the college that they started at. One thing that you need to remember is that you do not want to speak badly about your previous institution– this can be a bad look, depending on who is reading the essay. Be sure that you are focusing on yourself, and try to remain positive.

• If you had a bad experience at your previous institution, how can you turn that around to be positive?
• What are you looking forward to academically with UPenn?
• What are you looking forward to in the community with UPenn?

Final thoughts

After reading the above pointers, you should be ready to tackle the UPenn supplemental essays! Don’t shy away from injecting your personality into the prompts. Also know that you can never do too much research in finding examples to reference. Because these prompts are pretty open-ended, trimming your answers to 250 words is sometimes the trickiest part. Get all of your initial thoughts down, and then revise. You got this! 

Additional resources

As you complete the UPenn supplemental essays, you’ve probably got a lot on your plate. Luckily, we can help you navigate it. Check out our guides on when to apply to college , how many colleges to apply to , and how to plan a college tour . We can also provide you with vetted, custom-matched scholarship opportunities which automatically update every day – make sure to try out our scholarship search tool . Best of luck with your admissions process!

Other colleges to consider

• Columbia University (New York, NY)
• University of Chicago (Chicago, IL)
• Duke University (Durham, NC)
• Princeton University (Princeton, NJ)
• Dartmouth College (Hanover, NH)

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August 7, 2024

University of Pennsylvania Supplemental Essay Prompts: 2024-2025

The University of Pennsylvania has released its essay prompts for the 2024-2025 college admissions cycle. In all, just like last year, applicants to the UPenn Class of 2029 will be asked to answer three required supplemental essays — in addition to The Common Application Personal Statement. In addition, there are additional essay requirements for UPenn’s coordinated dual degree and specialized programs. So what are this year’s UPenn supplemental essays , and how should they be tackled?

2024-2025 UPenn Essay Topics & Questions

Essay prompts for all applicants.

Applicants to UPenn have 150-200 words for each of the three required supplemental admissions essays.

The first two supplemental essay prompts are as follows:

1. Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!)

When responding to this essay prompt, it’s important to note that the letter shouldn’t only be sweet. Even though it’s addressed to someone an applicant would like to acknowledge, it still needs to showcase the student’s intellectual curiosity if they hope to stand out. The person need not be hugely influential in our world — in fact, we’d discourage as much since that would risk rendering an applicant less likable as it would appear they’re trying to impress. But the narrative presented to the person must showcase how a student thinks.

2. How will you explore community at Penn? Consider how Penn will help shape your perspective and identity, and how your identity and perspective will help shape Penn.

This prompt is a version of a Why College essay . As such, it needs to be filled with specific after specific of how an applicant hopes to contribute to UPenn’s culture — from activities to traditions — all through the prism of a student’s evolving and ideally always malleable perspective.

Unlike in past years, the third essay prompt depends on the school within UPenn to which a student is applying (the College of Arts and Sciences , The Wharton School , the School of Engineering and Applied Sciences , or the School of Nursing ).

School-Specific Essay Prompts for All Applicants

The third essay prompt is school-dependent. The school-specific prompts, which must also be answered in 150-200 words, are as follows:

College of Arts and Sciences

The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences?

Many applicants will fall through the big trap door for this essay prompt by writing about the classes they hope to take in the College of Arts and Sciences. But classes change, and admissions officers know that students can cut and paste a course from one university and change the name for the next university.

Instead, in this essay, it would behoove applicants to capture the enduring specifics of the curriculum. What’s the school’s secret sauce for how UPenn teaches the major the applicant wishes to study? Is there a weird requirement for the major? Are students required to participate in scientific studies? Will students need to attend a weekly lecture series in a library over tea and crackers? It’s these kind of details that can make all the difference.

The Wharton School Essay Prompt

Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues. Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it.

This prompt is a hybrid: part select an issue that matters to an applicant and part showcase how that issue can be addressed within Wharton. So pick an interesting issue — and students should not pick a topic that everyone will agree with them on. Ethics in business? Who doesn’t believe people should be ethical in business? And when students address the Why Wharton component of the prompt, make sure it’s filled with genuine specifics about the school within the school. And, no, name-dropping professors who may or may not be there next year does not count nor does listing classes that one can cut and paste from one university’s course catalog to the next.

School of Engineering and Applied Sciences Essay Prompt

Penn Engineering prepares its students to become leaders in technology, by combining a strong foundation in the natural sciences and mathematics, exploration in the liberal arts, and depth of study in focused disciplinary majors. Please share how you hope to explore your engineering interests at Penn.

This is a straight up the middle Why Penn Engineering question . The answer should be filled with specifics on how a student hopes to leave a mark on the world — through the power of engineering — with the help of the school within a school. Name-dropping professors and classes do not count as genuine specifics and risk rendering an applicant unlikable. Instead, applicants would be wise to select enduring specifics about UPenn’s engineering school to wow UPenn’s admissions officers.

School of Nursing Essay Prompt

Penn Nursing intends to meet the health needs of a global, multicultural world by preparing its students to impact healthcare through advancing science. How will you contribute to our mission of promoting equity in healthcare and how will Penn Nursing contribute to your future nursing goals?

This prompt is a hybrid question: Why Major and Why Penn Nursing? It’s a chance to share a unique narrative that inspires admissions officers to want to root for a student. As such, there are better ways to go than writing about how one wants to be a nurse to help people. Clichés have no place in college admissions essays. Instead, it would behoove applicants to identify a specific, uncommon way they hope to contribute to the healthcare field. Then, in the second half of the essay, applicants should cite specific example after specific example of how Penn Nursing will help them do just that (and no class names or professor name drops allowed!).

Coordinated Dual Degree and Specialized Programs Short Answer Prompts

UPenn’s coordinated dual degree and specialized programs require essays of varying word and character counts. The prompts for each of the programs, along with their corresponding word and character counts are below:

DMD: Digital Media Design Program

Discuss how your interests align with the Digital Media Design (DMD) program at the University of Pennsylvania? (400-650 words)

This prompt is a Why Program essay. As such, it should be filled with genuine specific after specific that only apply to the program. That means no class names and no professor names. Applicants should instead endeavor to capture the enduring specifics of the program.

Huntsman: The Huntsman Program in International Studies and Business

The Huntsman Program supports the development of globally minded scholars who become engaged citizens, creative innovators, and ethical leaders in the public, private, and non-profit sectors in the United States and internationally. What draws you to a dual-degree program in business and international studies, and how would you use what you learn to contribute to a global issue where business and international affairs intersect? (400-650 words)

Huntsman applicants should have an interest in  international  business. As such, students need to articulate — ideally through their experiences and activities — what’s at the core of their interest in global markets. Applicants should not be general but choose one specific area within international business and showcase how they hope to leave an imprint in this area during their lifetime.

LSM: The Roy and Diana Vagelos Program in Life Sciences and Management

The LSM program aims to provide students with a fundamental understanding of the life sciences and their management with an eye to identifying, advancing, and implementing innovations. What issues would you want to address using the understanding gained from such a program? Note that this essay should be distinct from your single degree essay. (400-650 words)

Applicants should pick a topic within the life sciences — ideally, an issue that isn’t addressed all too often — and then outline how they hope to make a difference in this area during their college years and in the years that follow. Dare to choose a topic that’s a little bit controversial — that’s ok! Writing only about safe topics is a surefire way to create a bland application, so applicants should ignore all advice that sets them down that path.

M&T: The Jerome Fisher Program in Management and Technology

Explain how you will use the M&T program to explore your interest in business, engineering, and the intersection of the two. (400-650 words)

This prompt is a straight-up-the-middle Why Program essay. It should be filled not only with an applicant’s origin story, as high schoolers, for their interest in the intersection of business and engineering, but peppered throughout should be enduring specifics that apply to the Jerome Fisher program and only to the Jerome Fisher program. That means students should not name-drop professor names and class names since professors leave and classes change (not to mention, name-dropping professors undercuts a student’s likability).

Describe a problem that you solved that showed leadership and creativity. (250 words)

An applicant’s choice of a problem they’ve solved need not be grand in scale though it  should  be interesting. It can be a simple problem. Students have set themselves up for success as long as the issue’s at the intersection of engineering and business (or potentially business in the future, which can be outlined in this essay). Ideally, through detailing the problem, admissions officers might even learn something — not only about the applicant but about the issue. Applicants should always aim to make admissions officers smarter for having read their essays!

NHCM: Nursing and Healthcare Management

Discuss your interest in nursing and health care management. How might Penn’s coordinated dual-degree program in nursing and business help you meet your goals? ( 400-650 words)

This prompt is a hybrid: Why Nursing and Why NHCM. Students should articulate the origin of their interest in nursing (as high schoolers, not as children) and then pepper in many specifics about NHCM that are unique to NHCM. That means if one can cut and paste a line from this essay for another school or program, it should be deleted.

VIPER: The Roy and Diana Vagelos Integrated Program in Energy Research

How do you envision your participation in the Vagelos Integrated Program in Energy Research (VIPER) furthering your interests in energy science and technology? Please include any past experiences (ex. academic, research, or extracurricular) that have led to your interest in the program. Additionally, please indicate why you are interested in pursuing dual degrees in science and engineering and which VIPER majors are most interesting to you at this time. (400-650 words)

This prompt is a hybrid: it’s part Why Energy Science and Technology and part Why VIPER. The origin story for the interest in energy science and technology should stem from high school, and peppered throughout the essay should be specifics about VIPER that don’t apply to any other program at any other university.

Ivy Coach’s Assistance with University of Pennsylvania Essays

If you’re interested in presenting the most compelling storytelling possible in the UPenn supplemental essays, fill out Ivy Coach ’s consultation form , and we’ll be in touch to outline our college counseling services that are directly with Ivy Coach’s Jayson Weingarten , a former University of Pennsylvania admissions officer.

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How to Write the UPenn Supplemental Essays - Examples & Tips

Reviewed by:

Former Admissions Committee Member, Columbia University

Reviewed: 6/20/24

So, you’ve set your sights on attending the University of Pennsylvania. You’re confident in your GPA and SAT scores, but how should you write the UPenn supplemental essay? Read on to find out!

‍The University of Pennsylvania is one of the most selective schools in the United States. According to U.S. News, its acceptance rate is 7%. As such, it’s essential that applicants supply the admissions office with a detailed picture of not only who they are as a student but also as a person. 

Completing the UPenn supplemental essays is a necessary and crucial part of the application process. A well-written essay can give your application a massive boost, but a poorly-written one can affect your other materials significantly. 

In this guide, we’ll cover how to tackle the UPenn essays so that you can maximize your chance of acceptance!

UPenn Supplemental Essay Prompts 2023-2024

UPenn requires all applicants to complete three supplemental essays . Each required essay is short, with a maximum word count ranging from 200 to 250 words. 

If you're applying to a specialized program, you may have to complete additional essays. Take a look at our college guides for a step-by-step walkthrough of the UPenn application process. 

The following are the standard UPenn supplemental essay questions that all undergraduate applicants are required to complete. 

UPenn Required Essay Prompt #1

“Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words)”

UPenn Required Essay Prompt #2

“How will you explore community at Penn? Consider how Penn will help shape your perspective and identity, and how your identity and perspective will help shape Penn. (150-200 words)”  

UPenn Required Essay Prompt #3 - School of Nursing

“Penn Nursing intends to meet the health needs of society in a global and multicultural world by preparing its students to impact healthcare by advancing science and promoting equity. What do you think this means for the future of nursing, and how do you see yourself contributing to our mission of promoting equity in healthcare? (150-200 words)”

UPenn Required Essay Prompt #4 - College of Arts and Sciences

“The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences? (150-200 words)”

UPenn Required Essay Prompt #5 - The Wharton School 

“Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues.  Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it.  (150-200 words)”

UPenn Required Essay Prompt #6 - School of Engineering and Applied Science

“Penn Engineering prepares its students to become leaders in technology, by combining a strong foundation in the natural sciences and mathematics, exploration in the liberal arts, and depth of study in focused disciplinary majors. Please share how you hope to explore your engineering interests at Penn. (150-200 words)”

For the college-specific prompts (#3-6), you will only need to answer the prompt for the school you’re applying to. So, you’re only required to write three essays overall. 

UPenn Program-Specific Prompts

Depending on your desired program, you may also have to write essays tailored to your particular area of study. Many of the program-specific questions resemble the third supplemental essay question, asking the applicant to explain why they are interested in the specific academic path they are pursuing. 

Tap into your passion and use these questions to explore the practicalities of the path you’re on. Take a look at these program-specific essay prompts.

DMD: Digital Media Design Program

“Why are you interested in the Digital Media Design (DMD) program at the University of Pennsylvania? (400-650 words)”

Huntsman: The Huntsman Program in International Studies and Business

“The Huntsman Program supports the development of globally-minded scholars who become engaged citizens, creative innovators, and ethical leaders in the public, private, and non-profit sectors in the United States and internationally. What draws you to a dual-degree program in business and international studies, and how would you use what you learn to make a contribution to a global issue where business and international affairs intersect? (400-650 words)”

LSM: The Roy and Diana Vagelos Program in Life Sciences and Management

“The LSM program aims to provide students with a fundamental understanding of the life sciences and their management with an eye to identifying, advancing and implementing innovations. What issues would you want to address using the understanding gained from such a program? Note that this essay should be distinct from your single degree essay. (400-650 words)”

M&T: The Jerome Fisher Program in Management and Technology

• “Explain how you will use the M&T program to explore your interest in business, engineering, and the intersection of the two. (400-650 words)”
• “Describe a problem that you solved that showed leadership and creativity. (250 words)”

NETS: The Rajendra and Neera Singh Program in Networked and Social Systems Engineering

“Describe your interests in modern networked information systems and technologies, such as the internet, and their impact on society, whether in terms of economics, communication, or the creation of beneficial content for society. Feel free to draw on examples from your own experiences as a user, developer, or student of technology. (400-650 words)”

NHCM: Nursing and Healthcare Management

“Discuss your interest in nursing and health care management. How might Penn's coordinated dual-degree program in nursing and business help you meet your goals? (400-650 words)”

Seven-Year Bio-Dental Program

This program has five prompts:

• “Please list pre-dental or pre-medical experience. This experience can include but is not limited to observation in a private practice, dental clinic, or hospital setting; dental assisting; dental laboratory work; dental or medical research, etc. Please include time allotted to each activity, dates of attendance, location, and description of your experience. If you do not have any pre-dental or pre-medical experience, please indicate what you have done that led you to your decision to enter dentistry.
• List any activities which demonstrate your ability to work with your hands.
• What activities have you performed that demonstrate your ability to work cooperatively with people?
• Please explain your reasons for selecting a career in dentistry. Please include what interests you the most in dentistry as well as what interests you the least.
• Do you have relatives who are dentists or are in dental school? If so, indicate the name of each relative, his/her relationship to you, the school attended, and the dates attended.

*Please note that there is a 250-word limit for the Bio-Dental Program supplemental essays.”

VIPER: The Roy and Diana Vagelos Integrated Program in Energy Research

“How do you envision your participation in the Vagelos Integrated Program in Energy Research (VIPER) furthering your interests in energy science and technology? Please include any past experiences (ex. academic, research, or extracurricular) that have led to your interest in the program. Additionally, please indicate why you are interested in pursuing dual degrees in science and engineering and which VIPER majors are most interesting to you at this time. (400-650 words)”

How To Write Each Essay Prompt for UPenn

Let’s take some time to zero in on the three required essays that you’ll need to write for UPenn. Below, we’ll analyze what each prompt is asking of you and provide some tips to help you approach the essays well! 

How to Write the UPenn Supplemental Essay #1 + Analysis and Tips

UPenn prompt #1 : “Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words)”

Analysis of prompt #1 : The school is seeking to figure out whether you have a sense of the importance of others in your life and if you realize the ways that they’ve helped you along the way. 

Though many high schoolers have learned the importance of individual hard work and discipline, studying at the university level often requires teamwork and collaboration. Schools like UPenn want to know that you’re prepared to participate and that you have a sense of community, which is further explored in the second essay. 

But to start, they want to get a sense of whether you know how others have made a difference in your life. This is your chance to show that to them. 

Here are some tips to get you started:

• Tip #1: Choose Your Person Wisely : Take some time to consider the person you will choose for this prompt. Make sure to pick someone who has had a significant impact on your life and to whom you are genuinely thankful. Don’t just pick someone that you think will impress the admissions committee. 
• Tip #2: Demonstrate Growth : Include reflections on how this person’s actions have changed you. Don’t be superficial ; dig deep into why you are thankful to this person and how you are still affected today. 
• Tip #3: Be Vulnerable : This prompt asks you to write directly to the person you’re thanking, which encourages you to get personal. Don’t shy away from this! Vulnerability is a mark of humility. However, make sure not to include details that will make your reader uncomfortable. 

How to Write the UPenn Supplemental Essay #2 + Analysis and Tips

UPenn prompt #2 : “How will you explore community at Penn? Consider how Penn will help shape your perspective and identity, and how your identity and perspective will help shape Penn. (150-200 words)” 

Analysis of prompt #2 : Universities are communities. So, they are seeking students who have a sense of community and who want to be a part of one. 

In the first prompt, you are asked to demonstrate your appreciation for others who have shaped you in the past to who you are now. This second essay is an opportunity to show how you hope to contribute to the experience of those at UPenn and also how you hope to be transformed by your university experience.

• Tip #1: Reflect on UPenn’s Culture : Take some time at the beginning of your essay to demonstrate your understanding of UPenn’s community values. This shows that you not only fit into the community but that you’ve put effort into researching UPenn’s mission and values.   
• Tip #2: Show How You Fit : Now, talk about your own values and how they line up with UPenn’s. What draws you to UPenn outside of academics? How would you align with the school culture? 
• Tip #3: The Details Matter : It can be helpful to get really specific and use small details to convey memorable and meaningful ideas. An article by UPenn tells students that “sometimes, the smallest, most tedious things are the places where… we can communicate the most about ourselves as people.”

How to Write the UPenn Supplemental Essay #3 + Analysis and Tips

Analysis of prompts #3-6 : The third UPenn required essay, although it varies from school to school, is essentially asking all students the same question: “Why us?” 

If you have a specific career path in mind, the school wants to know that you have an understanding of the knowledge you’ll need in order to get there. Not to mention if you will use the knowledge you obtain at their school to be a contributing member of society .

There is no ‘right’ answer when it comes to your reasoning for pursuing any course of learning. UPenn wants to see evidence that you want more from your education than just bringing home a huge paycheck or achieving an illustrious degree. UPenn is interested in what matters to you. 

What do you know about the field of study you’re pursuing? Are your aspirations distinctive or a little hazy around the edges? How will you take advantage of the resources available to you? How will you contribute to the classroom environment? 

Seek to answer those questions when writing. Here are some more tips to help you tackle your third essay for UPenn: 

• Tip #1: Know Your Program : UPenn advises applicants to be extremely specific about why they’re applying to their specified undergraduate school. The more you can get into those details in your supplemental essay, the better. You may want to end your essay talking about your future aspirations at UPenn and beyond!
• Tip #2: Consider Your Personality : What are the specific factors that draw you to this field of study - class structure, learning opportunities, specific instructors? How will your personality and skill sets fuel your ability to thrive in the program of choice?
• Tip #3: Answer the Prompt : It can be easy to get off-track when writing your essays, so be sure that you’re actually answering what’s being asked of you. UPenn has chosen specific prompts in order to learn certain things about you, so stay on topic to improve your chances of acceptance!

Examples of UPenn Supplemental Essays That Worked

Below, you’ll find some UPenn supplemental essays written by real applicants who were admitted to UPenn! Let’s look at each one and discuss what worked about it.

UPenn Supplemental Essay Example #1: The Thank-You Note

If you’re still unsure about how to approach this prompt, take a look at this example essay for some inspiration:

To my brother:

Every day when I come home from school, I am exhausted and kick off my shoes, thinking three steps ahead, about the homework I’ve got to do, or the friend who hasn’t called me in a while. Wrapped in a world of my own. 

And yet, every time I head out the door, I find the laces of my shoes have been neatly untied, loosened and ready for me to step into the shoe. Having not taken the simple step of untying them when I get home, I have not set myself up for a quick or efficient trip out the door.

You and I are so different. I live in a world of abstract ideas and mental exploration, you are grounded in practical matters and prefer not to stray from what is right in front of you. I’m not ‘cool’ and have struggled to make connections with other kids, you fit in so easily, without much effort. 

Although in the past I wished you would stick up for me more, I know how hard it can be to go against the grain. I know you’re looking out for me, in the way that you know how. You’re helping me find my own way by making the small inconveniences in my life disappear, so I can head out the door and face larger challenges. Although I’ve never witnessed you untying my laces, I know that it’s you. Nobody else is home, but your being there is enough. 

Thank you for showing me how to care for someone, and how to give support in a small but impactful way.

Why Essay #1 Worked

Each sentence offers a window into the identity of its writer. They reveal a person who is a bit of a dreamer, who loves to explore abstract ideas, and who sometimes has trouble fitting in. It also offers a window into the writer's thought process. 

Although they express their love of daydreaming, they are also detail-oriented, noticing small things like shoelaces that have been undone in their absence. The writer shows they're able to appreciate the personality differences between themselves and their brother. They have compassion for their brother despite their differences.

UPenn Supplemental Essay Example 2: How Will You Explore Community at UPenn?

Below is a sample essay responding to the community-focused UPenn essay prompt: 

As a kid, I was always encouraged to sit and listen to the adults around me, as they were having conversations with one another. Not to spy, or to get information I could use for my own advantage, but to observe people. My Dad told me you can tell a lot about a person based on what words they choose to say, and also how they say them.

Because I was a bit of a chatterbox as a kid, at times I thought he was giving me this advice, so I would be quiet and keep to myself a little more. But as I got older, I realized he was trying to help me build a skill; the skill of listening to others, before offering up a response.

Time went by, and I continued to be a chatty goofball. Though my stoic father had tried his best, I still much prefer telling jokes over sitting silently. Luckily, I was able to find the perfect outlet for both of my powers: improv club. I could act out as much as I wanted, but the most hilarious skits we came up with were the result of listening before responding to my teammates. 

As I’m hoping to pursue a degree in philosophy, I’m very excited to put these skills to practice in the classroom. I can’t wait to explore the dynamism that comes from discussing complex topics with my professors and other students. 

Why Essay #2 Worked

The writer sets the stage by explaining how they started to learn more about relating to others. They also showed how they came to learn to work with their nature - wanting to be more active and leading in a conversation while also working to ensure they are making space for others. 

The writer also seems to anticipate the classroom environment they will be in, knowing that University Philosophy classes often involve discourse on the theories students are exploring. The more you’ve armed yourself with an understanding of UPenn’s programs and classrooms, the easier it will be to write about how you will be an excellent addition to the school.

UPenn Supplemental Essay Example 3: Explaining Your Undergraduate School Choice

Here is a great example of an essay that explains the background and particular reasons behind a student’s specific undergraduate choices: 

“Some Pig.” The day I read these words was the day I became a vegetarian.

In around 192 pages, E.B. White changed my entire perspective. My parents suddenly had to grapple with the challenge of feeding a kid who would not eat meat. Luckily, they understood that this wasn't just a phase for me. I started to gain a curiosity about the inner lives of animals, leading me toward an interest in animal psychology.

How much do we really know about what animals are thinking or feeling? Will we ever live in a world where humans are able to communicate with animals? What kind of moral issues would we face should that possibility become a reality? These are questions I used to spend hours researching on the internet. 

One day, I stumbled upon a course on UPenn’s website: Animal Cognition and Ethics. I couldn’t believe it. A whole class dedicated to discussions of what I most wanted to know! This was the beginning of my goal of being admitted into UPenn’s Bachelor of Philosophy and Science program.

Knowing that Philosophy required an understanding of how to evaluate ideas and shape arguments for and against them, I joined my school’s debate team. I was able to gain a sense of how to consider a wide variety of opinions, and a respect for those with opposing opinions. 

This experience has prepared me to explore ideas with my fellow classmates at UPenn.

Why Essay #3 Worked

The writer begins by explaining the beginning of their passion for the topic they hope to study at Penn. They then get into the specific program they hope to be admitted to while mentioning a specific class offered at the school. 

In doing this, they are demonstrating not only that they have done some research into the school but that they are already capable of seeking out resources to take advantage of while studying there. 

UPenn is looking for students who are open to new experiences and are not necessarily satisfied with the status quo. In this essay example, the writer has sought to demonstrate their understanding of a college classroom dynamic by mentioning their experience with the debate team. In doing this, they’ve shown they can engage with ideas that are different from their own. 

Common Mistakes to Avoid 

Writing a supplemental essay can be difficult. You should avoid some common mistakes when writing the UPenn supplemental essays. 

• Avoid using cliches or tired expressions. Admissions committees go through countless essays, so using fresh, original language is important.
• Don't choose a broad or common topic. Pick something specific and unique that highlights your personality and interests.
• Steer clear of inappropriate language or humor. Keep your essay professional and suitable for a college application.
• Write your own essay. This is your opportunity to express your voice and ideas, so make sure it's your own work.
• Stick to the prompt. Don't go off-topic or disregard the instructions. Ensure your essay directly addresses what the prompt is asking for.

Avoiding these common mistakes can help you write a compelling and stellar supplemental essay that will catch the admissions office’s attention! 

Get More Sample Essays Here! 

Looking at examples of supplemental essays is a great way to find inspiration and discover strategies that work well. Use our extensive college essay database down below to find tons of other sample essays!

Quad offers successful and detailed support for college essays. Here is a review from a successful college applicant who worked with us on their essay. 

“I really appreciated how David and the Quad Education team gave feedback on my essays and applications. I felt the advice they gave was timely and geared to me personally. They helped take my applications to the next level by covering the bases of each supplemental essay.”  - Claudine 

FAQs: UPenn Supplemental Essays

Looking for some fast answers? Here are our answers to a few common frequently asked questions about how to write the UPenn supplemental essays examples.

1. Does UPenn Require Supplemental Essays?

Yes. You must complete three supplemental essays, which are short in word count.

2. How Do I Write the UPenn Supplemental Essay?

Reflect about what makes you an ideal candidate, and seek to demonstrate how you think and how you will be a good student in your essays. Make sure you keep to the word count, and ensure your grammar and spelling are impeccable.

3. Is There a “Why UPenn” Essay?

Yes. The third and final supplemental essay prompts you to explain why you’ve chosen to apply to UPenn, although the specific prompt varies depending on the undergraduate college you’re applying to. 

Final Thoughts

Writing UPenn’s Supplemental essays is an exciting opportunity to give the school more information about the person you are behind your grades. The essays are concise and are, therefore, not highly daunting to complete. However, their short length requires applicants to be succinct. 

Taking time to reflect on the program you’ve chosen at UPenn, what the school’s identity is, and how that fits into your self-concept will be advantageous for approaching each question and providing detailed examples.

Access 190+ sample college essays here

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UPenn Supplemental Essays 2023-2024

By Eric Eng

The application process, a critical gateway to this journey, demands academic excellence and a profound understanding of oneself and one’s aspirations. UPenn’s supplemental essays for 2023-2024 are a series of thoughtfully crafted prompts designed to unveil multi-faceted personalities. Also, they showcase the diverse backgrounds and unique ambitions of aspiring students.

How Many Supplemental Essays Does UPenn Require?

For the 2023-2024 admissions cycle, the University of Pennsylvania requires applicants to complete a set of two mandatory short answer prompts , each designed to uncover different facets of the applicant’s personality, experiences, and aspirations.

Additionally, depending on the specific undergraduate school to which a student is applying – the School of Nursing, College of Arts and Sciences, The Wharton School, or the School of Engineering and Applied Science – there is an additional essay requirement.

This structure of UPenn’s supplemental essays 2023-2024 underscores the university’s commitment to comprehensively understanding its applicants. It’s a deliberate approach, ensuring that each student’s application reflects academic prowess, personal growth, community engagement, and a clear vision for their future.

Breakdown of the Short Answer Prompts and the School-Specific Essay

Delving into the specifics, the first of UPenn’s supplemental essays 2023-2024 is a short thank-you note, a prompt that invites applicants to express gratitude to someone who has made a significant impact on their life. This exercise is not just about politeness; it reflects character and insight into the relationships and values that shape the applicant.

The second prompt asks students to contemplate their potential engagement with the Penn community. Here, applicants must intertwine their narratives with their aspirations for community involvement at UPenn , showcasing how their unique perspectives will contribute to and benefit from the university’s dynamic environment.

The third prompt requires a more focused approach, depending on the chosen undergraduate school. For instance, applicants to the School of Nursing might discuss their passion for healthcare and how UPenn’s program aligns with their career goals. At the same time, those applying to The Wharton School could delve into their fascination with business and entrepreneurship. These school-specific essays demonstrate why the applicant wants to attend UPenn and why they are a perfect fit for their chosen program.

Each essay, though distinct in its theme, collectively forms a narrative arc that encapsulates the applicant’s past achievements, present motivations, and future aspirations, all while underlining their suitability for the unique academic and social fabric of the University of Pennsylvania.

What are the UPenn Supplemental Essays 2023-2024?

UPenn’s supplemental essays 2023-2024 are a crucial component of the application process. It offers a platform for students to present aspects of their personality and intellect that standardized test scores and transcripts cannot capture.

• W rite a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words, only required for first year applicants)
• H ow will you explore community at Penn? Consider how Penn will help shape your perspective, and how your experiences and perspective will help shape Penn. (150-200 words)
• (The school-specific prompt will now be unique to the school a student is applying to.)

For the 2023-2024 admissions cycle, these prompts include a unique thank-you note, a reflection on the community at Penn, and a school-specific essay that varies depending on the undergraduate program to which the student is applying. Navigating these prompts requires both eloquence and honesty and a strategic understanding of how each essay can collectively paint a comprehensive and compelling picture of the applicant.

How to Write the UPenn Essays 2023-2024?

Writing the UPenn supplemental essays for the 2023-2024 admissions cycle is a task that requires introspection, creativity, and strategic thinking. These essays are your opportunity to show the admissions committee who you are beyond your grades and test scores.

Remember, quality over quantity is vital. Each word should serve a purpose in conveying your message. Finally, proofread your essays meticulously to ensure they are free of grammatical errors and flow well.

UPenn Supplemental Essay 1: The Thank-You Note Short Answer

The first of UPenn’s supplemental essays, 2023-2024, a short thank-you note, is a unique prompt that stands out for its emphasis on gratitude and personal reflection.

Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) 

This essay, limited to 150-200 words, is not just an exercise in writing but an opportunity for applicants to delve into their personal experiences and relationships. It challenges students to identify and articulate their appreciation for someone who has made a significant, yet perhaps unrecognized, impact on their lives.

Understanding UPenn Supplemental Essay 1

The first UPenn supplemental essay prompt for 2023-2024 requires you to write a short thank-you note to someone you have not yet thanked but would like to acknowledge. This prompt is unique as it focuses on gratitude and personal reflection.

It’s an opportunity to showcase your ability to recognize and appreciate the impact others have had on your life. This essay should reveal your character, values, and the relationships that have shaped you. It’s not just about whom you choose to thank but also about how you express your gratitude and what this says about you.

Brainstorming Your Response to UPenn Supplemental Essay 1

When brainstorming your response to this essay, consider the following:

• Identify the Person: Think about someone who has significantly impacted your life. This could be a teacher, coach, family member, or friend.
• Reflect on the Impact: What specific actions or qualities of this person have influenced you? How have they helped shape your perspectives or choices?
• Personal Growth: How has this person’s influence contributed to your growth? Consider moments of challenge, inspiration, or change.
• Unique Angle: Find a unique angle or a specific instance that encapsulates their impact rather than general statements of gratitude.
• Emotional Connection: Reflect on the emotions you associate with this person. Gratitude, respect, admiration, or inspiration can be good starting points.

Structuring Your Response to UPenn Supplemental Essay 1

In structuring your response, follow a clear and concise format:

• Introduction: Start with a direct address to the person you are thanking. Briefly introduce them and the reason for your gratitude.
• Body: Elaborate on the impact they have had on your life. Use specific examples or anecdotes to illustrate this.
• Reflection: Reflect on how this person’s influence has shaped you. Connect this to your broader life experiences or aspirations.
• Conclusion: Close with a heartfelt statement of thanks, summarizing the essence of your gratitude and its significance in your life.

Remember, this essay is as much about you as it is about the person you are thanking. It should provide insights into your character and values, demonstrating your capacity for reflection and appreciation.

UPenn Supplemental Essay 2: Your Perspective and Contribution

The second prompt of UPenn’s supplemental essays 2023-2024 invites applicants to reflect on their potential engagement with the Penn community.

How will you explore community at Penn? Consider how Penn will help shape your perspective, and how your experiences and perspective will help shape Penn. 

This question is about what you hope to gain from being a part of this vibrant community and what you can contribute to it. It’s an invitation to envision your place within the diverse mosaic of Penn’s student body. This essay should blend introspection and foresight, showcasing your understanding of what community means at home like UPenn.

Understanding UPenn Supplemental Essay 2

The second UPenn supplemental essay for the 2023-2024 admissions cycle asks you to reflect on your potential role within the Penn community. This prompt is designed to gauge your understanding of being part of a diverse and dynamic university community. It’s an opportunity to demonstrate how you envision yourself contributing to and benefiting from the Penn environment.

The key here is to show a mutual relationship: how Penn’s community will influence you and, in turn, how you will add value to it. This essay should highlight your ability to engage with others, your willingness to embrace new perspectives, and your desire to actively participate in university life.

It’s also a chance to showcase your understanding of Penn’s values and how they align with yours. Remember, this essay isn’t just about your academic interests; it’s about your character, your passions, and how you see yourself fitting into the broader Penn community.

Brainstorming Your Response to UPenn Supplemental Essay 2

When brainstorming your response, consider the following points:

• Personal Interests and Passions: Identify your fundamental interests and passions and how they might align with clubs, organizations, or initiatives at Penn.
• Community Involvement: Reflect on your past experiences with community involvement. What have you learned from these experiences, and how can you apply these lessons at Penn?
• Penn’s Resources: Research specific resources, programs, or opportunities at Penn that excite you. How do you plan to take advantage of these?
• Personal Growth: Think about how being part of the Penn community might challenge and contribute to your growth.
• Contribution to Penn: Consider what unique perspectives or skills you can bring to the Penn community. How will you make a positive impact?
• Long-term Vision: How does being part of the Penn community fit your long-term goals or aspirations?

Structuring Your Response to UPenn Supplemental Essay 2

In structuring your response, consider the following format:

• Introduction: Begin by briefly introducing your main interest or passion and how it relates to your desire to be part of the Penn community.
• Body: In the body of your essay, delve into specific aspects of the Penn community that align with your interests. Discuss how you plan to engage with these aspects and what you hope to gain from the experience. Also, detail how your past experiences and perspectives will contribute to the Penn community. Use specific examples to illustrate your points.
• Conclusion: Summarize how your involvement in the Penn community will mutually benefit you. Emphasize how Penn will help shape your perspective and how you, in turn, will contribute to the Penn community. This should tie back to your introduction, creating a cohesive narrative that clearly articulates your vision for your time at Penn.

UPenn’s Supplemental Essay 3: School-Specific Prompts

The school-specific prompts in UPenn’s supplemental essays 2023-2024 are designed to assess an applicant’s fit and enthusiasm for their chosen field of study. These prompts vary across the School of Nursing, College of Arts and Sciences, The Wharton School, and the School of Engineering and Applied Science, each asking for a nuanced understanding of the school’s ethos and how the applicant’s interests align with it.

• Short Answer Prompt for School of Nursing : Penn Nursing intends to meet the health needs of society in a global and multicultural world by preparing its students to impact healthcare by advancing science and promoting equity. What do you think this means for the future of nursing, and how do you see yourself contributing to our mission of promoting equity in healthcare? (150-200 words)
• Short Answer Prompt for College of Arts and Sciences : The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences? (150-200 words)
• Short Answer Prompt for The Wharton School : Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues.  Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it.  (150-200 words)
• Short Answer Prompt for School of Engineering and Applied Science : Penn Engineering prepares its students to become leaders in technology, by combining a strong foundation in the natural sciences and mathematics, exploration in the liberal arts, and depth of study in focused disciplinary majors. Please share how you hope to explore your engineering interests at Penn. (150-200 words)

Each response should reflect your understanding of these unique aspects and how they resonate with your academic and professional goals. This is not just about stating your desire to study at a particular school; it’s about demonstrating a thoughtful and informed connection between your aspirations and what the school uniquely offers.

Understanding UPenn’s School-Specific Prompts

UPenn Supplemental Essay 3 is unique to the specific undergraduate school you are applying to. This essay is crucial as it allows you to demonstrate your understanding of and alignment with the school’s ethos and objectives.

For the School of Nursing, the focus is on how you perceive the future of nursing in a global and multicultural context and your role in promoting equity in healthcare. The College of Arts and Sciences prompt asks about your curiosities and how you plan to explore them through their flexible curriculum. The Wharton School seeks to understand how you would apply your education to a current issue that matters to you. Lastly, the School of Engineering and Applied Science wants to know how you plan to pursue your engineering interests at Penn, emphasizing a combination of natural sciences, liberal arts, and focused majors.

Each prompt requires a tailored response that reflects your interests, goals, and how they align with the school’s mission.

Brainstorming Your Response to UPenn’s School-Specific Prompts

For each school, consider the following brainstorming ideas:

School of Nursing:

• Reflect on what equity in healthcare means to you.
• Think about experiences or observations that have shaped your understanding of healthcare disparities.
• Consider how you can contribute to advancing science and promoting equity in nursing.

College of Arts and Sciences:

• Identify areas of curiosity or specific interests within arts and sciences.
• Explore how the college’s curriculum can help you pursue these interests.
• Consider how a broad education can contribute to your personal and academic growth.

The Wharton School:

• Choose a current economic, political, or social issue you are passionate about.
• Reflect on how a business education can help you understand and address this issue.
• Consider the specific aspects of Wharton’s program that align with your interests.

School of Engineering and Applied Science:

• Identify your specific engineering interests and how they developed.
• Explore how Penn Engineering’s approach to education aligns with your goals.
• Think about the role of liberal arts in shaping your engineering perspective.

Structuring Your Response to UPenn’s School-Specific Prompts

Your essay should be structured to clearly and concisely address the prompt:

• Introduction: Begin by directly addressing the prompt, setting the stage for your response. Introduce your main interest or the issue you are passionate about.
• Body: In the body, delve into how your interests, experiences, and goals align with the school’s mission and offerings. Use specific examples to illustrate your points and show a deep understanding of the school’s ethos.
• Conclusion: Summarize how your education at this specific school will help you achieve your goals and contribute to the school’s mission. This should reflect your introduction, creating a cohesive narrative that underscores your enthusiasm and readiness for the program.

As we conclude our exploration into UPenn’s supplemental essays 2023-2024, it’s evident that these are more than just a requirement for your college application; they are a profound opportunity for self-expression and self-discovery.

Each essay serves a distinct purpose, allowing you to showcase different facets of your personality, intellect, and aspirations. The University of Pennsylvania, through these prompts, seeks to understand not just your academic capabilities but also your character, values, and vision for the future.

These essays are your chance to step beyond the numbers and lists of achievements that make up the rest of your application, offering a glimpse into who you are as a person and how you see yourself fitting into and contributing to the Penn community.

Recap of the Key Points for Each Type of Supplemental Essay

In recapitulating the critical points for each supplemental essay type, remember that the thank-you note is an exercise in gratitude and reflection , allowing you to acknowledge someone who has impacted your life. It’s a chance to show depth, empathy, and the ability to appreciate the roles others have played in your journey.

The essay on exploring community at Penn is where you align your personal experiences and aspirations with the ethos of the Penn community , demonstrating how you intend to engage with and contribute to it.

The school-specific essays require a tailored approach , reflecting your understanding of and fit for the school you are applying to. Whether it’s the School of Nursing, College of Arts and Sciences, The Wharton School, or the School of Engineering and Applied Science, your response should testify to your informed interest and alignment with the school’s unique offerings and values.

Ready to Elevate Your UPenn Application? Discover How AdmissionSight Can Guide You

Embarking on your journey to the prestigious University of Pennsylvania requires more than just academic excellence; it demands a compelling narrative through your application essays. At AdmissionSight , we specialize in transforming your aspirations and experiences into powerful narratives that resonate with UPenn’s admissions committee. Our expert team, well-versed in the nuances of UPenn’s supplemental essays 2023-2024, is dedicated to helping you craft essays that not only meet but exceed the expectations of the admissions officers.

Whether articulating gratitude in a thank-you note, showcasing your vision for community involvement, or tailoring your response to the specific undergraduate school of your choice, our consultants provide personalized guidance at every step. We understand these essays’ unique challenges and opportunities and are committed to helping you navigate them confidently and creatively.

Make sure to let the complexity of the application process dim your chances of getting into UPenn. Join the ranks of our successful clients who have made their dream of attending top-tier universities a reality. Contact AdmissionSight today for a consultation and take the first step toward crafting an outstanding application. Let us help you turn your Penn aspirations into achievements.

Want to assess your chances of admission? Take our FREE chances calculator today!

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7 Strong UPenn Essay Examples

What’s Covered

• Essay 1: Neuroscience
• Essay 2: Why UPenn
• Essay 3: Why Nursing
• Essay 4: Library Love
• Essay 5: Tug of War
• Essay 6: Internet Networks
• Essay 7: Thank You

Where to Get Your UPenn Essays Edited

The University of Pennsylvania is a highly-selective Ivy League school in the heart of Philadelphia. UPenn is known for its rigorous academics and exceptional opportunities, so it’s no easy feat to get in. To help your application stand out, it’s important to have strong essays.

In this post, we will share six strong essays real students have submitted to UPenn to give you some inspiration for your essays. We will also be going over what each essay did well and where there is room for improvement. (Names and identifying information have been changed, but all other details are preserved).

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Read our UPenn essay breakdown to get a comprehensive overview of this year’s supplemental prompts.

Essay Example #1: Why Major

Prompt: Considering the specific undergraduate school you have selected, how will you explore your academic and intellectual interests at the University of Pennsylvania?  For students applying to the coordinated dual-degree and specialized programs, please answer these questions in regard to your single-degree school choice; your interest in the coordinated dual-degree or specialized program may be addressed through the program-specific essay. (300-450 words)

I always loved watching the worms when it rained. I used to put my little raincoat on, sit on the doorsteps, and watch them move toward the puddles. My younger brother, forever intent on destroying the world around him, would try to stomp on the worms, and I would run after him screaming. In my imagination, the brain looked like a pile of squiggly worms. However, my neuroscience curiosity has since grown beyond a worm’s habits.

For example, my mother thought that I was insane when I wanted to watch American Murder: The Family Next Door . To her immense relief, I was interested in the psychology of the criminal rather than the crime itself. Although neuroscience is my primary interest, I also hope to learn more about the intersection between law and medicine at the UPenn College of Arts and Sciences. I’ve been able to explore this topic through various projects at school such as presentations on juvenile crime and the death penalty.

At the University of Pennsylvania, I look forward to taking classes like Forensic Neuroscience (BIBB 050) as well as Neuroscience and Society (PSYC 247) both of which directly combine my two interests. Hopefully, the Take Your Professor to Dinner program resumes as I would make sure to talk to Dr. Daniel Langleben about his research on forensic functional brain imaging over a meal of Philly cheesesteaks.

I also hope to participate in the Race, Science, and Society Program where I can discover how race biases and neuroscience go hand-in-hand and contribute to the fight against racism. The Beyond Arrests: Re-Thinking Systematic-Oppression Group immediately caught my attention while looking at Penn’s opportunities to engage in relevant dialogue. My fascination with the criminal system began with reading Fyodor Dostoevsky’s Crime and Punishment , and Penn will both fuel that curiosity as well as introduce new questions about the world of justice reform.

As an eight-year Latin scholar and a five-time reader of the Percy Jackson franchise, I would like to take classes in the Penn Classical Studies department where I can learn more about the impact of ancient cultures on society today. Classes such as Greek and Roman Medicine (CLST 271) would intersect my interests in medicine and classical civilizations.

Although I do harbor a deep love for Philly cheesesteaks and enjoyment of running in strange places like the Woodlands Cemetery, the range of programs to support my diverse interests and unmatched opportunities to put learning into action make me confident that the University of Pennsylvania is the best university for me to succeed.

What the Essay Did Well

The real strength in the essay lies in the sheer number of details this student is able to include in a short space, without sacrificing style and flow. The first two paragraphs really have nothing to do with Penn, but the inclusion of them makes this response feel like an essay, rather than a list of offerings at Penn. Striking the balance is important, and the anecdote at the beginning ultimately humanizes the writer.

From the three unique courses to the specific professor and his research to the race and criminal justice programs, this student has clearly done their homework on Penn! The key to this essay’s success isn’t just mentioning the offerings at Penn that excite the student, but the context that explains how each opportunity fits into the student’s academic interests.

Adding book titles like Crime and Punishment and Percy Jackson to support their passion for the criminal justice system and classics are extra details that help us learn more about how this student pursues their passions outside of the classroom. Finding little ways to humanize yourself throughout the essay can take it from good to great.

What Could Be Improved

One area of improvement for this essay is the structure. It follows a very traditional “ Why This College? ” framework—start with an anecdote, then discuss classes, and then extracurriculars and programs—that gets old quickly for admissions officers.

A great way to add some spice to the format would be to use a sample schedule for the day. This essay mentions three different classes, two different groups, and a Take Your Professor to Dinner opportunity. Together, that’s the recipe for a full day at UPenn!

There are a few ways to play around with an essay that follows a typical day-in-the-life. Maybe each paragraph starts with a time and explains what they do during that hour. Maybe they narrate walking through campus on their way from one class to the next and what they just learned. However they choose to go about it, adding in a playful spin to the traditional essay structure is one of the best ways to instantly set an essay apart from the crowd. 

Essay Example #2: Why UPenn

Prompt: Considering the specific undergraduate school you have selected, how will you explore your academic and intellectual interests at The University of Pennsylvania? (300-450 words)

“Arnav, we want you to apply”, I received this email from Penn and DASHED to tell mum. My naïve self had forgotten I had checked the ‘Student-Search-Service’ box, and schools could send system-generated emails predicated on my SAT scores. 

This pure, childlike delight was out of my sheer obsession with Penn. When my senior at school got in here last year, I pestered him all year long trying to know HOW. Tireless researching, approaching hundreds of alumni on Reddit, watching EVERY millisecond of YouTube advice, and painting a life-size Quaker on my bedroom walls only to miss the ED deadline by falling to pneumonia: Regardless of these setbacks, I sported an impending dream.

At Penn, I intend to revitalize this dream through the College of Arts and Sciences. Classes like “ Political Journalism at the Crossroads” and “ Queer Theory ” blend my love for English and politics which I will reflect through writing for Penn’s signature magazine- The Pennsylvania Gazette. At the Penn Institute of Urban Research and CAS, I aim to make the best use of Summer Humanities Internships (SHIP) and Global Research Internship Programs (GRIP) to finance my collaborative research in the Public Affairs domain. I’ll also sign on for the Penn Debate Society (PDS), and collaborate with TEDxPENN to hear budding speakers from different walks of life. As perhaps my country’s most accomplished debater, I vow to make this my personal goal to lead our team to total victory at the World Universities Debating Championship (WUDC) that Penn has dreamed of winning since 1981. To further my progress with the fight against child labor , I shall assist and seek assistance of a like-minded student-body via the Barbara and Edward Netter Center for Community Partnerships.

For someone who’s obsessed with rhetoric, I totally understand the definition of an ‘agreement’. In our context, an agreement would be a two-way street where I avail facilities Penn offers while adding to its community, campus, and unwavering prestige. As I pack my bag with all essentials- my brain, my grit, and my quirky self- I complete one half of the agreement. 

Dear Penn, I now wait for you to hand me that beautiful letter as we seal our deal.

If there’s one thing this essay has, it’s confidence. From the first line to the last, there’s an energy and electricity running through the essay that maintains that quick, self-assured pace. Sharing the anecdotes of their long withstanding obsession with Penn strikes a balance between playfully self-deprecating and demonstrating true interest in the school. College essays shouldn’t kiss up to schools, and while this one approaches that level, using the anecdote for humor rather than fact helps avoid a sense of groveling.

This student clearly dreams big and is unapologetic about it: the mark of a true Quaker. From getting involved in internships to joining Ted talks and the Penn Debate Society, they will be an active member of the campus community, which is something admissions officers are keeping an eye out for when scanning applications. With the use of an assertive tone (“ I aim ”, “ I vow ”, “ I shall ”, etc) this student conveys exactly who Penn can expect to step onto their campus next fall.

While this student’s personality shines through without a doubt, their academic interests and motivations are not as clear. The third paragraph lists a host of opportunities they are interested in, and it does connect Penn offerings back to the student, but it doesn’t reveal much about the student in the process.

They mention “ Classes like ‘ Political Journalism at the Crossroads’ and ‘ Queer Theory’ blend my love for English and politics, ” but we have no idea where that love came from or what they hope to accomplish in the future. This essay would have benefitted from mentioning two or three less opportunities and elaborating on the significance of the select programs they chose.

You’ve likely heard that less is more, and in the case of this essay that’s true. The pressure to look well-researched by including as many Penn offerings as possible overwhelmed this student. In reality, choosing a few meaningful, unique opportunities and tying them back to your intellectual passions will reveal your passion for Penn far more than eight or nine disconnected resources thrown together.

Essay Example #3: Nursing

Prompt: How will you explore your intellectual and academic interests at the University of Pennsylvania? Please answer this question given the specific undergraduate school to which you are applying (650 words).

Sister Simone Roach, a theorist of nursing ethics, said, “caring is the human mode of being.” I have long been inspired by Sister Roach’s Five C’s of Caring: commitment, conscience, competence, compassion, and confidence. Penn both embraces and fosters these values through a rigorous, interdisciplinary curriculum and unmatched access to service and volunteer opportunities.

COMMITMENT. Reading through the activities that Penn Quakers devote their time to (in addition to academics!) felt like drinking from a firehose in the best possible way. As a prospective nursing student with interests outside of my major, I value this level of flexibility. I plan to leverage Penn’s liberal arts curriculum to gain an in-depth understanding of the challenges LGBT people face, especially regarding healthcare access. Through courses like “Interactional Processes with LGBT Individuals” and volunteering at the Mazzoni Center for outreach, I hope to learn how to better support the Penn LGBT community as well as my family and friends, including my cousin, who came out as trans last year.

CONSCIENCE. As one of the first people in my family to attend a four-year university, I wanted a school that promoted a sense of moral responsibility among its students. At Penn, professors challenge their students to question and recreate their own set of morals by sparking thought- provoking, open-minded discussions. I can imagine myself advocating for universal healthcare in courses such as “Health Care Reform & Future of American Health System” and debating its merits with my peers. Studying in an environment where students confidently voice their opinions – conservative or liberal – will push me to question and strengthen my value system.

COMPETENCE. Two aspects that drew my attention to Penn’s BSN program were its high-quality research opportunities and hands-on nursing projects. Through its Office of Nursing Research, Penn connects students to faculty members who share similar research interests. As I volunteered at a nursing home in high school, I hope to work with Dr. Carthon to improve the quality of care for senior citizens. Seniors, especially minorities, face serious barriers to healthcare that I want to resolve. Additionally, Penn’s unique use of simulations to bridge the gap between classroom learning and real-world application impressed me. Using computerized manikins that mimic human responses, classes in Penn’s nursing program allow students to apply their emergency medical skills in a mass casualty simulation and monitor their actions afterward through a video system. Participating in this activity will help me identify my strengths and areas for improvement regarding crisis management and medical care in a controlled yet realistic setting. Research opportunities and simulations will develop my skills even before I interact with patients.

COMPASSION. I value giving back through community service, and I have a particular interest in Penn’s Community Champions and Nursing Students For Sexual & Reproductive Health (NSRH). As a four-year volunteer health educator, I hope to continue this work as a Community Champions member. I am excited to collaborate with medical students to teach fourth and fifth graders in the city about cardiology or lead a chair dance class for the elders at the LIFE Center. Furthermore, as a feminist who firmly believes in women’s abortion rights, I’d like to join NSRH in order to advocate for women’s health on campus. At Penn, I can work with like-minded people to make a meaningful difference.

CONFIDENCE. All of the Quakers that I have met possess one defining trait: confidence. Each student summarized their experiences at Penn as challenging but fulfilling. Although I expect my coursework to push me, from my conversations with current Quakers I know it will help me to be far more effective in my career.

The Five C’s of Caring are important heuristics for nursing, but they also provide insight into how I want to approach my time in college. I am eager to engage with these principles both as a nurse and as a Penn Quaker, and I can’t wait to start.

This essay has many positive aspects, but the most impressive one is the structure. Utilizing the Five C’s of Caring to discuss Penn’s offerings was a genius way of tying in this student’s passion for nursing while also making their essay exciting and easy to read. Beginning each paragraph with the respective adjective helped focus the paragraph and allowed the student to demonstrate how they exemplify each quality without explicitly stating it. The student wasn’t afraid to think outside the box and add creativity to their essay structure, which really paid off.

Another positive is how specific and specialized the Penn resources and opportunities the student mentions are. This essay did not fall into the trap of name-dropping professors or programs. In every paragraph, there was a connection to something the student wants to do at Penn to further themselves in the respective characteristic they were describing.

Not only did this student mention a resource at Penn—whether it was a professor, a class, or a club—in every paragraph, but they elaborated on what that resource was and how it would help them achieve their goal of becoming a nurse. The what and how is what sets this essay apart from other supplements that just name-drop resources for the sake of it. The amount of detail this essay went into about some of these resources makes it clear to the admissions officers reading the essay that this student has seriously looked into Penn and has a strong desire to come to campus and use these resources.

One thing this essay could do to make it stronger is improve the first paragraph. The student does a good job of setting up Sister Roach and the Five C’s, but they don’t mention anything about their desire to study or pursue nursing. The first paragraph mentions both Sister Roach and Penn, but left out the student. This could be fixed by simply adding something along the lines of “ I can’t wait to embody these values as a nursing student at Penn ” to the paragraph.

Essay Example #4: Library Love

Prompt: How did you discover your intellectual and academic interests, and how will you explore them at the University of Pennsylvania? Please respond considering the specific undergraduate school you have selected (300-450 words).

“This book again?” My mother sighed as she cracked open the punctuation picture book I’d picked out for the fifth time. At the age of four, I had little knowledge of punctuation, so the words “exclamation” and “comma” remained elusive; I grew obsessed with puzzling out its meaning. Growing up in the Hewlett-Woodmere Public Library surrounded by the scent of old books, comforting silence, and librarian friends made it easy to forget about the world outside, yet my thirst for answers always pushed me out of literary comfort zones and into the unknown. Even as I moved on from Magic Tree House to Harry Potter , my inquisitive nature and determination to understand the literature around me only evolved. Foreign concepts and obstacles sparked my ambition as I tackled the intimidating Les Misérables sophomore year, Crime and Punishment junior year, and Jane Eyre senior year. I found a relatability in Joy Luck Club characters that I incorporated into my writing and an emotional outlet in the depths of the poetry aisle and writer communities at literary magazines like Polyphony Lit . I can find similar communities at Penn by curating pieces for Penn Review or spending days soaking in knowledge at the Van Pelt Library, poring over Macbeth or the Iliad . Although libraries may provide sanctuaries, they also open infinite worlds and viewpoints. I realized that stories (no matter what form they take) always manage to capture the intrinsic connection between humans that I seek in every interaction I have. 

I’ve learned that life beyond the library teems with complex characters and lessons of its own–especially at Penn, where students are determined to grapple with difficult questions involving cultural differences or the declining value of art in an increasingly STEM-focused world. I am eager to challenge my boundaries as a reader, writer, and human being by applying the relational lessons of a Fiction and Connectivity seminar to real life, reading to younger generations during Children’s Story Hour at Penn Bookstore, and hosting Open Mic Nights with Kelly Writers House. I can see myself initiating change in society by researching the effects of Western society’s harmful misconceptions of Asian and African-American culture in literature with Professor Josephine Park. Penn will not only satisfy some of my curiosities–it will provoke even more daunting and thrilling questions for me to pursue.

This essay does a really nice job of showing the student’s interest in reading and literature. The language they used to describe their library as “ comforting “, and finding an “ emotional outlet ” in reading creates a clear picture for the reader that this student loves to read. Not only do we learn about this student’s passion, but we learn through them showing us. The essay shows us how the student felt in the library and takes us on a journey as they tackle more and more advanced books, as opposed to telling us they are passionate about reading.

The use of book titles was another positive aspect of this essay. Citing actual books and explaining how they affected the student helps display to the admissions officers reading the essay that literature has impacted this student in a multitude of ways. We see the student grow from being young and curious to tackling challenging concepts, embracing new cultures, and engaging in self-reflection all through reading. 

The main part of this essay that could use improving was the second paragraph that discussed how Penn will allow this student to continue exploring their passion. Although the student did provide some explanation as to how these resources at Penn will help them grow their interest in reading and writing, the elaboration was pretty weak. 

The student mentions they want to grow as “ reader, writer, and human being by applying the relational lessons of a Fiction and Connectivity seminar to real life, reading to younger generations during Children’s Story Hour at Penn Bookstore, and hosting Open Mic Nights with Kelly Writers House. ” These are all great, but nothing mentioned here is specific to Penn. This student could host an open mic night at any college they go to, so they either need to pick something more unique  or provide detailed elaboration on how participating in this will help them in the long run.

If this student had focused more on the research they want to do with the professor, they could have had a stronger response to the second part of the prompt. Sometimes, going into detail about one resource that you have a strong connection to is far more powerful than cramming in a bunch of opportunities that relate to your desired field—which is what the essay is currently doing. For example, discussing how they want to research cultural representation in literature with this professor to understand and reverse harmful misconceptions in their own writing and have more cultural diversity in libraries for future generations to enjoy, would have provided a lot more detail about the student and their goals than saying they want to read to kids when they get to Penn.

Essay Example #5: Tug of War

Prompt: At Penn, learning and growth happen outside of the classrooms, too. How will you explore the community at Penn? Consider how this community will help shape your perspective and identity, and how your identity and perspective will help shape this community (150-200 words).

I used to face two paths: one flocked with taxis, people, and the smell of pizza, and the other a wet street laced with cicada symphonies and the aroma of beef noodle soup. It always felt easier to walk the streets of Taiwan (where people speak meekly and tiptoe around confrontation) rather than New York (where people argue, think, and exist fearlessly). PBS created a documentary titled Tug of War: The Story of Taiwan (1998) , and I believed that I embodied the little potato island, since balancing between two cultures resulted in a “Tug of War” within me. Although I am proud to be Taiwanese, New York has cultivated an unbridled emotion and passion within me, molding me into a bold author, shameless poet, and strong-willed advocate for Asian-American youth. I am excited by the similar passion and confidence of Penn students, and the vibrant conversations I might have at a Campaign for Community event about racial justice or with Professor David Eng about Asian literature influences upon American society. I can support peers struggling with their own “Tug of Wars” by sharing my story through the Penn Taiwanese Society, and learn their stories as a writer for Robinson Press .

This essay does a great job of establishing this student’s background and the distinction between their two cultures. There is a great use of imagery, especially at the beginning, which displays this student’s strength as a writer and highlights the internal “Tug of War” they experience. It is evident how their past community has shaped their perspective and identity. Knowing how their background shaped these things makes it easy for admissions officers to see what type of student they would be adding to their campus.

While the prompt doesn’t ask the student to reflect on their community, explaining their background helped this student describe how they will shape their Penn community. A big part of what this student hopes to bring to Penn is helping other students who feel a similar “Tug of War”, so understanding how this student has coped with their internal struggle is important to understand what they will bring to Penn. 

Unfortunately, by spending so much space discussing their “Tug of War”, this student didn’t have the strongest answer to the main question in the prompt: how will you explore the community at Penn? This essay should have been far more focused on opportunities and resources at Penn that will shape this student’s identity. The last few sentences mentioned resources the student wants to take advantage of, but there wasn’t a lot of elaboration on how engaging with these resources will influence their identity.

This doesn’t mean the student must completely forgo discussing the internal struggle they feel coming from two separate cultures, but they could have continued with the “Tug of War” idea to discuss how they will pursue opportunities at Penn that allow them to engage both aspects of their culture. Describing how participating in a certain club would allow them to embrace their emboldened New Yorker while working with a professor on their research about Asian literature might spark their interest in writing a novel about Taiwan, for example, would have been an effective way to continue the “Tug of War” metaphor and fully answer the prompt.

One other thing that could improve the essay is splitting it into two paragraphs. Reading one large block of text gets tiring for admissions officers who spend all day reading. Dividing the essay into paragraphs provides clear delineations for where new information is being presented, thus helping admissions officers stay focused on your essay.

Essay Example #6: Internet Networks

Prompt: Describe your interests in modern networked information systems and technologies, such as the Internet, and their impact on society, whether in terms of economics, communication, or the creation of beneficial content for society. Feel free to draw on examples from your own experiences as a user, developer, or student of technology. (400-650 words)

In 9th grade, I made my most astonishing work of art.

Funnily enough, it wasn’t for any class related to the arts. It was for my statistics class. I created it to answer a simple question: are people happier when they have more friends? To answer that question, my group and I surveyed 240 students. That month, the ink from my printer was running as dry as my body was soaked with sweat from running around the school collecting questionnaires. We compiled all results into a spreadsheet with hundreds of thousands of cells. It was the largest amount of data I had ever handled. I started analyzing it, cell by cell. The method of analysis? A node network graph. It was something new to me at the time and I didn’t know what to expect. The final result was an intensely vivid web of color composed of 240 nodes connected by thousands upon thousands of lines. It was magnificent to behold. It was intensely surreal as I witnessed the abstract concept of friendship manifested in something tangible and visual. This chaotic and hypnotizing mess of dots and lines was a snapshot of the relationships between an entire batch of students! From the graph, I could immediately discern that people aren’t automatically happier if they have more friends. It’s the quality of your friendships that matter. Ever since that project, I have been constantly seeking new ways to make the invisible structures around us visible.

Over the years, this interest has driven me to study the effects of the internet in greater depth. This is because the internet, for the past few decades, has been the biggest black box that our society has ever created. It has been credited for both promoting democracy and blamed for destroying it. It has been praised for spreading information, and decried for spreading misinformation. All of the confusion surrounding what the internet actually is stems mostly from the fact that it’s very hard to see the full extent of how it actually works and how it affects people. Media coverage of Google’s use of data or Facebook’s Cambridge Analytica scandal, services I use every day, have left me wondering how we can improve the internet and make it more transparent for the people who use it.

As a policy-minded thinker and problem solver, I have done a lot of research and contemplation on the current problems and benefits of these platforms and services. I read about how Youtube has served as a platform for populist strongmen. I read about how Facebook enabled the Arab Spring. So far, all that I have learned is that the problem is an incredibly complex and nuanced one, with a lot of different actors and moving parts. It involves multinational companies, governments, and billions of individual users. In order to maximize the potential of these networks and minimize their harms, we have to be tactical in our approach. From figuring out data privacy to figuring out whether these companies are platforms or basic services, almost all aspects of the role of these networks fascinate me. It is also a topic that I have debated competitively in the past. I have participated in motions ranging from “This house would ban Google from retaining search data” to “This house believes news media outlets should use AI for the production and presentation of its news content”. I am highly invested in the role of social networks in today’s society; rather than their complexity pushing me away, it is what draws me in. 

The costs of not understanding social networks in this era is incredibly high. This is why I am willing to dedicate myself to studying it and uncovering the ways of how to deal with it. 

This student crafts a narrative that exudes the elusive show-not-tell quality that separates good essays from great ones. In order to generate this, the applicant employs phrases packed with vivid imagery like “ the ink from my printer was running as dry as my body was soaked with sweat”  and “ an intensely vivid web of color composed of 240 nodes connected by thousands upon thousands of lines. ” They also vary their sentence structure and include rhetorical questions to make the reader interact more with their essay content. 

Their passion for technology is well-expressed through the current examples they sprinkle throughout the essay like Facebook’s Cambridge Analytica scandal and Google retaining search data. The NETS program values innovation and out-of-the-box thinking, so demonstrating they are keeping up with current events in the field and have opinions on ongoing debates shows UPenn that this student has a unique perspective to offer.

The student mentions debating topics related to the Interest in a structured manner; this shows, rather than tells admissions officers that they have strong research skills and communication abilities. By showing how their varied interests combine to produce an interdisciplinary passion, it makes their application unique and memorable to admissions officers. Not only that, but speaking about past experiences in detail allows them to establish credibility and demonstrate to admissions officers that they would be a good fit for this program.

As a whole, the essay is strong. It shares the student’s background, is well-written, and thinks about nuanced issues relating to technology.

Something that could have helped this essay would be to break up the long paragraphs into smaller, more digestible chunks. Because of the long paragraphs, it can be a little difficult to read the essay. There are many points where a new paragraph would’ve been logical, and flowed better.

For example, the first paragraph discusses both the process of collecting data and building the model and the student’s reflection on the results. A break after “ The final result was an intensely vivid web of color composed of 240 nodes connected by thousands upon thousands of lines”  would have been a natural switch from the physical aspects of the model to the introspection it spurred.

Another place for a new paragraph is when the student switches from discussing their research to their debate experience in the third paragraph. While they were trying to keep their extracurricular encounters with these topics together in one paragraph, it is far too dense as it’s written, and ideas gets lost in the sheer amount of information presented. Breaking it up would provide relief to the reader and help emphasize each point better by giving it its own space.

Essay Example #7: Thank You

Dear Mrs. Peterson,

After finishing my drawing of Timothée Chalamet this semester, I was stunned by its beauty—it was one of the first pieces that I was proud of. Because of the debacle with the charcoal drawing of my sister last year, I avoided drawing another human. Yet, you persisted in encouraging me to tackle this challenge; from achieving Timothée’s chiseled cheekbones to highlighting his curls, you always stood by my side—even when I wanted to quit.

Honing my artistic abilities was only a portion of what you taught me. You always encouraged me to be vulnerable, and I am gratified by our insightful conversations. From consoling me through the stress of finals to supporting my aspirations of becoming a lawyer, you never wavered in listening to my stories. You weren’t just my art teacher, but my shoulder.

I am inspired by how you lead your life with compassion and authenticity. Watching you build a community through dialogue furthered my own love of interaction as an instrument to foster connection. Thank you for being my guidepost. You made a home for me in your class, and it saddens me that I will be leaving it soon.

Gratefully,

Future Empathetic Lawyer

A strong hook is an essential part of any essay, to really draw a reader into the story. This writer does an excellent job immediately grabbing our attention by describing a tangible object that represents why they are thankful to their art teacher, which is a far more powerful technique than just saying something general like “You have made me a much better artist.”

The drawing of Timothée Chalamet also serves as an anchor for the traits the writer wants to highlight about themselves, such as risk-taking (taking on the challenge of drawing “his chiseled cheekbones…[and] curls” ) and perseverance ( “you always stood by my side” ). Remember that showing your reader something about yourself, through a tangible example like an art project, makes your points far more convincing than just telling them you are a certain way, as then you’re just leaving them to take your word for it.

The writer also seamlessly transitions from talking about their drawing to talking about how their art teacher has helped them in general, with the line “Honing my artistic abilities was only a portion of what you taught me.” This line provides the perfect jumping-off point for the writer to show us how their teacher has supported them in non-art contexts as well.

Finally, in a big-picture sense, the writer strikes a great balance between highlighting their art teacher’s virtues, and how those virtues have helped them grow and develop their own personality. With this prompt, there’s a risk that you end up talking too much about the person you’re thanking, and not enough about yourself–remember, you’re the one admissions officers are trying to make a decision about! But this writer avoids that pitfall by always connecting the things they admire in their art teacher to qualities they have developed themselves.

There is not much room for improvement in this essay. The author directly connects the values they have learned from their art teacher to tangible experiences, which ensures their essay will stand out even from other essays written about teachers.

The only point in the essay that reads a little strangely is the inclusion of the word “empathetic” in the student’s signature. Although we can read between the lines that they learned empathy from their teacher, that actually isn’t a value they name outright. They do highlight vulnerability, compassion, authenticity, and connection, so to make the end of the essay feel more cohesive, they could either replace “empathetic” with something like “compassionate,” or just make sure they do explicitly include empathy in the body of the essay.

If you want more examples of strong UPenn “Thank You” essays , check out our post dedicated exclusively to this new supplement!

Do you want feedback on your UPenn essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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How To Answer UPenn's 2023/24 Supplemental Essays: Tips & Insights

What's New in 23/24?

What Are UPenn's 2023/24 Essay Prompts?

Short Answer Questions

School Specific Questions

Dual Degree & Specialized Programs Qs

General Guidelines

The University of Pennsylvania's supplemental essays for the 2023/24 admissions cycle delve into applicants' gratitude, community perspectives, and alignment with specific schools and specialized programs within the university. With new school-specific prompts and detailed questions for coordinated dual-degree and specialized programs, UPenn seeks to understand applicants' unique stories, motivations, and fit with their chosen academic paths. Applicants must navigate through these meticulously crafted prompts, ensuring authentic, insightful, and well-researched responses highlighting their fit, contributions, and aspirations within UPenn's diverse and dynamic community. Explore our detailed guide and examples to craft compelling essays that resonate with UPenn’s ethos and your personal narrative.

What did Upenn students write their Common App essays about?

UPenn's 2023/24 Supplemental Essay Updates: What's Changed?

Achieving admission to the University of Pennsylvania , with its selective acceptance rate of around 4% , is a remarkable feat. In the nuanced arena of college admissions, your supplemental essays are crucial in illustrating your unique story and alignment with UPenn's values.

Prestigious institutions like UPenn meticulously refine their application processes each academic year to ensure they acquire a thorough understanding of their prospective students.

For the 2023/24 admissions cycle, UPenn has instituted several key changes to its supplemental essay questions:

• Introduction of School-Specific Prompts: Each undergraduate school within UPenn now presents a unique question, reflecting its educational ethos and mission. This change underscores the university's emphasis on ensuring applicants have a deep understanding and alignment with the specific values and focus of the school to which they apply.
• The School of Nursing is emphasizing its commitment to addressing global health needs and promoting healthcare equity.
• The College of Arts and Sciences is highlighting its flexible curriculum that encourages exploration and the creation of interdisciplinary connections.
• The Wharton School focuses on the practical application of business strategies and economic theories to address real-world challenges.
• The School of Engineering and Applied Science is spotlighting its integrative approach to technology education, blending natural sciences, mathematics, and liberal arts.
• Introduction of Coordinated Dual Degree and Specialized Programs Short Answer Prompts: For students applying to the coordinated dual-degree and specialized programs, U Penn has introduced specific essay prompts to gain deeper insights into the applicants' specific interests and motivations in these specialized areas.

DMD: Digital Media Design Program

Huntsman: the huntsman program in international studies and business, lsm: the roy and diana vagelos program in life sciences and management.

• M&T: The Jerome Fisher Program in Management and Technology

NETS: The Rajendra and Neera Singh Program in Networked and Social Systems Engineering

Nhcm: nursing and healthcare management.

• Seven-Year Bio-Dental Program

VIPER: The Roy and Diana Vagelos Integrated Program in Energy Research

• New Essay Requirement for Transfer Students: A new essay question has been introduced specifically for transfer students, seeking to understand their motivations for transferring and their aspirations in changing their educational institution.

These updates indicate UPenn's evolving admissions approach, emphasizing a heightened emphasis on ensuring a mutual fit and understanding between the applicant and the specific school within the university they seek to attend. It reflects a commitment to fostering a student body that is deeply aligned with the values, focus, and mission of their respective schools and the university.

What Are UPenn's Supplemental Essay Prompts for 2023/24?

Embarking on the application journey to the University of Pennsylvania necessitates a thorough understanding of its supplemental essay prompts, which are meticulously designed to gain a deeper insight into the applicants’ profiles. These prompts are crafted to explore your gratitude, perspectives on community, reasons for transferring (for transfer students), and your alignment with the ethos of the specific school within UPenn to which you are applying.

Penn Supplemental Short Answer Prompts (Required)

• Thank-You Note: Write a short thank-you note to someone unthanked and reflect on the experience. (150-200 words)
• Exploring Community: Discuss how you will explore community at Penn and how your experiences and perspectives will shape it. (150-200 words)

Transfer Essay (Required for Transfer Applicants)

• Detail your reasons for transferring and what you hope to gain by changing institutions. (4150 characters)

School-Specific Prompts

• School of Nursing: Reflect on the future of nursing concerning global health needs and promoting equity, and how you see yourself contributing to promoting equity in healthcare. (150-200 words)
• College of Arts and Sciences: Describe your curiosities and how you would leverage the flexible curriculum of The College of Arts and Sciences to explore them. (150-200 words)
• The Wharton School: Reflect on a current issue of importance to you and how a Wharton education would help you explore it. (150-200 words)
• School of Engineering and Applied Science: Share how you hope to explore your engineering interests at Penn, considering its mission to prepare students for global leadership in technology. (150-200 words)

Coordinated Dual Degree and Specialized Programs Short Answer Prompts

For students applying to the coordinated dual-degree and specialized programs, UPenn has introduced specific essay prompts to gain deeper insights into the applicants' specific interests and motivations in these specialized areas.

• DMD: Digital Media Design Program: Why are you interested in the Digital Media Design (DMD) program at the University of Pennsylvania? (400-650 words)
• Huntsman: The Huntsman Program in International Studies and Business: What draws you to a dual-degree program in business and international studies, and how would you use what you learn to contribute to a global issue where business and international affairs intersect? (400-650 words)
• LSM: The Roy and Diana Vagelos Program in Life Sciences and Management: What issues would you want to address using the understanding gained from such a program? Note that this essay should be distinct from your single degree essay. (400-650 words)
• M&T: The Jerome Fisher Program in Management and Technology: Explain how you will use the M&T program to explore your interest in business, engineering, and the intersection of the two. (400-650 words) Describe a problem that you solved that showed leadership and creativity. (250 words)
• NETS: The Rajendra and Neera Singh Program in Networked and Social Systems Engineering: Describe your interests in modern networked information systems and technologies, such as the internet, and their impact on society, whether in terms of economics, communication, or the creation of beneficial content for society. (400-650 words)
• NHCM: Nursing and Healthcare Management: Discuss your interest in nursing and health care management. How might Penn's coordinated dual-degree program in nursing and business help you meet your goals? (400-650 words)
• Seven-Year Bio-Dental Program: Please list any predental or premedical experience. This experience can include but is not limited to observation in a private practice, dental clinic, or hospital setting; dental assisting; dental laboratory work; dental or medical research; etc. Please include time allotted to each activity, dates of attendance, location, and a description of your experience. If you do not have any predental or premedical experience, please indicate what you have done or plan to do in order to explore dentistry as a career.
• VIPER: The Roy and Diana Vagelos Integrated Program in Energy Research: How do you envision your participation in the Vagelos Integrated Program in Energy Research (VIPER) furthering your interests in energy science and technology? (400-650 words)

UPenn’s application process is notably competitive, and these prompts offer a unique opportunity to showcase your gratitude, community perspective, and the distinct perspectives you'll bring to the UPenn community.

Explore these UPenn essay examples for further inspiration to see what successful applications entail!

How Talia Got Into Penn with Crimson

How to Answer UPenn’s Short Answer Questions?

“write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (we encourage you to share this note with that person, if possible, and reflect on the experience)”, - 150 to 200 words.

This prompt invites you to express gratitude and reflect on the impact of kindness, support, or mentorship. It provides a glimpse into your values, relationships, and ability to acknowledge and appreciate the people around you .

Express Genuine Gratitude

Ensure that your thank-you note emanates sincerity and genuine appreciation. Choose someone whose impact or gesture truly made a difference in your life, and express your gratitude authentically and heartfeltly.

Be Specific

Detail the specific act, gesture, or support you are thankful for. Clearly articulate what it meant to you and how it impacted you. Specificity conveys sincerity and provides a clearer picture of your relationship and the context.

Reflect on the Experience

Don’t just stop at the thank-you note. Dive deeper into reflection, exploring how expressing this overdue gratitude felt and what it taught you about appreciation, relationships, and acknowledgment.

Connect to Personal Growth

If possible, link the act of gratitude to your personal development or perspective. How did this act of kindness or support shape you, and how does it inspire you to act moving forward?

Example Response

Dear Mrs. Anderson, I am writing to express my heartfelt gratitude for your unwavering support during my high school journey. Your encouragement to explore my interest in environmental science, even facilitating my independent project on local ecosystems, has been pivotal in shaping my academic path and personal growth. Your belief in my potential has not only bolstered my confidence but also inspired me to advocate for environmental causes. I have not only learned about science from you but also about the impact of kindness, mentorship, and belief in someone’s potential. Thank you for being a remarkable educator and mentor. Reflecting on this, I realize the power of expressing gratitude and acknowledging the impactful gestures of others. Sharing this note with you has been a heartwarming and enlightening experience, reminding me of the importance of appreciating and vocalizing our thankfulness. It has inspired me to be more vocal in expressing gratitude and to pay forward the kindness and support I have received. Warm regards, [Your Name]

UPenn's first prompt is an invitation to expressing genuine gratitude and sincere reflective insight. It allows you to showcase your appreciation for impactful relationships and gestures while providing a window into your values, emotional intelligence, and interpersonal relationships . Ensure your response is genuine, specific, and reflective, offering a glimpse into your character and personal growth.

“How will you explore community at Penn? Consider how Penn will help shape your perspective, and how your experiences and perspective will help shape Penn.”

This prompt seeks to understand your perspective on community, past experiences with community involvement , and how you plan to engage with and contribute to the Penn community.

Integrate Past and Future Community Involvement

Reflect on your community involvement and how those experiences have shaped your perspective and values. Then, consider how you will transfer these experiences and values into your future involvement at Penn.

Explore Specific Opportunities at Penn

Research and identify specific communities, groups, or opportunities at Penn that align with your interests and past experiences. Be specific about how you plan to engage with these communities and what you hope to contribute and learn.

Reflect on Mutual Growth

Consider how being a part of the Penn community will shape your perspective and experiences and vice versa. How will you grow from being a part of Penn, and how will Penn grow from having you as a part of its community?

In my neighborhood, I initiated a project, "Tech for Seniors," where we assisted elderly individuals in navigating digital platforms, bridging a generational and technological divide. This experience taught me the power of inclusivity, empathy, and the impact of collective efforts in community building. At Penn, I am drawn to the Penn Aging Research Center, where I aspire to merge my interest in technology and community service to enhance the quality of life for the elderly population. Furthermore, I am excited to engage with the Civic House, utilizing its resources to extend my community involvement, particularly in addressing technological disparities in local communities. I envision contributing to Penn by bringing my passion for technological literacy and community service, fostering a spirit of inclusivity and collaborative impact. Simultaneously, being immersed in Penn’s diverse and socially active environment will undoubtedly broaden my understanding of community needs and innovative service, shaping a mutually enriching journey.

UPenn's second prompt is a canvas for you to illustrate your understanding and commitment to community involvement. By revealing how your past experiences, values, and future aspirations will intertwine with the Penn community, you can effectively communicate your potential contributions to academic and campus life at Penn while spotlighting how’ll you’ll benefit as well . Ensure your response is genuine, specific, and reflective, demonstrating a clear vision of your community-engaged journey at Penn.

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School Specific Prompts

School of nursing, “penn nursing intends to meet the health needs of society in a global and multicultural world by preparing its students to impact healthcare by advancing science and promoting equity. what do you think this means for the future of nursing, and how do you see yourself contributing to our mission of promoting equity in healthcare”.

This prompt seeks to understand your perspective on the future of nursing , particularly in the context of global health needs and promoting equity, and how you envision contributing to this future through Penn Nursing.

Understand and Align with Penn Nursing’s Mission

Before crafting your response, delve into Penn Nursing’s mission and initiatives toward promoting healthcare equity. Understand how they integrate science and social equity in their curriculum and community involvement. Aligning your response with their values and initiatives demonstrates a strong fit and genuine interest in Penn Nursing.

Reflect on the Future of Nursing

Consider the evolving needs of global and multicultural societies in healthcare. Think about how advancements in science and a focus on equity can shape the future of nursing, addressing disparities and enhancing healthcare outcomes.

Personal Contribution towards Equity in Healthcare

Reflect on your experiences, aspirations, and the skills you hope to gain from Penn Nursing. How will these enable you to contribute to advancing science and promoting equity in healthcare in the future?

Penn Nursing's mission resonates with my experiences volunteering in underserved communities, where I witnessed stark healthcare disparities. The integration of advanced science and a staunch commitment to equity at Penn Nursing signifies a future where healthcare transcends barriers, ensuring accessible and quality care for all demographics, irrespective of socio-economic and cultural divides. I interpret this as a call to mold nursing professionals who are not only proficient in medical science but also champions of social equity. My aspiration is to specialize in pediatric care with a focus on mental health, an often-neglected facet in multicultural societies. Leveraging Penn Nursing’s robust curriculum and its emphasis on equitable healthcare, I aim to develop programs that address mental health in children from marginalized communities, ensuring they receive adept care and support. My commitment is to ensure that advancements in healthcare science and practices are accessible and beneficial to all layers of society, aligning with Penn Nursing’s mission to promote healthcare equity on a global scale.

UPenn's School of Nursing prompt provides a platform to showcase your understanding of the intricate balance between scientific advancement and social equity in healthcare. By aligning your experiences, aspirations, and the skills you hope to acquire from Penn Nursing, you can effectively communicate your potential role in shaping a future in nursing that is scientifically advanced and equitably accessible. Ensure your response is well-researched, genuine and demonstrates how you and Penn Nursing can mutually contribute to each other and the broader healthcare landscape.

College of Arts and Sciences

“the flexible structure of the college of arts and sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. what are you curious about and how would you take advantage of opportunities in the arts and sciences ”.

This prompt invites you to explore your academic curiosity and how you plan to navigate through the College of Arts and Sciences flexible curriculum to forge your educational and career path.

Deep Dive into the College of Arts and Sciences

Ensure you thoroughly understand the College of Arts and Sciences offerings and structure . Explore the general education courses, majors, and any unique programs or opportunities that pique your interest. Demonstrating knowledge about specific aspects of the college’s curriculum and how they align with your aspirations will underscore your genuine interest and fit.

Express Your Curiosity

Identify and articulate the areas within arts and sciences that you are eager to explore. This could be a specific field of study, interdisciplinary interests, or particular courses and programs. Ensure your curiosity is genuine and resonates with your experiences and aspirations.

Leverage Opportunities

Discuss how you plan to utilize the flexible structure of the curriculum to explore your interests, make connections between different fields, and carve out your unique academic and career path. Mention specific courses, professors, research opportunities, or extracurricular activities with which you plan to engage.

My curiosity lies at the intersection of psychology and visual arts, exploring how art can be utilized as a therapeutic tool. The College of Arts and Sciences at UPenn, with its flexible curriculum, provides a fertile ground to explore this interdisciplinary interest. I am particularly drawn to the “Visual Studies” major, which allows an exploration of perception and representation through various lenses, including psychological. I aim to leverage the “Independent Study” option to delve into art therapy, under the mentorship of professors who specialize in related fields, such as Professor [Professor's Name], whose work in [specific area] resonates with my interests. Furthermore, engaging with organizations like the “Penn Art & Culture Collective” will allow me to practically apply my learnings and contribute to the community. My goal is to weave a path that intertwines psychological theories with art practices, developing therapeutic modules that can be utilized in mental health interventions, thereby navigating through the rich and flexible curriculum that the College of Arts and Sciences offers to forge a career that amalgamates art and psychology.

The College of Arts and Sciences prompt seeks to understand your academic curiosity and how you plan to navigate and leverage their flexible curriculum to explore your interests and carve your path. Ensure your response is informed, genuine, and demonstrates how the College of Arts and Sciences will facilitate your academic and career journey in the arts and sciences . Your response should reflect a well-thought-out plan that aligns with your interests and the college's offerings.

The Wharton School

“wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues.  please reflect on a current issue of importance to you and share how you hope a wharton education would help you to explore it. ”.

This prompt seeks to understand your awareness of global issues, your perspective on them, and how you envision utilizing a Wharton education to address these challenges.

Identify a Pertinent Issue

Choose a current issue that genuinely concerns you. This could be related to economics, social justice, environmental sustainability, or any other domain that intersects with business practices and economic theories.

Understand Wharton’s Offerings

Ensure you have a deep understanding of what Wharton offers . Explore specific courses, professors, research initiatives, and clubs that align with your interest in the chosen issue. Demonstrating a clear understanding of how Wharton can help you explore and address the issue will underline your genuine interest and fit.

Connect Issue, Education, and Future Impact

Articulate how a Wharton education will equip you with the knowledge, skills, and network to positively impact the issue you've identified. Be specific about how certain aspects of Wharton’s offerings will facilitate your exploration and solution-building related to the issue.

The growing wealth gap, exacerbated by the pandemic, is a pressing issue that intertwines economics and social justice. Wharton’s emphasis on applying economic theory to real-world problems aligns seamlessly with my aspiration to develop scalable solutions for income disparity. The “Business Economics and Public Policy” major, with courses like “Business in the Global Political Environment,” directly speaks to my interest in understanding and navigating the intersection of economics, business, and policy to address socio-economic disparities. Engaging with initiatives like the “Penn Wharton Public Policy Initiative” will provide a platform to explore practical policy implications of economic theories. Moreover, participating in the “Wharton Social Impact Initiative” will allow me to explore sustainable business practices that can drive social change. I envision leveraging Wharton’s rigorous education, research initiatives, and practical platforms to develop and implement business practices and policies that mitigate wealth disparities, driving equitable economic growth.

Wharton’s prompt invites you to showcase your awareness of global issues, your perspective, and how you plan to utilize their offerings to explore and address these issues in the future . Ensure your response is informed, genuine, and demonstrates a clear pathway from the issue, through Wharton’s education, to future impact. Your response should reflect a well-thought-out understanding of the issue and Wharton’s offerings and articulate a clear vision of how you plan to bridge the two during and after your education at Wharton.

How Ken Got Into UPenn Wharton with Crimson

School of Engineering & Applied Science

“penn engineering prepares its students to become leaders in technology, by combining a strong foundation in the natural sciences and mathematics, exploration in the liberal arts, and depth of study in focused disciplinary majors. please share how you hope to explore your engineering interests at penn.”.

This prompt seeks to understand your passion for engineering, your career aspirations in the field , and how you plan to leverage Penn Engineering’s unique curriculum to further your interests and goals.

Articulate Your Engineering Interests

Clearly define what aspects of engineering fascinate you. Be explicit about your interests, whether it's a particular field (like biomedical engineering or computer science) or a specific topic (like artificial intelligence or sustainable design).

Understand Penn Engineering’s Offerings

Deeply explore Penn Engineering’s curriculum, resources, and extracurricular opportunities. Identify specific aspects that align with your interests, such as courses, professors, research labs, clubs, or initiatives.

Connect Interests, Education, and Future Aspirations

Demonstrate how Penn Engineering’s offerings will facilitate your exploration and advancement in your areas of interest. Connect the curriculum and opportunities at Penn Engineering directly to your career aspirations and explain how they will help you achieve your goals.

The intersection of robotics and healthcare has always fascinated me, especially in developing assistive technologies for individuals with mobility impairments. Penn Engineering, with its robust curriculum and the GRASP Laboratory, provides a perfect environment to delve deeper into this intersection. The “Robotics” major, offering courses like “Medical Robotics” and “Introduction to Robotics,” directly aligns with my interest in developing healthcare solutions through technology. Engaging with the GRASP Lab will provide hands-on experience in robotics research, while the “Penn Health-Tech” initiative will offer insights into healthcare needs and facilitate the translation of technical solutions into practical healthcare applications. I envision utilizing Penn Engineering’s interdisciplinary approach, combining technical knowledge with liberal arts exploration, to develop assistive technologies that are not only functionally effective but also accessible and user-friendly. By integrating technical expertise with an understanding of user needs and healthcare challenges, I aspire to create technologies that enhance mobility and independence for individuals with impairments, contributing to more inclusive and accessible healthcare solutions.

Penn Engineering’s prompt invites you to showcase your engineering interests and how you plan to explore them at Penn . Ensure your response demonstrates a clear understanding of your interests, how Penn Engineering’s offerings align with them, and how you plan to leverage these opportunities to further your career aspirations in engineering. Your response should reflect a genuine interest in a particular engineering domain and a well-thought-out plan for utilizing Penn Engineering’s resources to explore and advance in this domain.

Dual Degree & Specialized Program Prompts

“why are you interested in the digital media design (dmd) program at the university of pennsylvania”, - 400 to 650 words.

The DMD program at UPenn is a unique blend of engineering, computer graphics, fine arts, and design, aiming to prepare students for a plethora of careers in the digital media domain . Your essay should reflect a clear understanding of the program and a well-articulated reason for your interest.

Understand the DMD Program

Ensure you have a deep understanding of what the DMD program entails. Explore the curriculum, the faculty, the projects students work on, and the careers it leads to. Mention specific aspects of the program that appeal to you and are aligned with your career aspirations.

Articulate Your Interest in Digital Media Design

Clearly define your interest in digital media design. Discuss any experiences you have had in the field, such as projects, internships, or courses, and how they have shaped your interest and prepared you for the DMD program.

Connect Your Interests, the DMD Program, and Future Aspirations

Demonstrate a clear path that connects your past experiences, your interest in the DMD program, and your future career aspirations. Explain how the DMD program is the perfect next step for you and how it will help you achieve your career goals.

Highlight Your Fit and Contribution

Discuss how you will contribute to the DMD community and how your unique perspective and experiences will add value to it. Mention any specific ways in which you plan to get involved and contribute to ongoing projects or initiatives.

Ever since I designed my first mobile app as a high school sophomore, the amalgamation of design, technology, and user experience has captivated me. The Digital Media Design (DMD) program at UPenn stands out as a unique program that perfectly intertwines engineering, computer graphics, and design, offering a comprehensive approach to digital media that aligns seamlessly with my interests and aspirations. My journey in digital media design began with [Specific Project/Experience], where I explored [Specific Elements/Technologies]. This experience illuminated the profound impact of integrating aesthetic design with robust technology to create user-centric digital solutions. What excites me about the DMD program at UPenn is its interdisciplinary approach, combining courses like [Specific Course 1] and [Specific Course 2], which will equip me with the technical prowess and design thinking necessary to innovate in the digital media space. Moreover, the DMD program’s emphasis on collaborative projects and its connection with the [Specific Lab/Research Group] will provide a platform to apply theoretical knowledge to real-world problems, furthering my skills in practical applications of digital media design. I am particularly drawn to [Specific Project/Research] being conducted at [Specific Lab/Research Group] and am excited about the prospect of contributing to this work with my skills in [Specific Skills/Technologies]. In the future, I aspire to [Specific Career/Project Aspirations], creating digital solutions that [Specific Impact/Outcome]. The DMD program, with its robust curriculum, hands-on projects, and a vibrant community of innovators, is the ideal environment for me to hone my skills and work towards this aspiration. I am particularly excited about [Specific Element of DMD Program] and look forward to contributing to the DMD community through [Specific Contributions].

Your essay should demonstrate a clear understanding of the DMD program, a well-articulated path that connects your past experiences, your interest in the program, your future aspirations, and a genuine enthusiasm for the program and the field of digital media design. Ensure your response is specific, detailed, and authentic, reflecting a true interest and understanding of the DMD program and how it will help you achieve your career goals .

“The Huntsman Program supports the development of globally minded scholars who become engaged citizens, creative innovators, and ethical leaders in the public, private, and non-profit sectors in the United States and internationally. What draws you to a dual-degree program in business and international studies, and how would you use what you learn to contribute to a global issue where business and international affairs intersect?”

The Huntsman Program is a unique intersection of business and international studies, aiming to cultivate leaders who can navigate the global business landscape with a deep understanding of international affairs. Your essay should reflect a clear understanding of the program and a well-articulated vision for how you will leverage it to address global issues .

Understand the Huntsman Program

Ensure you have a deep understanding of the Huntsman Program, including its curriculum, philosophy, and outcomes. Mention specific aspects of the program that appeal to you and how they align with your career aspirations.

Articulate Your Interest in Business and International Studies

Clearly define your interest in the intersection of business and international studies. Discuss any experiences you have had in these fields, such as projects, internships, or courses, and how they have shaped your interest and prepared you for the Huntsman Program.

Identify a Global Issue

Choose a global issue where business and international affairs intersect and discuss why it is of importance to you. Ensure that the issue is something you are genuinely passionate about and that it has enough depth to explore in your essay.

Connect Your Interests, the Huntsman Program, and the Global Issue

Demonstrate a clear path that connects your past experiences, your interest in the Huntsman Program, and your future aspirations to address the global issue you have identified. Explain how the Huntsman Program is the perfect next step for you and how it will help you achieve your goals related to the global issue.

Discuss how you will contribute to the Huntsman community and how your unique perspective and experiences will add value to it. Mention any specific ways in which you plan to get involved and contribute to ongoing projects or initiatives.

Navigating through the complex tapestry of international markets and geopolitical climates has always fascinated me, particularly in the realm of sustainable business practices. The Huntsman Program, with its dual-degree in business and international studies, presents a unique and compelling pathway to delve deeper into this intersection, enabling scholars like me to devise solutions that are both economically viable and globally sustainable. My interest in this intersection was sparked by [Specific Project/Experience], where I witnessed firsthand the impact of [Specific Aspect of Business/International Affairs]. This experience underscored the necessity of intertwining robust business strategies with a nuanced understanding of international relations to forge sustainable global solutions. One pressing global issue that captivates my interest is [Specific Global Issue], particularly how [Specific Business and International Affairs Elements] intersect. This issue not only has profound implications for [Specific Outcomes/Challenges] but also presents opportunities to [Specific Solutions/Opportunities]. The Huntsman Program, with its rigorous curriculum encompassing [Specific Courses/Aspects], and its vibrant, globally-minded community, provides an unparalleled platform to explore this issue in depth. I am particularly drawn to [Specific Element of the Huntsman Program] and see it as a pivotal enabler in devising innovative solutions for [Specific Global Issue]. In the future, I aspire to [Specific Career/Project Aspirations], leveraging the knowledge and skills garnered from the Huntsman Program to [Specific Impact/Outcome]. I am excited about the prospect of collaborating with like-minded peers within the Huntsman community and contributing to [Specific Projects/Initiatives] during my time at UPenn.

Your essay should demonstrate a clear understanding of the Huntsman Program, a genuine interest in the intersection of business and international studies, and a well-articulated vision for how you will leverage the program to address a specific global issue. Ensure your response is specific, detailed, and authentic, reflecting a true interest and understanding of the program and the global issue you have chosen to discuss.

“The LSM program aims to provide students with a fundamental understanding of the life sciences and their management with an eye to identifying, advancing, and implementing innovations. What issues would you want to address using the understanding gained from such a program? Note that this essay should be distinct from your single degree essay.”

The LSM Program is designed to equip students with a robust understanding of both life sciences and management, enabling them to drive innovation in these fields. Your essay should reflect a clear understanding of the program and a well-articulated vision for how you will leverage it to address specific issues in the life sciences .

Understand the LSM Program

Ensure you have a thorough understanding of the LSM Program, including its curriculum, philosophy, and outcomes. Mention specific aspects of the program that appeal to you and how they align with your career aspirations.

Identify a Relevant Issue

Choose an issue in the life sciences that you are passionate about and discuss why it is of importance to you. Ensure that the issue is something you are genuinely interested in and that it has enough depth to explore in your essay.

Connect Your Interests, the LSM Program, and the Issue

Demonstrate a clear path that connects your past experiences, your interest in the LSM Program, and your future aspirations to address the issue you have identified. Explain how the LSM Program is the perfect next step for you and how it will help you achieve your goals related to the issue.

Discuss how you will contribute to the LSM community and how your unique perspective and experiences will add value to it. Mention any specific ways in which you plan to get involved and contribute to ongoing projects or initiatives.

The intersection of life sciences and management, particularly in the realm of biotechnological innovations, has always captivated my interest. The LSM Program, with its interdisciplinary approach, offers a unique platform to delve into this intersection, enabling scholars to drive innovations that can address pressing issues in the life sciences. My interest in this field was sparked by [Specific Project/Experience], where I witnessed the profound impact of [Specific Aspect of Life Sciences/Management]. This experience underscored the necessity of intertwining robust scientific research with strategic management to bring innovations from the lab to the market. One issue that I am particularly passionate about is [Specific Issue in Life Sciences], especially considering its implications for [Specific Outcomes/Challenges]. This issue presents opportunities to [Specific Solutions/Opportunities], which can be explored and implemented through the integration of life sciences and management. The LSM Program, with its robust curriculum encompassing [Specific Courses/Aspects], and its vibrant community of innovators, provides an unparalleled platform to explore this issue in depth. I am particularly drawn to [Specific Element of the LSM Program] and see it as a pivotal enabler in devising innovative solutions for [Specific Issue in Life Sciences]. In the future, I aspire to [Specific Career/Project Aspirations], leveraging the knowledge and skills garnered from the LSM Program to [Specific Impact/Outcome]. I am excited about the prospect of collaborating with the LSM community and contributing to [Specific Projects/Initiatives] during my time at UPenn.

Your essay should demonstrate a clear understanding of the LSM Program, a genuine interest in the intersection of life sciences and management, and a well-articulated vision for how you will leverage the program to address a specific issue in the life sciences. Ensure your response is specific, detailed, and authentic, reflecting a true interest and understanding of the program and the issue you have chosen to discuss.

M&T: The Jerome Fisher Program in Management and Technology: Prompt 1

“explain how you will use the m&t program to explore your interest in business, engineering, and the intersection of the two.”.

The Jerome Fisher Program in Management and Technology (M&T) is designed for students who have a keen interest in both engineering and business. Your essay should reflect a clear understanding of the program and a well-articulated vision for how you will leverage it to explore the intersection of business and engineering.

Understand the M&T Program

Ensure you have a thorough understanding of the M&T Program, including its curriculum, philosophy, and outcomes. Mention specific aspects of the program that appeal to you and how they align with your career aspirations.

Articulate Your Interest

Clearly articulate your interest in both business and engineering, providing examples from your past experiences that demonstrate your passion and aptitude in these areas.

Explore the Intersection

Discuss the intersection of business and engineering, providing specific examples of issues or opportunities that lie at this intersection that you are interested in exploring further through the M&T Program.

Connect Your Interests, the M&T Program, and Your Future Aspirations

Demonstrate a clear path that connects your past experiences, your interest in the M&T Program, and your future aspirations. Explain how the M&T Program is the perfect next step for you and how it will help you achieve your goals.

Discuss how you will contribute to the M&T community and how your unique perspective and experiences will add value to it. Mention any specific ways in which you plan to get involved and contribute to ongoing projects or initiatives.

Navigating through the realms of business and engineering has always been a focal point of my academic and extracurricular pursuits. My involvement in [Specific Project/Experience] illuminated the profound impact that can be achieved at the intersection of these two disciplines, particularly in the realm of [Specific Aspect of Business/Engineering]. A pressing issue that captivates my interest is [Specific Issue at the Intersection of Business and Engineering]. This issue presents a myriad of challenges and opportunities, such as [Specific Challenges/Opportunities], which can be navigated effectively through a robust understanding of both business and engineering. The M&T Program, with its interdisciplinary curriculum and vibrant community, provides an unparalleled platform to delve deeper into this intersection. I am particularly drawn to [Specific Element of the M&T Program] as it aligns perfectly with my interests and aspirations in [Specific Issue/Area]. In the future, I aspire to [Specific Career/Project Aspirations], leveraging the knowledge and skills garnered from the M&T Program to navigate the complex landscape of [Specific Issue/Area]. I am excited about the prospect of collaborating with the M&T community, contributing to [Specific Projects/Initiatives], and exploring innovative solutions at the intersection of business and engineering.

Your essay should demonstrate a clear understanding of the M&T Program, a genuine interest in both business and engineering, and a well-articulated vision for how you will leverage the program to explore specific issues or opportunities at the intersection of these two disciplines. Ensure your response is specific, detailed, and authentic, reflecting a true interest and understanding of the program and the issues you have chosen to discuss.

M&T: The Jerome Fisher Program in Management and Technology: Prompt 2

“describe a problem that you solved that showed leadership and creativity.”, - 250 words.

This prompt seeks to understand your problem-solving, leadership, and creative thinking skills through a specific example. Your response should succinctly narrate a situation, your actions, and the outcomes, showcasing your abilities in a compelling manner.

Identify a Relevant Problem

Choose a problem that allowed you to demonstrate both leadership and creativity in your solution. Ensure that the problem and your role in solving it are significant enough to showcase your abilities.

Structure Your Response

Given the word limit, structure your response to clearly outline the situation, your actions, and the outcomes. Ensure each aspect is clearly communicated and that your leadership and creativity are evident.

Highlight Your Leadership

Discuss how you took charge of the situation, the decisions you made, and how you motivated and coordinated with others. Highlight any specific challenges you overcame and how you navigated through them.

Showcase Your Creativity

Demonstrate how you thought outside the box to come up with innovative solutions. Highlight how your creative approach was instrumental in solving the problem.

Reflect on the Impact

Briefly discuss the impact of your solution, providing specific outcomes where possible. This could include the immediate outcomes as well as any longer-term impact that your solution may have had.

When our school’s annual event faced abrupt cancellation due to unforeseen circumstances, I spearheaded a team to transition it into a virtual format, ensuring continuity of a cherished tradition. The challenge lay in replicating the interactive and engaging aspects of the in-person event in a virtual environment. My creative approach involved leveraging various online platforms to create a multi-dimensional virtual experience. I coordinated with tech teams to integrate virtual reality (VR) environments, enabling participants to navigate through a simulated version of our school, attending different activities and sessions. Leadership was crucial in coordinating diverse teams, managing resources, and ensuring effective communication. I facilitated collaborations between the tech team, event organizers, and participants, ensuring a seamless transition to the virtual format. The event not only witnessed a record participation but also opened avenues for inclusive participation from international students, enhancing global engagement. This solution not only addressed the immediate problem but also introduced a new, inclusive format for future events.

Your response should succinctly and effectively communicate a problem, your leadership and creative approach to solving it, and the impact of your solution. Ensure that your abilities are clearly showcased through your actions and that the outcomes reflect positively on your problem-solving skills.

“Describe your interests in modern networked information systems and technologies, such as the internet, and their impact on society, whether in terms of economics, communication, or the creation of beneficial content for society. Feel free to draw on examples from your own experiences as a user, developer, or student of technology.”

This prompt invites you to explore your interests and experiences related to networked information systems and technologies, and their societal impact. It's an opportunity to showcase your understanding, passion, and vision regarding the intersection of technology and society.

Express Your Interest

Begin by articulating your interests in networked information systems and technologies. Discuss any specific aspects or technologies that particularly captivate you and why.

Highlight Personal Experiences

Share specific experiences as a user, developer, or student of technology that have shaped your interests and understanding. This could include projects you’ve worked on, courses you’ve taken, or personal experiences that have influenced your perspective.

Discuss Societal Impact

Explore the impact of networked information systems on society, considering various dimensions such as economics, communication, and content creation. Provide your insights into both the positive and negative implications, showcasing your nuanced understanding of the topic.

Incorporate Real-world Examples

Use real-world examples to illustrate your points, whether they are drawn from your personal experiences or from notable developments in the field. Ensure that these examples effectively support your discussion and showcase your knowledge and engagement with the topic.

Envision Future Possibilities

Consider discussing where you see these technologies heading in the future and any potential innovations or developments that you find particularly exciting or concerning. This is an opportunity to showcase your forward-thinking and visionary mindset.

Connect to the NETS Program

Towards the end, weave in how the NETS program at Penn aligns with your interests and how you envision leveraging the program to further explore and impact the field. Be specific about aspects of the program that resonate with you and how you see yourself contributing to and benefiting from it.

My fascination with networked information systems, particularly blockchain technology, stems from its revolutionary potential to democratize finance and enhance data security. My journey began with developing a decentralized voting system for our school elections, ensuring secure and transparent processes. This project not only fortified my technical skills but also illuminated the profound societal impact of secure and transparent networked systems. Blockchain, with its decentralized and immutable nature, has the potential to redefine economic structures, enhance data integrity, and democratize access to financial systems, especially in underbanked regions. However, it also poses challenges, such as energy consumption and regulatory dilemmas, reflecting the multifaceted impact of networked technologies on society. My experiences as a developer and user have underscored the importance of ethical considerations and user-centric design in developing technologies that are equitable, accessible, and beneficial to society. The NETS program, with its interdisciplinary approach and focus on the societal implications of networked systems, presents the ideal platform to deepen my understanding, engage in innovative projects, and develop solutions that positively impact society.

Your response should weave together your interests, experiences, understanding, and vision related to networked information systems and technologies, effectively showcasing your passion, expertise, and potential to contribute to the field. Ensure that your discussion is supported by specific examples and that your connection to the NETS program is clear and compelling.

“Discuss your interest in nursing and health care management. How might Penn's coordinated dual-degree program in nursing and business help you meet your goals?”

The NHCM program at Penn uniquely intertwines nursing and healthcare management, offering a comprehensive perspective on patient care and healthcare administration. Your essay should reflect your passion and rationale for intertwining these fields and how the NHCM program aligns with your aspirations.

Express Your Dual Interest

Begin by elucidating your interest in both nursing and healthcare management. Discuss why you believe these fields are interconnected and vital to your career aspirations. Ensure that your passion for both fields is evident and balanced throughout the essay.

Personal and Professional Motivations

Share experiences, observations, or learnings that have shaped your interest in nursing and healthcare management. This could include personal experiences, interactions with healthcare professionals, or insights gained through academic or extracurricular activities.

Highlight the Significance

Discuss the importance of integrating nursing with healthcare management, considering aspects like patient care, healthcare administration, policy-making, and healthcare innovation. Your insights into why a dual understanding is crucial in contemporary healthcare will underscore your informed interest.

Articulate Your Goals

Clearly define your short-term and long-term goals within the realms of nursing and healthcare management. Be specific about the impact you wish to make, the roles you aspire to undertake, and the advancements you wish to contribute to.

Connect to the NHCM Program

Detail how the NHCM program at Penn will facilitate your journey towards your goals. Discuss specific aspects of the program, such as courses, faculty, resources, or opportunities, that resonate with your interests and aspirations. Ensure that your connection to the program is specific, genuine, and well-researched.

Contribute and Gain

Reflect on what you will bring to the NHCM community and how you will leverage the program. Consider how your unique experiences and perspectives will enrich the community and how you plan to utilize the knowledge and experiences gained through the program in your future endeavors.

My journey through volunteering in a local hospital illuminated the intricate dance between empathetic patient care and meticulous healthcare management. Observing nurses who seamlessly integrated clinical expertise with administrative acumen highlighted the pivotal role of dual expertise in enhancing healthcare outcomes. My goal is to innovate healthcare delivery by intertwining clinical excellence with strategic management, ensuring equitable, efficient, and empathetic healthcare solutions. My experience developing a community health initiative for underprivileged neighborhoods underscored the importance of strategic management in amplifying the impact of nursing interventions. It is this symbiosis between nursing and management that I am eager to explore and deepen through the NHCM program. Penn’s NHCM program, with its rigorous curriculum, esteemed faculty, and myriad opportunities for practical application, presents the ideal platform to forge my path in healthcare. Courses like “Healthcare Management” and “Nursing in the Community” directly align with my interests, while the opportunities for internships and global experiences will facilitate practical application of theoretical knowledge. I bring with me a fervent passion for community healthcare, experiences in grassroots health initiatives, and a perspective shaped by on-ground realities. At NHCM, I aim to deepen my expertise, engage in collaborative learning, and contribute to the community, ultimately driving forward my vision for an integrated, innovative, and inclusive healthcare future.

Your essay should weave together your interests, experiences, goals, and connection to the NHCM program, showcasing a genuine, informed, and passionate commitment to nursing and healthcare management. Ensure that your essay is well-structured, specific, and reflective, effectively conveying your unique journey, vision, and fit for the NHCM program.

Seven-Year Bio-Dental Program: Prompt 1

“please list any predental or premedical experience. this experience can include but is not limited to observation in a private practice, dental clinic, or hospital setting; dental assisting; dental laboratory work; dental or medical research; etc. please include time allotted to each activity, dates of attendance, location, and a description of your experience. if you do not have any predental or premedical experience, please indicate what you have done or plan to do in order to explore dentistry as a career.”.

This prompt seeks a detailed account of your experiences and future plans related to the dental field. It’s crucial to provide a comprehensive, clear, and structured response.

For Those With Predental/Premedical Experience

Detail your experiences.

• Description: Clearly describe each experience, ensuring to highlight your role, responsibilities, and learnings.
• Time and Duration: Mention the total hours and the timeframe during which you gained this experience.
• Location: Specify where the experience took place.
• Reflection: Briefly reflect on what each experience taught you about the field and your career aspirations.

Variety and Depth

• Ensure to showcase a range of experiences, if possible, to demonstrate a well-rounded exploration of the field.
• Highlight experiences that had a significant impact on your decision to pursue dentistry.

Connect to Your Aspirations

• Subtly weave in how these experiences have shaped your understanding of dentistry and affirmed your career choice.

Example Entry

• Experience: Dental Assisting at [Clinic/Hospital Name]
• Duration: June 2022 - August 2022, 150 hours
• Location: [City, State]
• Description: Assisted with dental procedures, sterilized equipment, and engaged in patient care. This hands-on experience underscored the importance of precision and patient rapport in dental practice, solidifying my commitment to pursuing dentistry.

For Those Without Predental/Premedical Experience

Express genuine interest.

• Clearly articulate why you are interested in dentistry even without direct experience.

Alternative Experiences

• Discuss any experiences that, while not directly related to dentistry, have helped shape your career aspirations and transferable skills.

Future Plans

• Detail specific, actionable plans to gain experience and explore the dental field in the future.
• Mention any scheduled experiences, planned shadowing, or courses you intend to take.

Demonstrating Commitment

• Highlight how your actions, even without direct experience, showcase your commitment to pursuing dentistry.

While I have not yet gained direct predental experience, my engagement in [related experience] has honed my [specific skills] and affirmed my interest in healthcare. I have enrolled in a dental shadowing program scheduled for [month, year] and plan to volunteer at [specific location] to gain hands-on insight into dental practice. My commitment to exploring dentistry is underscored by [specific actions/qualities], and I am eager to deepen my understanding through continued experiences and education.

Ensure your response is clear, detailed, and reflective. Whether detailing past experiences or outlining future plans, showcase a genuine, informed commitment to exploring and contributing to the field of dentistry. Your experiences and plans should collectively convey your enthusiasm, understanding, and dedication towards a career in dentistry.

Seven-Year Bio-Dental Program: Prompt 2

“describe any activities which demonstrate your ability to work with your hands.”.

Dentistry is a profession that demands precision, dexterity, and adept manual skills. This prompt seeks to understand your foundational experiences that demonstrate your ability to work with your hands and potentially correlate to the manual skills required in dentistry.

Highlight Varied Experiences

• Artistic Pursuits: If you’ve engaged in painting, sculpture, or any other form of art, discuss how you’ve honed your hand-eye coordination and attention to detail.
• Craftsmanship: Activities like woodworking, sewing, or mechanics showcase your ability to manipulate tools and create detailed work.
• Musical Instruments: Playing instruments, especially those that require intricate hand movements like the piano or violin, can illustrate dexterity.
• Cooking or Baking: These activities often require precise measurements and manual skills, which can be relevant.

Detail Your Involvement

• Clearly describe your role and involvement in each activity.
• Mention the duration and level of commitment to each activity.

Reflect on Skills Developed

• Discuss specific skills developed through these activities, such as fine motor skills, precision, patience, and creativity.
• Reflect on how these skills might be transferable to a dental career.

Connect to Dentistry

• Subtly draw parallels between the manual skills utilized in these activities and those required in dentistry.
• If possible, relate it to any experiences or observations of dental practices.
• Activity: Pottery Crafting
• Duration: 3 years, weekly classes
• Description: Engaging in pottery has honed my manual dexterity and spatial awareness. Molding clay into detailed shapes and creating symmetrical, aesthetically pleasing pieces requires a steady hand and attention to detail. These skills, akin to those utilized in dental procedures, have not only enhanced my appreciation for meticulous handwork but also underscored the importance of precision and artistic understanding in creating functional, visually appealing structures.

Your response should provide a clear, detailed, and reflective account of your experiences that demonstrate manual dexterity and how these skills might translate into a dental career. Ensure to convey a genuine appreciation for activities that require hand skills and a thoughtful understanding of how these skills are relevant to dentistry. This will showcase your preparedness and intrinsic alignment with the skillset required in the dental profession.

Seven-Year Bio-Dental Program: Prompt 3

“what activities have you performed that demonstrate your ability to work effectively with people”.

Dentistry is not only about technical skills but also about interpersonal skills, as dentists work with diverse groups of people, including patients, staff, and other healthcare professionals. This prompt seeks to understand your experiences and skills in working with others.

Highlight Diverse Interactions

• Team Projects or Group Work: Discuss any collaborative projects or activities where you worked in a team, focusing on your role and contributions.
• Volunteer Work: Share experiences where you worked with people in a service capacity, such as volunteering at community centers, hospitals, or events.
• Leadership Roles: If you’ve held leadership positions in clubs, sports, or other organizations, discuss how you managed and worked with your team.
• Customer Service Roles: Jobs or roles in retail, restaurants, or any customer-facing position can showcase your ability to manage and interact with people effectively.

Demonstrate Key Skills

• Communication: Highlight instances where effective communication was key to success or resolving issues.
• Empathy: Share experiences that required understanding and empathizing with others’ perspectives or emotions.
• Conflict Resolution: Discuss any situations where you played a role in resolving conflicts or facilitating smooth interactions.
• Collaboration: Provide examples of how you worked cohesively with others to achieve common goals.

Reflect on Learnings and Growth

• Discuss what you learned from these experiences and how they shaped your interpersonal skills.
• Reflect on how these experiences have prepared you for interactions in a healthcare setting.

Relate to Dentistry

• Draw connections between the skills developed through these experiences and the interpersonal skills required in dentistry.
• Mention any interactions or observations in dental settings that further inspired or informed your understanding of patient-doctor interactions.
• Activity: Volunteering at a Local Community Center
• Duration: 2 years, bi-weekly involvement
• Description: My role involved organizing and facilitating community events, where I interacted with individuals from varied age groups and backgrounds. This experience enhanced my communication and organizational skills, as I coordinated with team members and engaged with community members to ensure successful events. I learned the importance of empathy and active listening, especially when interacting with elderly individuals who often shared personal stories and experiences. These skills are crucial in dentistry, where understanding and addressing patients’ concerns and anxieties is pivotal.

Your response should weave through your experiences, skills, reflections, and their relevance to dentistry in a cohesive manner. Ensure to provide specific examples and insights from your experiences, demonstrating a deep understanding of interpersonal skills and their application in a dental career. This will showcase your preparedness for the people-oriented aspects of a career in dentistry.

Seven-Year Bio-Dental Program: Prompt 4

“please explain your reasons for selecting dentistry. please include what interests you the most about dentistry as well as what interests you least.”.

Navigating through this prompt requires a balanced reflection on your passion and pragmatism towards a career in dentistry. It's essential to showcase genuine interest and understanding of the field while also acknowledging its challenges or less appealing aspects.

What Interests You Most

1. personal experiences:.

• Reflect on any personal experiences that drew you towards dentistry, such as dental visits, braces, etc.
• Discuss any interactions or observations with dentists that left a positive impact.

2. Impact and Service:

• Highlight the aspect of service and impact in dentistry — helping people improve their oral health, confidence, and quality of life.
• Mention the satisfaction derived from immediate results and direct impact in healthcare.

3. Interdisciplinary Nature:

• Discuss how dentistry combines various fields — healthcare, biology, engineering (prosthetics, orthodontics), and even art (aesthetics, restoration).

4. Patient Interaction:

• Mention the appeal of continuous patient interaction and building relationships over time.

5. Technological Advancements:

• Express interest in the evolving technology in dentistry, such as laser treatments, 3D printing, etc.

What Interests You Least

1. be honest but tactful:.

• Choose an aspect that is genuine but ensure it is not central to the profession.
• Avoid cliches like “there’s nothing I dislike” – authenticity is key.

2. Challenges in Patient Management:

• Discuss challenges like managing anxious or non-cooperative patients while maintaining empathy and professionalism.

3. Administrative Aspects:

• Mention the potential tedium of administrative tasks, paperwork, and management aspects of running a practice.

4. Continuous Learning Curve:

• Acknowledge the demanding aspect of continuous learning and adaptation due to evolving dental technologies and methods.

5. Ethical Dilemmas:

• Discuss navigating through ethical dilemmas, such as treatment refusals or non-adherence to advice.

I was drawn towards dentistry during my orthodontic treatment in high school, witnessing the profound impact it had on my confidence and oral health. The multifaceted nature of dentistry, intertwining healthcare, engineering, and aesthetic artistry, fascinates me. Particularly, the ability to alleviate pain, enhance aesthetics, and consequently, uplift an individual’s self-esteem and quality of life is profoundly impactful. However, the administrative aspects, such as managing paperwork and insurance claims, seem less engaging to me. While they are crucial for practice management, I find them to be a diversion from the core clinical and patient-care aspects that primarily draw me to dentistry. Nonetheless, I perceive them as a necessary component to facilitate the smooth functioning of a dental practice, ensuring that the clinical aspects can be executed effectively.

Your response should offer a well-rounded view of your perception of dentistry, reflecting both your passion and realistic understanding of the profession. Ensure to convey how the positives outweigh the negatives for you and how you are prepared to navigate through the less appealing aspects, showcasing a mature and informed perspective towards a career in dentistry.

“How do you envision your participation in the Vagelos Integrated Program in Energy Research (VIPER) furthering your interests in energy science and technology? Please include any past experiences (ex. academic, research, or extracurricular) that have led to your interest in the program. Additionally, please indicate why you are interested in pursuing dual degrees in science and engineering and which VIPER majors are most interesting to you at this time.”

Envisioning participation in viper, 1. interdisciplinary approach:.

• Highlight the appeal of VIPER’s interdisciplinary approach to energy research.
• Discuss how the blend of science and engineering will enable you to explore innovative solutions to energy challenges.

2. Research Opportunities:

• Mention specific research labs, projects, or professors in VIPER that align with your interests.
• Discuss how engaging in research from early on will deepen your understanding and skills in energy science.

3. Real-world Impact:

• Express your desire to contribute to tangible solutions for global energy challenges.
• Mention how VIPER’s focus on translating research into practical applications resonates with you.

Past Experiences

1. academic:.

• Mention any coursework or projects related to energy science, physics, chemistry, or engineering that piqued your interest in the field.

2. Research:

• Discuss any prior research experiences, especially those related to energy, and what you learned from them.

3. Extracurricular:

• Highlight participation in science clubs, competitions, or projects related to energy solutions.

Pursuing Dual Degrees

1. bridging theory and application:.

• Discuss how pursuing dual degrees will equip you with the theoretical knowledge and practical skills to innovate in energy solutions.

2. Comprehensive Understanding:

• Mention how the dual degrees will provide a comprehensive understanding of energy from both a scientific and engineering perspective.

3. Career Goals:

• Relate the dual degrees to your career aspirations in energy research, policy, or technology development.

VIPER Majors of Interest

1. specific interests:.

• Mention the VIPER majors that align with your interests and why they appeal to you.
• Be specific about the aspects of the major that excite you, such as particular courses or facets of the curriculum.

2. Future Applications:

• Discuss how the majors will equip you for your future career or research aspirations in the energy sector.

My fascination with energy science was ignited during a high school project on photovoltaic cells, where I explored the intricacies of converting sunlight into electricity. This interest was further fueled by my internship at [XYZ Lab], where I delved into research on enhancing the efficiency of solar panels using nanotechnology. VIPER, with its robust interdisciplinary approach, stands out as the epitome of energy research education, offering a unique blend of theoretical knowledge and practical application through its dual-degree program. Engaging in cutting-edge research under Dr. [ABC], particularly in [specific project or lab], aligns seamlessly with my aspirations to innovate in renewable energy technologies. The dual degrees in [specific majors] will not only deepen my understanding of energy science but also equip me with the engineering prowess to translate theories into tangible technologies. My goal is to contribute to developing scalable and sustainable energy solutions, and VIPER is the quintessential program to catalyze my journey in navigating the complexities and challenges of the energy landscape.

Ensure your essay reflects a genuine interest and understanding of energy science and the VIPER program. Connect your past experiences, current interests, and future aspirations cohesively, showcasing a clear pathway of how VIPER will be instrumental in furthering your career in energy research and technology.

General Guidelines for Answering UPenn's Supplemental Essay Questions

1. immerse yourself in upenn’s culture:.

• Understand UPenn’s Programs: Dive deep into the specifics of UPenn's programs, courses, and faculty to demonstrate a genuine interest and understanding of what the university offers.
• Align with UPenn’s Values: Ensure your responses resonate with UPenn’s ethos, particularly its emphasis on interdisciplinary learning, innovation, and impactful leadership.

2. Showcase Your Individuality:

• Highlight Unique Experiences: Your unique experiences, challenges, and perspectives are valuable—ensure they shine through in your essays.
• Your Contribution to UPenn: Clearly articulate how your uniqueness will contribute to the UPenn community and its diverse tapestry of cultures and ideas.

3. Articulate Clear Goals and Aspirations:

• Career and Academic Goals: Be clear about your academic and career aspirations and how UPenn’s specific offerings align with them.
• Interdisciplinary Interests: UPenn values interdisciplinary studies. Showcase your varied interests and how you plan to intertwine them during your time at UPenn.

4. Authenticity and Sincerity:

• Be Genuine: Authenticity in your responses will resonate more than trying to present an image you think the admissions committee wants to see.
• Reflect True Interests: Discuss programs, courses, and opportunities that genuinely excite you, not just those that seem impressive.

5. Precision and Clarity:

• Concise Writing: With stringent word limits, ensure your responses are concise, clear, and to the point without sacrificing depth or meaning.
• Prioritize Information: Choose the most impactful experiences and insights to share, ensuring they provide new information beyond your Common App essay.

6. Engage with Engaging Narratives:

• Storytelling: Weave your experiences and insights into a compelling narrative that provides a window into your world and aspirations.
• Relatable Experiences: Choose relatable stories and experiences and provide tangible evidence of your qualities and interests.

7. Flawless Presentation:

• Proofread Thoroughly: Ensure your essays are meticulously proofread and free from grammatical or syntactical errors.
• Seek Feedback: Obtain feedback from mentors, peers, or teachers to ensure clarity and impact in your writing.

8. Connect to the UPenn Experience:

• Visualize Your UPenn Journey: Ensure your essays provide a clear picture of how you envision your time at UPenn, both academically and personally.
• Community Involvement: Discuss how you plan to engage with and contribute to the UPenn community, both on and off campus.

9. Embrace the Opportunity:

• More Than an Application: View these essays as an opportunity to genuinely present who you are and articulate your fit and enthusiasm for UPenn.
• Showcase Your Journey: Use this platform to provide a holistic view of your journey, your aspirations, and why UPenn is the ideal place for you to realize them.

10. Stay Informed:

• Keep Updated: Ensure you’re aware of any recent developments, new programs, or initiatives at UPenn that might align with your interests and aspirations.
• Showcase Current Relevance: Relate your interests and experiences to current global or social contexts, showcasing your awareness and engagement with the world.

Navigating UPenn’s supplemental essays requires a blend of authenticity, clarity, and a deep understanding of what UPenn offers and values. By intertwining your unique journey, aspirations, and experiences with UPenn’s offerings and ethos, you can compellingly convey your fit and potential contributions to the UPenn community.

For further insights and examples, exploring the U Penn essay examples might provide additional perspectives on crafting standout applications.

Final Thoughts

Embarking on your journey towards the University of Pennsylvania is about more than academic achievements; it's about crafting a narrative that intertwines your unique journey, aspirations, and potential contributions with UPenn’s rich legacy and vibrant community. Your supplemental essays provide a pivotal platform to showcase your character, aspirations, and the distinctive value you would bring to the UPenn community.

Every UPenn aspirant brings a unique story and perspective. This is your opportunity to eloquently articulate yours, ensuring it resonates with UPenn’s ethos and offerings. Approach your essays with authenticity, depth, and a palpable passion for your narrative and future aspirations.

If you find yourself questioning whether your essay genuinely encapsulates your essence or stands out amidst a sea of applications, our essay review service is here to assist you. Our seasoned experts will provide comprehensive reviews and feedback, ensuring your essay resonates powerfully with UPenn’s admissions officers. For additional insights and inspiration, our ebook , featuring essays from students who secured spots at top-tier institutions, can be a valuable resource. Moreover, our compilation of successful UPenn essay examples will offer invaluable perspectives and inspiration.

For those embarking on their college application journey, consider scheduling a free consultation with our experienced college counselors. We are committed to assisting you in crafting an application that enhances your chances of becoming a part of UPenn’s vibrant community. Your dream of joining the ranks of UPenn’s Quakers is within reach, and we are here to support you at every step of your journey.

What Makes Crimson Different

Key Resources & Further Reading

• Everything you need to know about US Application Supplemental Essays
• Acing your College Application Essay: 5 Expert Tips to Make it Stand Out from the Rest
• How to Tackle Every Type of Supplemental Essay
• 2023-24 Common App Essay Prompts
• What are the Most Unusual US College Supplemental Essay Prompts?

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October 19, 2023

Tips for Answering the University of Pennsylvania Supplemental Essay Prompts [2023 – 2024]

The University of Pennsylvania, or Penn, was established in 1790 and is one of the oldest universities in America. This prestigious Ivy League school is known for its top-notch research as well as its undergraduate programs that focus on practical applications grounded in a strong liberal arts foundation. It accepts the Common Application or the Coalition Application and requires a Penn writing supplemental in addition to the general Common/Coalition Application essay. Your supplemental essay helps Penn gain a more holistic view of you as a potential student. The Penn website states, “Our ideal candidates are inspired to emulate our founder Benjamin Franklin by applying their knowledge in ‘service to society.’” Through your Common Application, the admissions committee is aware of your grades and test scores, and understands the level of rigor in your curriculum within the context of your high school environment. Use the supplemental essay to demonstrate how you are an ideal match for Penn and how Penn will help you to accomplish your life goals. Illustrate how you engage with and think about the world around you. Communicate your thoughts, values, and perspectives so the admissions committee can understand what is important to you!

Penn offers a binding early decision option with a November 1 deadline. Consider this option if Penn is your first choice, because the rate of admission is higher during the early decision round. In addition, if Penn is your top choice and you have any alumni ties, early decision might be the best approach. In the past, candidates with alumni affiliation received the most consideration during the early decision program. Keep in mind, applying to any school via binding early decision will limit when and how you can apply to other schools. You are allowed to apply early decision to Penn and early action to other nonbinding or nonrestrictive early action programs. Always check with the specific schools for guidelines. 

Before you sit down to begin writing your essays, do your research to learn as much as possible about Penn’s approach to education. Familiarize yourself with the unique character of the school, read through the website, get a sense of the campus and academic atmosphere, visit the campus (if possible), speak with students, and imagine yourself studying at Penn. In short, identify what makes the school a good fit for you. 

Penn is located in the city of Philadelphia and offers an exceptional education in a diverse urban setting on a primarily residential campus. Penn provides many opportunities for students to investigate various areas of interest. The availability of learning hubs is an example of how the school fosters the active and dynamic exploration of ideas. Think about how you might embrace this approach and the overall academic climate at Penn.  

It should come as no surprise that Penn is steeped in tradition. Although the curriculum at Penn is flexible, it has a high-quality liberal arts and science foundation. The four undergraduate schools (College of Arts and Science, Penn Engineering, School of Nursing, and The Wharton School) pride themselves on providing an integrated and functional education. The Penn site states that students “combine theoretical and practical thinking while developing the tools they need to innovate and lead in a world that demands an increasingly broad perspective.” Consider how these values will affect your experience at Penn. 

Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words, only required for first year applicants)

First, consider your overall application to Penn, because you want to shed light on something you have not mentioned in any detail elsewhere. The person you write to should be someone who has had a positive impact on you – on your life, your way of thinking, your identity, your interests, or in any other significant way. This is a short note, so use concise language to explain what you are thanking them for, how what they did (intentionally or not) affected you, and why you are grateful.

How will you explore community at Penn? Consider how Penn will help shape your perspective, and how your experiences and perspective will help shape Penn. (150-200 words)

This prompt is meant to address the interplay of how you might add to and benefit from the extracurricular atmosphere at Penn. How will you participate in the Penn community and contribute to it in meaningful ways? You only have 200 words in which to express what excites you most about the Penn community, provide some insight into how you might engage with it, and reveal how you might both enhance and grow from it based on your individual identity and perspective. Among other things, this prompt provides an opportunity to express your cultural background and unique interests. Consider the diverse population of students and their experiences in light of your own identity and perspectives. 

Also consider the Penn community within the context of the city of Philadelphia. Remember that Penn’s founder, Ben Franklin, was focused on service to society, and that begins with the dynamic community around you and expands from there. Overlay your individual story with the community at Penn. This essay requires you to look at your identity and perspective and to consider the ways in which you mesh with the Penn community. How might it affect you, and likewise, what impact might you have on those around you? What do you bring with you based on your life experience? What might you gain though your potential interactions/opportunities/exchanges with others in the community at Penn?

The school-specific prompt will now be unique to the school to which a student is applying. Considering the undergraduate school you have selected, please respond to your school-specific prompt below. (For example, all applicants applying to the College of Arts and Sciences will respond to the prompt under the “College of Arts and Sciences” section).

For students applying to the coordinated dual-degree and specialized programs, please answer this question in regard to your single-degree school choice; your interest in the coordinated dual-degree or specialized program may be addressed through the program-specific essay.

For this response, you will address the school-specific prompt (School of Nursing, College of Arts and Science, The Wharton School, or School or Engineering and Applied Science) in 150-200 words.

Although each prompt is slightly different based on the school to which you are applying, the underlying question is the same: how does Penn support your intellectual and academic interests, and how do your goals align with the specific mission of the school? Do your research into your school of choice. How will it prepare you to achieve your goals? You must demonstrate an understanding of yourself by articulating your personal connection to the program’s mission. Consider why you are a good fit for the undergraduate school (College of Arts and Sciences, School of Nursing, The Wharton School, or Penn Engineering). What specific academic, service, and/or research opportunities might enhance your journey and help you accomplish your goals? Include examples of how your personal experiences make the program at Penn a good fit for you. How will the opportunities at Penn expand, nurture, and support your interests and aspirations? In closing, remember to address why you are driven to attend the program at Penn and how a Penn education will help you to effect change in the world.

Students applying to dual-degree and specialized programs should address the prompts above in terms of the single-degree school choice in your response. Your interest in the coordinated or specialized program can be addressed in your program-specific essay. 

Note that additional essays are required if you are applying to one of the Coordinated Dual Degree and Specialized Programs offered at Penn. These responses have limits that range from 400 to 650 words. Although these individual prompts are not addressed in detail here, keep in mind that each one asks you to share specific examples and experiences that demonstrate your potential for success, along with your enthusiasm for and attraction to the particular program. These programs are a significant commitment, so you need to convey your genuine dedication. The admissions committee uses your essays to determine whether you will be a good match for the particular dual degree or specialized program to which you seek admission. 

This is a competitive application process, and you are up against an increasingly competitive group of applicants. Although Penn withheld admission rates for the Class of 2027 in an effort to put the focus back on students rather than low admissions rates, it received 59,463 undergraduate applications, and only 2,420 enrolled in the first-year class. If we look back at previous years that had fewer total applicants and similar class sizes, the acceptance rate for the Class of 2027 is likely in the 4% to 6% range. 

Here are a few more numbers to consider. Over 90% of the students admitted were in the top 10% of their high school class, with an average SAT score of 1535 and an average ACT score of 34.5. Effectively communicating the intangibles through your essays is the best way to differentiate yourself among this prestigious crowd. Use your essay responses to discuss what is meaningful to you, project the value you could add to the campus community, and convey how Penn is the ideal place for you to achieve your dreams for the future.

Take a deep breath, and try not to be intimidated by this process. Start early to allow yourself enough time to thoroughly research, prepare, and complete all aspects of your application. All these components must come together in a compelling way to present you as a highly competitive applicant. Penn is interested in your personal stories, life experiences, hopes, and aspirations. It seeks to attract and foster great thinkers and future leaders who will play constructive roles in society. Take the appropriate time and invest the necessary energy to reveal your best self!

Marie Todd has been involved in college admissions for more than 20 years. Marie has both counseled applicants to top colleges and evaluated more than 5,000 applications for the University of Michigan’s College of Literature, Science, and the Arts; College of Engineering; School of Kinesiology; School of Nursing; and Taubman College of Architecture. Want Marie to help you get accepted? Click here to get in touch .

Related Resources:

• Five Fatal Flaws to Avoid in Your College Application Essays
• Four Ways to Show How You’ll Contribute in the Future
• Three Tips for Parents of Applicants

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University of Pennsylvania | UPenn’s 2023-24 Essay Prompts

Gratitude short response.

Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!)

Diversity Short Response

How will you explore community at Penn? Consider how Penn will help shape your perspective, and how your experiences and perspective will help shape Penn.

College of Arts and Sciences Short Response

The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences?

Penn Engineering Short Response

Penn Engineering prepares its students to become leaders in technology, by combining a strong foundation in the natural sciences and mathematics, exploration in the liberal arts, and depth of study in focused disciplinary majors. Please share how you hope to explore your engineering interests at Penn.

Penn Nursing Short Response

Penn Nursing intends to meet the health needs of society in a global and multicultural world by preparing its students to impact healthcare by advancing science and promoting equity. What do you think this means for the future of nursing, and how do you see yourself contributing to our mission of promoting equity in healthcare?

Wharton Short Response

Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues. Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it.

Huntsman Program Essay

The Huntsman Program supports the development of globally-minded scholars who become engaged citizens, creative innovators, and ethical leaders in the public, private, and non-profit sectors in the United States and internationally. What draws you to a dual-degree in business and international studies, and how would you use what you learn to make a contribution to a global issue where business and international affairs intersect?

Digital Media Design Program Essay

Why are you interested in the Digital Media Design (DMD) program at the University of Pennsylvania?

Life Sciences and Management Program Essay

The LSM program aims to provide students with a fundamental understanding of the life sciences and their management with an eye to identifying, advancing and implementing innovations. What issues would you want to address using the understanding gained from such a program? Note that this essay should be distinct from your single degree essay.

Jerome Fisher Management and Technology Program Essay 1

Explain how you will use the M&T program to explore your interest in business, engineering, and the intersection of the two.

Jerome Fisher Management and Technology Program Essay 2

Describe a problem that you solved that showed leadership and creativity.

NETS Engineering Program Essay

Describe your interests in modern networked information systems and technologies, such as the Internet, and their impact on society, whether in terms of economics, communication, or the creation of beneficial content for society. Feel free to draw on examples from your own experiences as a user, developer, or student of technology.

Nursing and Healthcare Management Program Essay

Discuss your interest in nursing and health care management. How might Penn’s coordinated dual-degree program in nursing and business help you meet your goals?

VIPER Program Essay

How do you envision your participation in the Vagelos Integrated Program in Energy Research (VIPER) furthering your interests in energy science and technology? Please include any past experiences (ex. academic, research, or extracurricular) that have led to your interest in the program. Additionally, please indicate why you are interested in pursuing dual degrees in science and engineering and which VIPER majors are most interesting to you at this time.

Bio-Dental Program Short Response 1

Please list pre-dental or pre-medical experience. This experience can include but is not limited to observation in a private practice, dental clinic, or hospital setting; dental assisting; dental laboratory work; dental or medical research, etc. Please include time allotted to each activity, dates of attendance, location, and description of your experience. If you do not have any pre-dental or pre-medical experience, please indicate what you have done or plan to do in order to explore dentistry as a career.

Bio-Dental Program Short Response 2

Do you have relatives who are dentists or are in dental school? If so, indicate the name of each relative, his/her relationship to you, the school attended, and the dates attended.

Bio-Dental Program Short Response 3

Describe any activities which demonstrate your ability to work with your hands.

Bio-Dental Program Short Response 4

What activities have you performed that demonstrate your ability to work cooperatively with people

Bio-Dental Program Short Response 5

Please explain your reasons for selecting a career in dentistry. Please include what interests you the most in dentistry as well as what interests you the least.

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Share an essay on any topic of your choice. It can be one you‘ve already written, one that responds to a different prompt, or one of your own design.

What will first-time readers think of your college essay?

13 UPenn Essay Samples That Worked

Updated for the 2024-2025 admissions cycle.

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The University of Pennsylvania, also known as UPenn, is an Ivy League university that provides students from all over the world with a world-class education. With over 4,700 courses, 150 majors, and 500 clubs and organizations, there is truly something for everyone. The school offers over eight specialized programs. This includes the Bio-Dent Seven Year Bio-Dental Program, which allows students to earn an undergraduate degree in biology and a DMD degree from the school of dentistry in only seven years. Undergraduate students can also take classes at Wharton, which is among the most prestigious business schools in the world. Ultimately, the University of Pennsylvania is an outstanding choice for students to create their future, with exceptional academics, cultural events, landmark buildings, and a bustling campus life.

Unique traditions at UPenn

1. The Naked Quad Run: Every year on the night before the last exam, Penn students take off all their clothes except for shoes and sprint around the school's quad. The tradition began in 1997 as a way to celebrunte the end of the semester in a fun and rally way. 2. The Button Game: Penn's button game is an indoor scavenger hunt that takes place during the Spring semester. The game includes making designs out of buttons and other clues located around campus. 3. Senior Tree Planting: For the class of 1996 and beyond, Penn seniors are invited to plant a tree in West Philadelphia in a ceremony. The tree planting ceremony symbolizes the students' commitment to Penn and to the community. 4. The Red Cross Fire Companies: Penn's oldest student-run organizations date back to the 1800s when students formed the Fire Companies. The Fire Companies fought small fires on campus, performed drills to maintain their skill and performed service activities for the local community. 5. Homecoming Heroes: Penn celebrates their student and alumni achievements by designating a select group of Homecoming Heroes. The Heroes were chosen for their exceptional contributions to the University and their dedication to Penn's mission.

Programs at UPenn

1. Wharton Global Ambassadors: A student-run organization that works to establish relationships with like-minded business professionals from all over the world. 2. Penn Community Garden: An organization dedicated to providing fresh produce to individuals and families in need in the nearby community. 3. Penn Program for Public Service: An organization providing a platform for interdisciplinary service projects that promotes meaningful community engagement. 4. Engineering Without Borders: A student-run organization that links engineering technology and knowledge to empower people in developing countries. 5. PennSocial Justice: A student-led organization fostering social activism to create a just and sustainable world.

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Real Essays from UPenn Admits

Prompt: considering the specific undergraduate school you have selected, describe how you intend to explore your academic and intellectual interests at the university of pennsylvania..

The intersection between environmental science and debate are the two subjects I’ve realized I aspire to study, and Penn can effectively allow me to study their interdisciplinary connections.

As a student of Penn’s College of Arts and Sciences, I’ll seek to explore these subjects further with the people who piqued my curiosity in the first place. For example, Professor Kok-Chor Tan wrote a paper on the relationship between justice and wildlife protection, which prompted my interest in the intersections of philosophy and our ecosystem. I’d take his Philosophy of Law course (PHIL-1450) to learn about distributive justice in law, so I can strengthen my capabilities to campaign for eco-policies in the Philadelphia area, like the “Keep Philly Green & Water Clean” initiative.

Additionally, I’d also want to pursue research with professors like Cary Coglianese, who wrote a paper on policymakers’ failing responses to climate change, which I cited in a debate on the need for radical change in environmental legislation. The opportunity to learn both within the classroom and collaborate with Penn’s exceptional faculty makes me eager to become a Quaker.

Essay by Michael

Music producer and Philosophy connoisseur @ Penn

Prompt: Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words)

Dear Aditi,

I remember the first time we met: a Book Bowl contest, where we religiously read 20 chapter books in order to win an American-British dictionary. Remember when we held our books up proudly as we were announced middle school champions? But, that was already six years ago and now we’ve grown and moved on to another common interest - dark Russian literature. 

Thank you for being a steadfast companion for the past six years, standing by my side through the evolution of interests and countless discussions and debates we’ve shared: from arguing about which boy was better in The Selection series in middle school, to fanning over Dostoevsky’s Crime and Punishment in AP Literature. 

As we approach the end of one era, I wanted to acknowledge the significant impact you’ve had on my life. Once we graduate from college, I’ll be waiting to rent an apartment with you in New York as we promised each other so many years ago. Here’s to our enduring bond, as tight as the bound pages of a book, and the many adventures that wait for us. 

With love, Annie

Essay by Anastasia Poliakova

Pre-Law Track Freshman @ Harvard University

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2024-2025 Pennsylvania (Perelman)

• Thread starter wysdoc
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University of Pennsylvania Perelman School of Medicine Interview Feedback

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• Jun 28, 2024

OOS received (MD), 06/28 - same as last year. @wysdoc 1. Were there changes to your academic professional and/or personal circumstances due to the COVID-19 pandemic that you would like to share with the committee? (Y/N) 2. During the Covid-19 pandemic, if you were offered an option to continue courses with a standard grading system or switch to Pass/Fail, and you elected Pass/Fail, please describe the reason(s) for your decision here. (500 characters) 3. Independently of the Covid-19 pandemic, have you taken any online courses for credit? (Y/N) 4. Have you been nominated for or received an award from any state, regional or national organization? (Y/N) 5. Have you taken or are you planning to take time off between college graduation and medical school matriculation? (Y/N) 6. Have you participated in any global activities outside of the U.S. prior to submitting your AMCAS application? (Y/N) 7. Did you participate in a pre-medical enrichment or pathway program during your undergraduate studies? (Y/N) 8. The Perelman School of Medicine (PSOM) is deeply committed to recruiting a class inclusive of diverse perspectives and experiences; this enriches the instruction we provide, enhances team-based learning, and ensures our students’ preparation to address the health needs of a pluralistic society. How would your life experiences contribute to the student body and how would you contribute to an inclusive atmosphere at PSOM? Please explain and limit your response to 1,000 characters. 9. We are all navigating through challenging times at home and abroad, and physicians and physician-scientists must contend with many instances of uncertainty. Please describe a time when you faced a situation that was ambiguous, confusing, or uncertain, and how you navigated making a decision without complete information. (3000 characters) 10. Do you identify as a first-generation college graduate and/or having a low-income background? We recognize that the definition of “low income” can vary based on geographic location, zip code, and size of your household, but there are some factors typically associated with being low-income, such as qualifying for free/reduced lunch in middle/high school, receiving Pell grants or work-study aid during college, qualifying for Medicaid/Social Security benefits, or attending a high school with low per capita funding, Title 1 designation and/or a low percentage of seniors receiving a high school diploma. (Y/N) 11. Have you or your family experienced economic hardships, regardless of current income status? (Y/N) 12. Have you ever been employed at the University of Pennsylvania Health System or Children's Hospital of Philadelphia and worked with a University of Pennsylvania faculty mentor(s)? If yes, please indicate name, department, phone number of faculty member(s), and start/end dates (Y/N) 13. Please share your reasons for applying to the Perelman School of Medicine. (note 1,000-character limit):  

I've tried both FireFox and Safari - can't edit anything in the portal. Anyone else having this issue?  

zarastars said: I've tried both FireFox and Safari - can't edit anything in the portal. Anyone else having this issue? Click to expand...

carle said: On mine it says secondary application opens July 2? Maybe that's why? Click to expand...

Mr. Macrophage

zarastars said: OOS received (MD), 06/28 - same as last year. @wysdoc 1. Were there changes to your academic professional and/or personal circumstances due to the COVID-19 pandemic that you would like to share with the committee? (Y/N) 2. During the Covid-19 pandemic, if you were offered an option to continue courses with a standard grading system or switch to Pass/Fail, and you elected Pass/Fail, please describe the reason(s) for your decision here. 3. Independently of the Covid-19 pandemic, have you taken any online courses for credit? (Y/N) 4. Have you been nominated for or received an award from any state, regional or national organization? (Y/N) 5. Have you taken or are you planning to take time off between college graduation and medical school matriculation? (Y/N) 6. Have you participated in any global activities outside of the U.S. prior to submitting your AMCAS application? (Y/N) 7. Did you participate in a pre-medical enrichment or pathway program during your undergraduate studies? (Y/N) 8. The Perelman School of Medicine (PSOM) is deeply committed to recruiting a class inclusive of diverse perspectives and experiences; this enriches the instruction we provide, enhances team-based learning, and ensures our students’ preparation to address the health needs of a pluralistic society. How would your life experiences contribute to the student body and how would you contribute to an inclusive atmosphere at PSOM? Please explain and limit your response to 1,000 characters. 9. We are all navigating through challenging times at home and abroad, and physicians and physician-scientists must contend with many instances of uncertainty. Please describe a time when you faced a situation that was ambiguous, confusing, or uncertain, and how you navigated making a decision without complete information. 10. Do you identify as a first-generation college graduate and/or having a low-income background? We recognize that the definition of “low income” can vary based on geographic location, zip code, and size of your household, but there are some factors typically associated with being low-income, such as qualifying for free/reduced lunch in middle/high school, receiving Pell grants or work-study aid during college, qualifying for Medicaid/Social Security benefits, or attending a high school with low per capita funding, Title 1 designation and/or a low percentage of seniors receiving a high school diploma. (Y/N) 11. Have you or your family experienced economic hardships, regardless of current income status? (Y/N) 12. Have you ever been employed at the University of Pennsylvania Health System or Children's Hospital of Philadelphia and worked with a University of Pennsylvania faculty mentor(s)? If yes, please indicate name, department, phone number of faculty member(s), and start/end dates (Y/N) 13. Please share your reasons for applying to the Perelman School of Medicine. (note 1,000-character limit): Click to expand...

• Jun 29, 2024

Mr. Macrophage said: What's the character limit for #9? Click to expand...

pm-me-tardigrades

OOS secondary received just now (submitted 5/28, verified 5/30) (why are they sending these out at night?)  

pedropedropedro

+1 OOS secondary received, verified 6/5  

bold-and-brash-

+1 OOS! Verified 6/26  

• Jun 30, 2024

BlueTuba15 said: What is meant by global activities (6), is that like study abroad? Click to expand...

gorillionare-mindset

Does anyone know what exactly they define as a pre-med enrichment or pathway program? Would something like a summer research fellowship count for this (I'm assuming no just checking and i figure others would be asking)  

gorillionare-mindset said: Does anyone know what exactly they define as a pre-med enrichment or pathway program? Would something like a summer research fellowship count for this (I'm assuming no just checking and i figure others would be asking) Click to expand...

• Jul 1, 2024

PassionFruit57 said: I'm sorry but do they mean at my University or like from external sources? Click to expand...

zarastars said: i think it's just anything you've done outside the US, so yeah i'd include study abroad, any programs (volunteering) etc. someone who is more experienced w penn should chime in though haha Click to expand...

I know Perelman is notorious for strict GPA/MCAT requirements, but I was wondering what the minimum GPA cutoff seems to be?  

ecobio said: I know Perelman is notorious for strict GPA/MCAT requirements, but I was wondering what the minimum GPA cutoff seems to be? Click to expand...

WhiteCoatHopeful

zarastars said: OOS received (MD), 06/28 - same as last year. @wysdoc 1. Were there changes to your academic professional and/or personal circumstances due to the COVID-19 pandemic that you would like to share with the committee? (Y/N) 2. During the Covid-19 pandemic, if you were offered an option to continue courses with a standard grading system or switch to Pass/Fail, and you elected Pass/Fail, please describe the reason(s) for your decision here. (500 characters) 3. Independently of the Covid-19 pandemic, have you taken any online courses for credit? (Y/N) 4. Have you been nominated for or received an award from any state, regional or national organization? (Y/N) 5. Have you taken or are you planning to take time off between college graduation and medical school matriculation? (Y/N) 6. Have you participated in any global activities outside of the U.S. prior to submitting your AMCAS application? (Y/N) 7. Did you participate in a pre-medical enrichment or pathway program during your undergraduate studies? (Y/N) 8. The Perelman School of Medicine (PSOM) is deeply committed to recruiting a class inclusive of diverse perspectives and experiences; this enriches the instruction we provide, enhances team-based learning, and ensures our students’ preparation to address the health needs of a pluralistic society. How would your life experiences contribute to the student body and how would you contribute to an inclusive atmosphere at PSOM? Please explain and limit your response to 1,000 characters. 9. We are all navigating through challenging times at home and abroad, and physicians and physician-scientists must contend with many instances of uncertainty. Please describe a time when you faced a situation that was ambiguous, confusing, or uncertain, and how you navigated making a decision without complete information. (3000 characters) 10. Do you identify as a first-generation college graduate and/or having a low-income background? We recognize that the definition of “low income” can vary based on geographic location, zip code, and size of your household, but there are some factors typically associated with being low-income, such as qualifying for free/reduced lunch in middle/high school, receiving Pell grants or work-study aid during college, qualifying for Medicaid/Social Security benefits, or attending a high school with low per capita funding, Title 1 designation and/or a low percentage of seniors receiving a high school diploma. (Y/N) 11. Have you or your family experienced economic hardships, regardless of current income status? (Y/N) 12. Have you ever been employed at the University of Pennsylvania Health System or Children's Hospital of Philadelphia and worked with a University of Pennsylvania faculty mentor(s)? If yes, please indicate name, department, phone number of faculty member(s), and start/end dates (Y/N) 13. Please share your reasons for applying to the Perelman School of Medicine. (note 1,000-character limit): Click to expand...

PSA: the admissions office got back to me bc I was worried about an additional letter of rec that has yet to be uploaded. They specifically said, "You have plenty of time to wait on that letter and submit your application when you feel it is the strongest. We do not make note of the time it takes submit a secondary, so do not let affect your decision making." I told the admissions rep I won't get my letter until 7/21 and in a follow up email, they said "That timeframe wont be a problem at all. We wont even start reviewing applications for a little bit." Hope this helps people prioritize which secondaries to write! Good luck.  

geopoliticuschild

goge69 said: PSA: the admissions office got back to me bc I was worried about an additional letter of rec that has yet to be uploaded. They specifically said, "You have plenty of time to wait on that letter and submit your application when you feel it is the strongest. We do not make note of the time it takes submit a secondary, so do not let affect your decision making." I told the admissions rep I won't get my letter until 7/21 and in a follow up email, they said "That timeframe wont be a problem at all. We wont even start reviewing applications for a little bit." Hope this helps people prioritize which secondaries to write! Good luck. Click to expand...

WhiteCoatHopeful said: Do they give you space to explain/write more if you select yes for the Y/N questions? And if so what's the character limit for those? Click to expand...

Brownies_15

is anyone else struggling on the uncertainty question? any advice?  

flowfish said: Yes 1: 500 characters 3: just asks you to list the courses (no explanation) 4: just asks you to list the name of awards (maybe there's space for explaining? but it doesn't list a word count and the box is small) 5: 500 characters 6: 1000 characters 7: 1000 characters, asks you to explain how this was a valuable or meaningful experience 10: just y/n 11: 1000 characters 12: just asks you to list the contacts (no explanation) Click to expand...

• Jul 2, 2024

Brownies_15 said: is anyone else struggling on the uncertainty question? any advice? Click to expand...

alpacasaurus

This question “3. Independently of the Covid-19 pandemic, have you taken any online courses for credit? (Y/N) (simply list if yes)” asks specifically to list any online science courses. Would psychology, statistics, or engineering be considered science in this context? Thanks!  

alpacasaurus said: This question “3. Independently of the Covid-19 pandemic, have you taken any online courses for credit? (Y/N) (simply list if yes)” asks specifically to list any online science courses. Would psychology, statistics, or engineering be considered science in this context? Thanks! Click to expand...

Mr. Macrophage said: Their 10th percentile is around a 3.8 so I’d say probably that. I think the general consensus is that anything 3.8+ is competitive anywhere. Click to expand...

redtrain21 said: Should I even bother with 3.7 and 519? Click to expand...

heavyfriend said: depends on if ORM/URM and male/female and some other labels. you should check w admit.org for a slight idea. if URM expect it to be a lot lower ofc Click to expand...

heavyfriend said: yea. of course you are. run. that's the way they programmed you. there's no critical thinking left. just consume. just eat. NPC Click to expand...

jrlybob1 said: bro sounds like a bot Click to expand...

heavyfriend

Membership revoked.

parmi said: hes everywhere!! and just so negative and cynical like you chose to do this ?? Click to expand...

scatteredbrainiac

Alta California

Comments unbecoming of a future physician have been removed (along with the offender).  

CheeesyBoi said: This one was rough for me too. Do you have any ideas you are debating between? Click to expand...

yuumiplayer

golden wang

Anyone know the MSTP secondary prompts?  

zarastars said: 7. Did you participate in a pre-medical enrichment or pathway program during your undergraduate studies? (Y/N) Click to expand...

SteinwayThor

golden wang said: Anyone know the MSTP secondary prompts? Click to expand...

pineappleninja

• Jul 4, 2024

SteinwayThor said: Additional MSTP prompts: 2. List you research experience chronologically, starting with the most recent, and including your anticipated experience for the remainder of this academic year. For each experience, please provide clear information about the time commitment. (For instance, if you worked continuously in one lab for a year, putting in full time hours during the summer, and part time hours during the school year, you might state: "full time (about 50 hours a week) from mid May until the end of August, continuing part time (about 10 hours a week) from September to April". Note that if you worked two summers in the same lab, but did *not* work in that lab at all during the school year, these should be listed as two separate research experiences.) For each experience, indicate whether your mentor will provide a letter of recommendation. If you do not select a letter from an individual with whom you had an extensive research experience, please provide an explanation in the comments section. Click to expand...

pineappleninja said: Does anyone know if they are just looking for the basics (institution, time, PI, etc) or if we should give more details on our research (beyond what we wrote in SRE)? Click to expand...

For question 4 asking about awards, do grants count? Sorry if this is a silly question!  

altftwelve said: For question 4 asking about awards, do grants count? Sorry if this is a silly question! Click to expand...

Mr. Macrophage said: Yeah I was wondering the same thing. Do awards like travel scholarships, grants, etc. count, or only major awards. Thinking about emailing them. Click to expand...

solarflare1230

• Jul 6, 2024

anyone else unable to submit because the letters of recommendation tab is red? EDIT: nvm it worked lol  

biochemistagirl

• Jul 10, 2024

wysdoc said: 2024-2025 Pennsylvania (Perelman) Secondary Essay Prompts: 1. Were there changes to your academic professional and/or personal circumstances due to the COVID-19 pandemic that you would like to share with the committee? (Y/N) (if yes, 500 characters max) 2. During the Covid-19 pandemic, if you were offered an option to continue courses with a standard grading system or switch to Pass/Fail, and you elected Pass/Fail, please describe the reason(s) for your decision here. (500 characters) 3. Independently of the Covid-19 pandemic, have you taken any online courses for credit? (Y/N) (simply list if yes) 4. Have you been nominated for or received an award from any state, regional or national organization? (Y/N) (simply list if yes) 5. Have you taken or are you planning to take time off between college graduation and medical school matriculation? (Y/N) (500 characters if yes) 6. Have you participated in any global activities outside of the U.S. prior to submitting your AMCAS application? (Y/N) (1000 characters if yes) 7. Did you participate in a pre-medical enrichment or pathway program during your undergraduate studies? (Y/N) (1000 characters if yes) 8. The Perelman School of Medicine (PSOM) is deeply committed to recruiting a class inclusive of diverse perspectives and experiences; this enriches the instruction we provide, enhances team-based learning, and ensures our students’ preparation to address the health needs of a pluralistic society. How would your life experiences contribute to the student body and how would you contribute to an inclusive atmosphere at PSOM? Please explain and limit your response to 1,000 characters. 9. We are all navigating through challenging times at home and abroad, and physicians and physician-scientists must contend with many instances of uncertainty. Please describe a time when you faced a situation that was ambiguous, confusing, or uncertain, and how you navigated making a decision without complete information. (3000 characters) 10. Do you identify as a first-generation college graduate and/or having a low-income background? We recognize that the definition of “low income” can vary based on geographic location, zip code, and size of your household, but there are some factors typically associated with being low-income, such as qualifying for free/reduced lunch in middle/high school, receiving Pell grants or work-study aid during college, qualifying for Medicaid/Social Security benefits, or attending a high school with low per capita funding, Title 1 designation and/or a low percentage of seniors receiving a high school diploma. (Y/N) 11. Have you or your family experienced economic hardships, regardless of current income status? (Y/N) (1000 characters if yes) 12. Have you ever been employed at the University of Pennsylvania Health System or Children's Hospital of Philadelphia and worked with a University of Pennsylvania faculty mentor(s)? If yes, please indicate name, department, phone number of faculty member(s), and start/end dates (Y/N) (list only, no essay) 13. Please share your reasons for applying to the Perelman School of Medicine. (note 1,000-character limit) ++++++++++++++++++++++++++++++++ Additional MSTP prompts: (very specific! including how to type and format it) 1. Please use keywords or phrases, separated by commas, to identify your research interests more specifically. Do not use tabs or add lines by hitting the enter key. There is a limit of 500 characters. 2. List you research experience chronologically, starting with the most recent, and including your anticipated experience for the remainder of this academic year. For each experience, please provide clear information about the time commitment. (For instance, if you worked continuously in one lab for a year, putting in full time hours during the summer, and part time hours during the school year, you might state: "full time (about 50 hours a week) from mid May until the end of August, continuing part time (about 10 hours a week) from September to April". Note that if you worked two summers in the same lab, but did *not* work in that lab at all during the school year, these should be listed as two separate research experiences.) For each experience, indicate whether your mentor will provide a letter of recommendation. If you do not select a letter from an individual with whom you had an extensive research experience, please provide an explanation in the comments section. 3. If you are out of undergrad and are currently doing research, please list your primary institution for the coming year below. (This will also be included in the summary above, but is helpful to us to have as a separate data field) 4. How many months of FT research effort do you expect to have had by August of next year when you would join our program? We are asked to report this data to NIH for matriculants. Calculation Instructions: For many individuals, this value will reflect months of summer research experience or full-time research experience following college. Part-time research, for example during the school year, should be converted to full time - e.g., 15 hrs/week for 8 months = 3 months. (Here’s how the calculation works. When converting part time to full time, we use a standard 40 hour work week. So, we take 15 and divide by 40 = .375 (aka ~37.5% of full time). 8 months times .375 gives you 3 months). If you worked full time in a lab for 6 months and you averaged a lot more than 40 hours a week, it still only counts as 6 months full time – don’t adjust for that. We only use the 40 hour standard when converting part time experiences. Labs associated with a course, such as an organic chemistry course lab, should NOT be included. 5. If you have publications as the result of your research, please provide the full citations here. It would be helpful to distinguish them using the following categories: Published/peer reviewed, published/not peer reviewed, submitted and under revision. Please note that manuscripts "in prep" should not be included. You may add other descriptors or information if helpful. If you do not have any publications at this time, please indicate that (eg by typing "no publications yet"). Good luck to all applying! Interview Feedback: University of Pennsylvania Perelman School of Medicine Interview Feedback Review of University of Pennsylvania Perelman School of Medicine Interview Feedback. Get the latest information, opinions of fellow students, and LizzyM and SDN Rankings. www.studentdoctor.net Click to expand...

biochemistagirl said: Do you guys think it’s okay to answer N to question 1? Click to expand...

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English (ENGL)

ENGL 0010 Study of a Medieval or Renaissance Author

This course introduces students to literary study through the works of a single, major author from the Medieval or Renaissance period. Reading an individual author across an entire career offers students the rare opportunity to examine works from several critical perspectives in a single course. What is the author's relation to his or her time? How do our author's works help us to understand literary history? And how might we understand our author's legacy through performance, tributes, adaptations, or sequels? Exposing students to a range of approaches and assignments, this course is an ideal introduction to literary study. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Fall or Spring

1 Course Unit

ENGL 0011 Study of a Woman Writer

This course introduces students to literary study through the works of a major woman writer Reading an individual author across an entire career offers students the rare opportunity to examine works from several critical perspectives in a single course. How do our author's works help us to understand literary and cultural history? And how might we understand our author's legacy through performance, tributes, adaptations, or sequels? Exposing students to a range of approaches and assignments, this course is an ideal introduction to literary study. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 0011

ENGL 0012 Study of an African American Author

This course introduces students to literary study through the works of a major African American author. Reading an individual author across an entire career offers students the rare opportunity to examine works from several critical perspectives in a single course. How do our author's works help us to understand literary and cultural history? And how might we understand our author's legacy through performance, tributes, adaptations, or sequels? Exposing students to a range of approaches and assignments, this course is an ideal introduction to literary study. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 0012

ENGL 0020 Study of a Literary Theme

This introduction to literary study examines a compelling literary theme. The theme's function within specific historical contexts, within literary history generally, and within contemporary culture, will all be emphasized. In presenting a range of materials and perspectives, this course is an ideal introduction to literary study. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0021 Study of a Theme in Cinema

This introduction to literary study examines a compelling theme central to a set of cinematic texts. The theme's function within specific historical contexts, within varying media technologies, and within contemporary culture, will all be emphasized. In presenting a range of materials and perspectives, this course is an ideal introduction to literary study. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 0021 , COML 0021

ENGL 0022 Study of a Theme in Global Literature

This introduction to literary study examines a compelling literary theme by attending to texts from around the globe. The theme's function within multiple historical and regional contexts, within literary history generally, and within contemporary culture, will all be emphasized. In presenting a range of materials and perspectives, this course is an ideal introduction to literary study. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 0022

ENGL 0023 Study of a Theme Related to Gender & Sexuality

This introduction to literary study examines a compelling literary theme related to questions of gender and sexuality. The theme's function within specific historical contexts, within literary history generally, and within contemporary culture, will all be emphasized. In presenting a range of materials and perspectives, this course is an ideal introduction to literary study. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 0023

ENGL 0024 Study of a Theme: Monsters in Film and Literature

This course studies literature and film featuring a wide assortment of monsters across a range of genres, cultures, and time periods. It also serves as an introduction to film analysis and readings in cultural studies and literary theory. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 0024

ENGL 0030 Study of a Literary Genre

An introduction to literary study through a genre; whether it be the novel, drama, the short story, the graphic novel, or poetry. Versions of this course will vary widely in the selection of texts assigned. Some versions will begin with traditional texts, including a sampling of works in translation. Others will focus exclusively on modern and contemporary examples. This course is designed for the General Requirement, and is ideal for the students wishing to take an English course but not necessarily intending to major. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0038 Study of a Genre: World Autobiography

An introduction to literary study through world literature. The course will introduce you to the manifold connections between theories of world literature and fields such as globalization studies, translation studies, comparative literature, and postcolonial studies. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 0038

ENGL 0039 Narrative Across Cultures

The purpose of this course is to present a variety of narrative genres and to discuss and illustrate the modes whereby they can be analyzed. We will be looking at shorter types of narrative: short stories, novellas, and fables, and also some extracts from longer works such as autobiographies. While some works will come from the Anglo-American tradition, a larger number will be selected from European and non-Western cultural traditions and from earlier time-periods. The course will thus offer ample opportunity for the exploration of the translation of cultural values in a comparative perspective.

Also Offered As: COML 1025 , MELC 1960 , NELC 1960, SAST 1124 , THAR 1025

ENGL 0040 Study of a Literary Period

This is an introduction to literary study through a survey of works from a specific historical period. This course is ideal for students wishing to explore a significant era, and it presents a range of texts and contexts for understanding the cultural products of a period. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0041 Study of a Period in Cinematic History

This is an introduction to the study of cinema and culture through a survey of works from a specific historical period. This course is ideal for students wishing to explore a significant era, and it presents a range of films and contexts for understanding the cultural products of a period. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 0041 , COML 0041

ENGL 0042 Study of a Period: Medieval/Renaissance

This is an introduction to literary study through a survey of works from a specific historical period--in this case, Medieval and/or Renaissance. This course is ideal for students wishing to explore a significant era, and it presents a range of texts and contexts for understanding the cultural products of a period. This course is designed for the General Requirement, and is ideal for the students wishing to take an English course but not necessarily intending to major. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0043 Study of a Period: Literature of the Long 18th Century

This is an introduction to literary study through a survey of works from a specific historical period--in this case, the Long 18th Century. This course is ideal for students wishing to explore a significant era, and it presents a range of texts and contexts for understanding the cultural products of a period. This course is designed for the General Requirement, and is ideal for the students wishing to take an English course but not necessarily intending to major. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0044 Study of a Period: The 19th Century

This is an introduction to literary study through a survey of works from a specific historical period--in this case, the 19th Century. This course is ideal for students wishing to explore a significant era, and it presents a range of texts and contexts for understanding the cultural products of a period. This course is designed for the General Requirement, and is ideal for the students wishing to take an English course but not necessarily intending to major. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0045 Study of a Period: The Twenty-First Century

This is an introduction to literary study through a survey of works from a specific historical period--in this case, Twenty-First Century literature. This course is ideal for students wishing to explore a significant era, and it presents a range of texts and contexts for understanding the cultural products of a period. This course is designed for the General Requirement, and is ideal for the students wishing to take an English course but not necessarily intending to major. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0052 Literature and Society: Introduction to Psychoanalysis

The course will introduce students to the broad and ever-expanding spectrum of psychoanalytic ideas and techniques, through reading and discussion of major works by some of its most influential figures. We will also read some literary, historical, philosophical, and anthropological works that have special relevance to the psychoanalytic exploration of the human condition. In addition to the other requirements it satisfies, this course may also be counted toward completion of the Psychoanalytic Studies minor (http://web.sas.upenn.edu/psys/). See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 0052

ENGL 0060 Introduction to Literature and Law

An introduction not only to representations of the law and legal processes in literary texts, but also to the theories of reading, representation, and interpretation that form the foundation of both legal and literary analysis. See the English Department's website at www.english.upenn.edu for a description of our current offerings.

ENGL 0070 Literature and Medicine: 1650 to the Present

This course offers a comprehensive study of significant changes and continuities in the history of medicine from 1650 to the present day, alongside works of literature that exemplify the shifting notions of the doctor and sickness in the Western medical tradition. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0137 Penn Theatre in London--Penn English London Program

This course is the centerpiece of the Penn English London Program. As part of this course, you will study with a renowned theatre critic and make frequent theatre visits. London is one of the most exciting theatre centers in the world, and this course has a focus on live performance, providing an incomparable opportunity to learn about a wide range of dramatic forms, acting styles, theatrical conventions, and playing spaces. Students attend three performances each week, produced by companies such as the National Theatre, the Royal Court, and Shakespeare’s Globe. We will also see a diverse selection of pieces staged not only in the historic theatres of the West End, but also in smaller fringe theatres. Class meetings will include presentations on the theatres we visit, analysis of plays, and discussions about the productions we have seen. Readings for the class will include selected plays and contextual material to prepare us for theatre viewing; written work will consist of responses to performances. Field trips are likely to include a backstage tour of the National Theatre, and possibly a visit to the theatre collection at the Victoria and Albert Museum.

ENGL 0159 Gender and Society

This course will introduce students to the ways in which sex, gender, and sexuality mark our bodies, influence our perceptions of self and others, organize families and work like, delimit opportunities for individuals and groups of people, as well as impact the terms of local and transnational economic exchange. We will explore the ways in which sex, gender, and sexuality work with other markers of difference and social status such as race, age, nationality, and ability to further demarcate possibilities, freedoms, choices, and opportunities available to people.

Also Offered As: GSWS 0002

ENGL 0160 Introduction to Sexuality Studies and Queer Theory

This course will introduce students to the historical and intellectual forces that led to the emergence of queer theory as a distinct field, as well as to recent and ongoing debates about gender, sexuality, embodiment, race, privacy, global power, and social norms. We will begin by tracing queer theory's conceptual heritage and prehistory in psychoanalysis, deconstruction and poststructuralism, the history of sexuality, gay and lesbian studies, woman-of-color feminism, the feminist sex wars, and the AIDS crisis. We will then study the key terms and concepts of the foundational queer work of the 1990s and early 2000s. Finally, we will turn to the new questions and issues that queer theory has addressed in roughly the past decade. Students will write several short papers.

Also Offered As: COML 0030 , ENGL 2303, GSWS 0003

ENGL 0200 Slow-Reading Shakespeare with Paul Robeson High School

In this ABCS (Academically Based Community Service) course, we will read a single Shakespeare play slowly and carefully, through multiple methodologies and approaches, over the course of the semester. Students will also work on the same play with 10th graders at Robeson High School under the direction of their award-winning teacher, Ms Tiaw. “Slow reading” means an intensely detailed, iterative reading of the play through linguistic, cultural-historical, bibliographic, and performative lenses. We will gain a detailed knowledge of this play, but in doing so, we will also learn about Shakespeare’s style, dramaturgy, and theatrical context. Penn students will thereby become well-prepared to work with Robeson students as they work through a scene, or a piece of dialogue, or character motivations. The course will be a success if, through this work in tandem and in parallel, everyone in the Penn classroom and the Robeson classroom—both students and teachers—gains a deeper understanding of the play and of the benefits of the slow, patient, detailed exploration of a text. No previous experience with Shakespeare or with teaching is required. What is required is a serious commitment to the work of the class, including showing up to all sessions both at Penn and at Robeson. (Sessions at Robeson will meet during the same Penn time block so everyone will be free. There may be one or two events arranged outside this time.) If for some emergency reason you will be unable to do the work on a given day, you must commit to notifying Ms Tiaw and me with as much advance notice as possible.

ENGL 0201 Voting Writes: An ABCS Course

In this ABCS (Academically Based Community Service) course, Penn students will work with twelfth graders to write and discuss literature about the history and present tense of voting in our country. During the first of our twice-weekly class sessions, we’ll meet on campus to plan the next lesson. In the following session, we’ll bring this lesson to a high school classroom in West Philly. Sessions at the high school will meet during the same Penn time block so everyone will be free. Each week we’ll use a different poem or short essay (like Reginald Dwayne Betts’s poem about voting for Obama in a Nat Turner T-Shirt, Chanda Feldman’s poem about voter suppression among sharecroppers, and John Lewis’s graphic novel MARCH) as the model for our own creative writing about what voting means to us and what it has meant to our families before us. We’ll also talk about voting policies and structures of government in order to reflect on them in poems and prose. Penn students will gain teaching experience, creative writing techniques, and close reading skills. No previous teaching nor writing experience is required.

ENGL 0300 Medieval Worlds

In this freshman seminar, we will read a variety of premodern texts that try to take the whole world into account. We will trace the geographical imaginations and cultural encounters of early writers across different genres, from maps, to Islamic, Jewish, and Christian travel narratives, such as the account of John de Mandeville (one of Christopher Columbus's favorite writers); to monstrous encyclopedias and books of beasts, such as the "Wonders of the East"; to universal chronicles and Alexander the Great romances. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 0301 First Year Seminar--Emotions

The field known as “History of the Emotions” has gained tremendous prominence in literary and cultural studies. But do emotions have a history? If so, what methods do we use for discovering and recounting that history? To what extent does history of the emotions borrow from other fields? These include all the fields that relate to what we call “emotions studies”: psychology, sociology, political theory, philosophy, and neuroscience. In this seminar we will explore some key methodologies and subject matters for history of the emotions. We’ll look at some philosophical reflections on emotion (including Plato, Aristotle, and the Stoics, as well as more recent moral philosophers); we’ll also look at political theorists, including Thomas Hobbes; we’ll explore psychoanalytic perspectives, historical research, and some of the work of neuroscientists; and we will take these ideas into explorations of art, literature, and music. See the English Department's website at www.english.upenn.edu for a description of the current offerings

Not Offered Every Year

Also Offered As: CLST 0015

ENGL 0303 First Year Seminar: National Epics

In this course we will consider texts that become "national epics," texts that in some sense come to "represent" a nation. How and when might such imaginative texts emerge? Nations change, and old poems may no longer serve. Can the Song of Roland, once compulsory study for all schoolchildren in France, still be required reading today-- especially if I am French Muslim? What about El Cid in Spain? How do some texts-- such as the Mahabharata in India, or Journey to the West in China-- seem more adaptable than others? The course begins in western Europe, but then pivots across Eurasian space to become gradually more global. Most all of us have complex family histories: Chinese-American, French Canadian, Latino/a/x, Jewish American, Pennsylvania Dutch, Lenni Lenape. Some students may choose to investigate, for their final project, family histories (and hence their own, personal connection to "national epics").

Also Offered As: COML 0303

ENGL 0304 First Year Seminar: Dangerous Literature

This first-year seminar explores literary works that were called or perceived dangerous, revealing a literary history of censorship, prohibition, and book burning—be it for moral, political, or religious reasons. By studying dangerous literature closely and transhistorically, students will acquire knowledge about the texts as well as historical, aesthetic, and philosophical contexts from which they emerged. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0310 Reading the City (First-Year Seminar)

This first-year seminar will consider how nineteenth-century literature helped transform the city into the symbolic nerve center of modern social life, and it will follow the changing shapes of urbanism across contexts and into the present. To make sense of these conflicting meanings, we will examine what versions of the city take shape in fiction, poetry, social theory, photography, film, and contemporary writing and media. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 0310

ENGL 0320 First Year Seminar: Black Queer Traditions

This first-year seminar provides a critical introduction to Black Queer literature, art, and politics. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 0320 , GSWS 0320

ENGL 0322 Freshman Seminar on Asian American Lit

An introduction to writing about Literature, with emphasis on Asian American literature and culture.

Also Offered As: ASAM 0010

ENGL 0333 First Year Seminar: Queer History and Theory

This course takes a historical approach to the study of queer theory. It considers how shifting definitions of queerness, under different guises and different terms, have shaped our understanding of sexual and gender identity today. See the English Department's website at www.english.upenn.edu for a description of the current offerings

Also Offered As: GSWS 0333

ENGL 0340 First Year Seminar: Scenes of Teaching

This course will consider the theory and practice of pedagogy in a range of texts and films. Topics will include critical pedagogy, language and power, school reform, class and upward mobility, education and the professions, social control, pedagogical eros, race and racism, and the social space of the classroom. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0350 First Year Seminar: Climate Fiction

This course introduces students to recent works of climatological science-fiction (cli-fi). See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0365 Spiegel-Wilks First-Year Seminar

The primary goal of the first-year seminar program is to provide every first-year student the opportunity for a direct personal encounter with a faculty member in a small setting devoted to a significant intellectual endeavor. Specific topics are posted at the beginning of each academic year. This Spiegel-Wilks seminar focuses exclusively on contemporary art.

Also Offered As: ARTH 0501

ENGL 0370 First Year Seminar: Fiction and Connectivity

This First Year Seminar explores the ways in which long narratives, from ancient epic to 21st-century TV serials, have always engaged their audiences by providing a sense of connection among individuals, and by modeling the relationship between individuals and society. This seminar will zero-in on this aspect of storytelling’s cultural function. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0372 First Year Seminar: Juvenilia

This course explores the childhood and adolescent writings of some of English literature’s most notable figures. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0375 Lyric Poetry and Life Writing

What kind of life writing is poetry? When we say that the raw expression of thought and feeling is not art, but a poem is, what do we mean? What is gained (and what lost) when writers give poetic form to experiences and emotions? In this seminar, we’ll investigate that question by reading a series of modern poets alongside other forms of life writing that they produced, including, for example, letters and diaries, autobiographies and memoirs, essays and fiction. We’ll start with some quick case studies on Wordsworth, Whitman, and Dickinson. For the remainder of the semester, we’ll work intensively on Elizabeth Bishop, Robert Lowell, Ted Hughes, Sylvia Plath, Philip Larkin, Robert Frost, Langston Hughes, Audre Lorde, Bob Dylan, and Claudia Rankine.

ENGL 0376 First Year Seminar: The Short Story Cycle

This First Year Seminar examines some of the greatest short-stories from the 19th and 20th centuries, with special attention to writing of the modern period, vivid with new experiences and alive with stylistic experimentation. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0380 First Year Seminar: Modern American Poetry

This First Year Seminar examines innovations in modern American poetry, exploring a range of poetic voices from the 20th and 21st centuries. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0391 First Year Seminar: Dark Academia

This First-Year seminar explores the phenomenon of the ‘dark academia’ online aesthetic. What are the origins of this way of romanticizing the act of studying and the experience of university? What do its signifiers mean, and why are they used? What cultural and political currents run underneath the surface of that #darkacademia post? This course invites you to interrogate the myth of the academy itself to see what it can tell us about class, race, sexuality, and power in the hallowed halls of higher education. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0401 First-Year Seminar: Creative Writing

First-Year Seminars will afford entering students who are considering literary and creative writing study as their focus the opportunity to explore a particular and limited subject with a professor whose current work lies in that area. Topics may range from first-person storytelling to poetry and fiction to writing about art and other themes. Small class size will insure all students the opportunity to participate in lively discussions. Students may expect frequent and extensive writing assignments and an intensive introduction to the serious study of literature and creative writing.

ENGL 0402 First-Year Seminar: Kelly Writers House

This first-year seminar is held at Penn’s vibrant literary arts hub, the Kelly Writers House. Students can expect an in-depth introduction to the serious study of literature and creative writing—as well as collaborative, intensive work with an array of visiting poets, novelists, journalists, and other writers and artists giving readings, workshops, and colloquia at KWH throughout the semester. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 0490 Latin American and Latinx Theatre and Performance

This course will examine contemporary Latin American and Latinx theatre and performance from a hemispheric perspective. In particular, we will study how Latin American and Latinx artists engage with notions of identity, nation, and geo-political and geo-cultural borders, asking how we might study "national" theatres in an age of transnational globalization. Our consideration of plays, performances, and theoretical texts will situate Latin American and Latinx theatre and performance within the context of its politics, culture, and history.

Also Offered As: COML 2086 , LALS 2860 , THAR 2860

ENGL 0500 Benjamin Franklin Seminar: Classicism and Literature

This advanced seminar will examine the classical backgrounds to English poetry, in particular the Biblical and Greco-Roman antecedents to Renaissance lyric verse and verse drama (such as, preeminently, Shakespeare). See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CLST 3703

ENGL 0501 Benjamin Franklin Seminar: Old English

This seminar explores an aspect of Anglo-Saxon culture intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0502 BFS--Med/Red Dante in English: Creative Responses to the Divine Comedy

A cross-period and in-depth look at Dante's Divine Comedy and the many creative responses it has spawned across the globe and across languages. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 0502 , ITAL 3335

ENGL 0503 Benjamin Franklin Seminar: 17th-Century Literature

This course explores an aspect of 17th-Century literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0504 Benjamin Franklin Seminar: 18th-Century Literature

This course explores an aspect of 18th-Century British literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0506 Benjamin Franklin Seminar: Modernism

This course explores an aspect of literary modernism intensively, featuring the avant-garde, the politics of modernism, and its role in shaping poetry, music, and the visual arts. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0507 Benjamin Franklin Seminar: 20th-Century Literature

The course explores an aspect of 20th-Century literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 0507

ENGL 0509 Dante's Divine Comedy

In this course we will read the Inferno, the Purgatorio and the Paradiso, focusing on a series of interrelated problems raised by the poem: authority, fiction, history, politics and language. Particular attention will be given to how the Commedia presents itself as Dante's autobiography, and to how the autobiographical narrative serves as a unifying thread for this supremely rich literary text. Supplementary readings will include Virgil's Aeneid and selections from Ovid's Metamorphoses. All readings and written work will be in English. Italian or Italian Studies credit will require reading Italian texts in their original language and writing about their themes in Italian. This course may be taken for graduate credit, but additional work and meetings with the instructor will be required.

Also Offered As: COML 3330 , ITAL 3330

ENGL 0510 Benjamin Franklin Seminar: National Epics (Med/Ren)

In this course we will consider texts that become “national epics,” texts that in some sense come to “represent” a nation. How and when might such imaginative texts emerge? Nations change, and old poems may no longer serve. Can the Song of Roland, once compulsory study for all schoolchildren in France, still be required reading today — especially if I am French Muslim? What about El Cid in Spain? How do some texts — such as the Mahabharata in India, or Journey to the West in China — seem more adaptable than others? The course begins in western Europe, but then pivots across Eurasian space to become gradually more global. Most all of us have complex family histories: Chinese-American, French Canadian, Latino/a/x, Jewish American, Pennsylvania Dutch, Lenni Lenape. Some students may choose to investigate, for their final project, family histories (and hence their own, personal connection to “national epics”). English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 0510

ENGL 0513 Benjamin Franklin Seminar: 19th-Century American Literature

This course explores an aspect of 19th-Century American literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 0513

ENGL 0514 Benjamin Franklin Seminar: 20th-Century American Literature

The course explores an aspect of 20th-Century American literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0518 Benjamin Franklin Seminar: Cinema and Globalization

In this seminar, we will study a number of films (mainly feature films, but also a few documentaries) that deal with the complicated nexus of issues that have come to be discussed under the rubric of “globalization.” See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 0518 , COML 0518

ENGL 0519 Benjamin Franklin Seminar: Postcolonial Literature

This course explores an aspect of Postcolonial literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: SAST 0519

ENGL 0520 Capitalism, (Neo)Colonialism, Racism, and Resistance

This interdisciplinary seminar examines, from an international perspective, theory and artistic productions, including literature, films, and performance art, that analyze and critique capitalism, imperialism and (neo)colonialism, racism, and patriarchy. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 0520 , LALS 0520

ENGL 0521 Benjamin Franklin Seminar: 18th-Century Slavery and Abolition

This course examines how the slave trade was understood, justified, contested, and represented in British literature. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 0521

ENGL 0525 Black Style: Fashions, Fictions, and Films of the 1920s

This course will explore literature, art, film, and politics of the 1920s Harlem Renaissance, also known as the New Negro Movement. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0531 Benjamin Franklin Seminar: Gender, Sexuality, and Literature

This seminar focuses on literary, cultural, and political expressions of gender and sexuality. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 0531

ENGL 0540 Benjamin Franklin Seminar: History of Literary Criticism

This is a course on the history of literary theory, a survey of major debates about literature, poetics, and ideas about what literary texts should do, from ancient Greece to examples of modern European thought. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CLST 3508 , COML 0540

ENGL 0541 Psychoanalysis and Autobiography

Both psychoanalysis and autobiography are ways of re-telling a life. Psychoanalysis is often called "the talking cure" because, as patients tell the analyst more and more about their lives (their thoughts, dreams, memories, hopes, fears, relationships, jobs, and fantasies), they start to recognize themselves in new ways, and this can help them overcome conflicts, impasses, bad feelings, and even psychiatric illnesses that have kept them from flourishing. Autobiographers do something similar as they remember, re-examine, and re-tell their lives - though one very important difference is that they do so, not privately in a psychoanalyst's office, but publicly in books that anyone may read. This seminar is a comparative exploration of these different ways of a re-telling a life. This seminar is usually team-taught by a humanities scholar and a practicing psychoanalyst.

Also Offered As: COML 3097 , GSWS 3890

ENGL 0549 Writing About Art Seminar

What does it mean to write about art? What are the historical origins of this undertaking? How does language mediate the intellectual, somatic, and cultural rapport between the viewing self and the physical object? As an initial response to these questions we will examine the writings of the Tuscan artist and critic Giorgio Vasari (1511-1574), the biographer of such renowned artists as Leonardo, Raphael, Donatello, and Michelangelo. We will also read the letters of famous artists from the early modern period, and examine the theoretical forays of artists such as Albrecht DÃ?rer, who attempted to sketch the relationship between the memory and the imagination. Finally, we will look to examples of works of art for how we might read visual images as expressive of theories about what are is and what it can do.

Also Offered As: ARTH 3510 , GRMN 1302 , ITAL 3610

ENGL 0575 The Novel and Marriage

The content of the course will vary from semester to semester. All works read in English. Please check the department's website for a description. https://www.sas.upenn.edu/french/pc

Also Offered As: COML 2500 , ENGL 2799, FREN 2500 , HIST 0722

ENGL 0578 Benjamin Franklin Seminar: The Contemporary Graphic Novel

This seminar explores the rise of Comics Studies through a focus on the contemporary graphic novel. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 0578

ENGL 0580 Benjamin Franklin Seminar: Poetry and Poetics

This course explores an aspect of poetry and poetics intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0585 Benjamin Franklin Seminar: Drama to 1660

This course explores an aspect of drama before 1660 intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0590 Benjamin Franklin Seminar: Film Studies

This course explores an aspect of film studies intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ARTH 3890, CIMS 0590 , COML 0590

ENGL 0591 The History Computer Animation

This course will look at computer animation as an art form, a series of technological innovations and an industry. We will explore the way in which artistic, technical, historical, and cultural conditions have shaped the development of computer animation. Topics will include the impact of early motion graphics experiments in the sixties, the contributions of university- and corporation-funded research, commercial production, and the rise of Pixar. We will consider the companies and personalities in computer animation who have shaped the art form and continue to influence it, the contributions to computer animation from visionaries around the world, and current day applications of animated imagery. Throughout the course, we will screen important works from the canon of computer animation, including the earliest computer-animated shorts, scenes from Beauty and the Beast, the first Pixar shorts, Toy Story, Final Fantasy and works done internationally to forward the art and the industry.

Also Offered As: ARTH 3871 , CIMS 3201 , FNAR 3182

ENGL 0593 The Animation Of Disney

No organization has exerted as much influence on popular culture and the art form of animation as The Walt Disney Company. For decades, Disney films were the standard by which all other animated films were measured. This course will examine the biography and philosophy of founder Walt Disney, as well as The Walt Disney Company’s impact on animation art, storytelling and technology, the entertainment industry, and American popular culture. We will consider Disney's most influential early films, look at the 1960s when Disney’s importance in popular culture began to erode, and analyze the films that led to the Disney renaissance of the late 1980s/early 1990s. We will also assess the subsequent purchase of Pixar Animation Studios and the overall impact Pixar has had on Disney. The class will also look at recent trends and innovations, including live-action remakes and Disney+.

Also Offered As: ARTH 3873 , CIMS 3203 , FNAR 3184

ENGL 0594 History of Children's TV

This course will survey the history of children’s television from the invention of television through the present, with an emphasis on series development and production, artistry, and the colorful personalities who built this industry. We’ll consider important figures including Fred Rogers, Bill Hanna and Joe Barbera, Joan Ganz Cooney, Jim Henson and Walt Disney. We will discuss the history of animated cartoons that were made specifically for television, Saturday morning production, the rise of Japanese cartoons from the 1960s through Pokemon, and the growth of children’s cable channels in the 90s, as well as other landmark moments. We’ll also assess the impact of streaming platforms on television and the future of children’s media.

Also Offered As: ARTH 3874 , CIMS 3204 , FNAR 3185

ENGL 0595 Global TV

This course explores a broad media landscape through new critical and conceptual approaches. It is designated as a Benjamin Franklin Seminar. This course maps the footprints of television at a global scale. Adopting comparative approaches, we will be studying TV's formation of national and global discourses, and thereby recognizing not only television's impact on processes of globalization, but also the ability of television to matter globally. Working through concepts of "broadcasting," "flow," "circulation," and "circumvention," the course examines the movement of (and blocks encountered by) television programs and signals across national borders and cultures. The course particularly focuses on how global television cultures have been transformed due to shifts from broadcasting technologies to (Internet) streaming services? Navigating from United States and Cuba to India and Egypt, the readings in the course illuminate how particular televisual genres, institutions, and reception practices emerged in various countries during specific historical periods. We shall be addressing a range of questions: what kind of global phenomenon is television? Can we study television in countries where we do not know the existing local languages? In what different ways (through what platforms, interfaces, and screens) do people in different continents access televisual content? What explains the growing transnational exports of Turkish and Korean TV dramas? What is the need to historically trace the infrastructural systems like satellites (and optical fiber cables) that made (and continue to make) transmission of television programming possible across the world? How do fans circumvent geo-blocking to watch live sporting events? Assignments include submitting weekly discussion questions and a final paper. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 3781

ENGL 0596 Benjamin Franklin Seminar: Charles Chaplin’s Films and the Politics of Silence

This BFS seminar focuses on the variety pantomime inherited by twentieth-century film from the Commedia dell’Arte and European Music Hall stages. Emphasis will be placed on how pantomime was used by filmmaker Charles Chaplin between the years 1914–1940. We shall consider important moments in the history of European pantomime that preceded and influenced Chaplin, then concentrate on how the tradition coalesced in his silent films.

Also Offered As: CIMS 0596

ENGL 0599 Cinema and Civil Rights

This undergraduate seminar will examine key moments in the history of civil rights through a cinematic lens. Over the course of the semester, we will explore how filmmakers have depicted the lives, aspirations, and strategies of those who have struggled for equal rights; how different struggles have intersected with each other; what aesthetic strategies have been adopted to represent freedom and the denial of it; and how effective cinematic efforts to contribute to increased freedom have been as well as what criteria we use to evaluate success or failure in the first place. Each week, we will watch a film and read a series of texts that will be drawn from a variety of arenas, including histories of civil rights; civil rights pamphlets and speeches; filmmaker interviews; film and media theory; memoirs; and theories of race, gender and sexuality. Course requirements: mutual respect; completion of all readings and screenings; participation in class discussion; weekly online responses; a final project that can be a research paper, film, art project, or community-based initiative.

Also Offered As: AFRC 3930 , ARTH 3930 , CIMS 3930 , GSWS 3930

ENGL 0700 Critical-Creative Approaches to Literature

This course enables students to think and write creatively as a means to the critical understanding of literary texts. It seeks to advance students understanding of literature, its formal elements, and its relationship to culture and history through the use of creative projects instead of or alongside more traditional critical writing. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 0701 Medieval Road Trip: Reading and Writing with Chaucer

This Critical-Creative Seminar reads Chaucer’s pathbreaking The Canterbury Tales to consider whether stories that entertain us can also make us better humans, how we should react when stories offend us; what power short stories have to challenge hierarchies and inequalities, and finally, how translating, adapting, and critiquing old stories can fashion communities of readers and writers across time. Students will have a chance to experiment with Chaucer’s language and meter and ultimately contribute either a critical or a creative piece. See the English Department's website at www.english.upenn.edu for a description of current offerings

Also Offered As: COML 0701 , RELS 0701

ENGL 0720 Critical-Creative: Contemporary Black Feminism: Saidiya Hartman and Gayl Jones

This critical-creative seminar on contemporary black feminism considers collaborative writing as an element of black feminist practice and offers students the chance to immerse themselves in the works of philosopher Saidiya Hartman and novelist Gayl Jones, as well as weave an essay together throughout the semester. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0755 Listening in Troubled Times (SNF Paideia Program Course)

In this course, we will explore histories and theories of listening and the power of listening as a means to connect with other times and spaces. This course is part of the Stavros Niarchos Foundation (SNF) Paideia Program. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ANTH 1755

ENGL 0759 Critical Creative Seminar: Ecology in New Wave Science Fiction

This critical-creative seminar explores the rise of New Wave science fiction to explore the interrelations between gender, colonialism, language and ecology. Students will also have an opportunity to write their own ecological speculative fiction. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0765 Podcasting--a Critical-Creative Seminar (SNF Paideia Program Course)

This creative-critical seminar situates the podcast historically, analyzes current instantiations of the genre, and teaches hands-on skills to create your own podcasts. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0766 Virtual Bodies, Virtual Worlds

This is a critical and creative seminar in which we will read major literary works about virtual worlds while creatively interpreting those works using Extended Reality (XR) tools and methods. No previous knowledge of AR/VR or experience is necessary. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0767 Poetry, Music, and the Sounds of the Twentieth Century

The twentieth century saw the rise and refinement of commercial sound recording, which gave rise to a proliferation of sound-based artistry. This course will examine the how music, sound recording, and poetry influenced each other throughout the century. In addition, you will learn some audio editing skills and will have the opportunity to make your own poetry-music remix. No experience with poetry or sound editing is required, only an interest in experimenting with sound. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0771 Joyce's Ulysses: Making Readings

James Joyce’s Ulysses was a major literary event well before its publication. Seven years in the writing, the novel was recognized for its beauty and originality when it began appearing in serial form in a U.S. literary magazine, only to be confiscated when a court found it unprintably obscene. But because Joyce was stubborn and his patrons generous, Ulysses found its way into print in Paris in 1922, the wonder year of international modernism. Since then, it has inspired dozens of adaptations, prompted many hundreds of scholarly studies, and launched thousands of literary pilgrimages to Dublin, where readers retrace the steps of Joyce’s characters in their latter-day reenactment of Homer’s Odyssey. “Joyce’s Ulysses: Making Readings” is a Critical-Creative Approaches course. We’ll devote the first ten weeks of the semester to reading Joyce’s novel alongside selected criticism and adaptations in a variety of media. Discussion, mini-lectures, and student glosses will form the basis of this part of the course. We’ll spend the final month of the course collaboratively making readings of Ulysses—conceiving and producing hybrid creative-critical projects that engage with the novel in some way other than conventional analysis. You might co-write an apocryphal episode, complete with schema and annotations. You might produce a film or stage adaptation of an episode that benefits from your readings in Joyce criticism. Or you might devise some other approach entirely. Our co-instructor and primary consultant on the final projects will be Rob Berry, the artist behind Ulysses ‘Seen,’ the internationally acclaimed digital comics adaptation of Joyce’s novel.

ENGL 0775 Modern Children's Literature

This course studies the evolution and convolution of Children's Literature from the 19th to 21st centuries in order to best understand why these books are not just fabric of our youth, but of critical cultural, literary, and scholarly importance. As a Critical-Creative seminar, final assignments can be either critical analysis or a creative project. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0776 Young Adult Literature

In this course, we will explore Young Adult Literature in depth to trace where adolescence and society cross, clash, mesh. We will read (and watch) across era and genre, exploring literature of the long adolescence through two-and-a-half centuries, prose narrative to graphic novel to forays into Instagram and TikTok. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 0776

ENGL 0777 Frightful: Adolescence and the Gothic (Critical-Creative Seminar)

In this course, we will study classic and contemporary Gothic texts and films, along with supplemental commentary, to determine what exactly Gothic means. Where adolescence fits into the equation. And why, as a fuzzily-boundaried genre, it has been unflaggingly best-selling, lauded and derided in equal measure, for nearly three hundred years. As a Critical-Creative seminar, final assignments can be either critical analysis or a creative project. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0783 Writing About Music (Critical-Creative Seminar)

This critical-creative seminar takes a dynamic and interdisciplinary look at the art of writing about music. When one writes about music what does one write about? Sound? Culture? Feeling (is feeling historical)? Technologies? Art? The course explores how one can approach the power of any of the above through writing, writing about record labels, cities, bands, musicians, and more. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 0783

ENGL 0785 Queer Archives, Aesthetics, and Performance

This course focuses on questions of how to represent the queer past, which it approaches from several angles: through training in archival methods and in scholarly debates about historiographical ethics (or, in the words of David Halperin, "how to do the history of homosexuality"); through engagement with the work of artists who make archives central to their practice; and through lab-based training that aims to represent encounters with queer history through embodied performance. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Fall, odd numbered years only

Also Offered As: THAR 0785

ENGL 0792 Graphic Nonfiction

This critical-creative seminar traces the rise of graphic nonfiction in a variety of genres: graphic memoir, graphic journalism, graphic essay, graphic self-help, and so on. Through a combination of critical and creative tasks, the course asks: how do we think and write not just with images but through images? No prior experience with comics or drawing is necessary. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0900 Artist in Residence

This course offers students the opportunity to study with a major figure in contemporary literature, culture, and the arts. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 0984 Transfer Credit & Credit Away

Reserved for Transfer Credit and Credit Away electives (to be used in XCAT).

ENGL 0985 Study Abroad with Theory and Poetics

Study Abroad number reserved for XCAT requests that fulfill Sector 1 Theory and Poetics of the English major

ENGL 0986 Study Abroad with Difference and Diaspora

Study Abroad number reserved for XCAT requests that fulfill Sector 2 Difference and Diaspora of the English major

ENGL 0987 Study Abroad with Medieval/Renaissance

Study Abroad number reserved for XCAT requests that fulfill Sector 3 Medieval/Renaissance of the English major

ENGL 0988 Study Abroad with Literature of the Long 18th Century

Study Abroad number reserved for XCAT requests that fulfill Sector 4 Literature of the Long 18th Century of the English major

ENGL 0989 Study Abroad with 19th Century Literature

Study Abroad number reserved for XCAT requests that fulfill Sector 5 19th Century Literature of the English major

ENGL 0990 Study Abroad with 20th-21st Century Literature

Study Abroad number reserved for XCAT requests that fulfill Sector 6 20th & 21st Century Literature of the English major

ENGL 0991 Transfer Credit & Credit Away with Theory and Poetics

Transfer Credit & Credit Away number reserved for XCAT requests that fulfill Sector 1 Theory and Poetics of the English major

ENGL 0992 Transfer Credit & Credit Away with Difference and Diaspora

Transfer Credit & Credit Away number reserved for XCAT requests that fulfill Sector 2 Difference and Diaspora of the English major

ENGL 0993 Transfer Credit & Credit Away with Medieval/Renaissance

Transfer Credit & Credit Away number reserved for XCAT requests that fulfill Sector 3 Medieval/Renaissance of the English major

ENGL 0994 Transfer Credit & Credit Away with Literature of the Long 18C

Transfer Credit & Credit Away number reserved for XCAT requests that fulfill Sector 4 Literature of the Long 18th Century of the English major

ENGL 0995 Transfer Credit & Credit Away with 19th Century Literature

Transfer Credit & Credit Away number reserved for XCAT requests that fulfill Sector 5 19th Century Literature of the English major

ENGL 0996 Transfer Credit & Credit Away with 20th/21st Century Literature

Transfer Credit & Credit Away number reserved for XCAT requests that fulfill Sector 6 20th/21st Century Literature of the English major

ENGL 0999 Independent Study in Language and Literature

Supervised reading and research.

ENGL 1002 The Bible As Literature

Successive generations have found the Bible to be a text which requires - even demands - extensive interpretation. This course explores the Bible as literature, considering such matters as the artistic arrangement and stylistic qualities of individual episodes as well as the larger thematic patterns of both the Old and New Testaments and the Apocrypha. A good part of the course is spent looking at the place of the Bible in cultural and literary history and the influence of such biblical figures as Adam and Eve, David, and Susanna on writers of poetry, drama, and fiction in the English and American literary traditions. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1009 Classical Traditions

A broad consideration of the ways in which writers and artists from the early modern era to the present day have responded to the classical tradition, borrowing from, imitating, questioning, and challenging their classical predecessors. Through modern reworkings of ancient epic, tragedy, biography, and lyric by authors ranging from Shakespeare and Racine to contemporary poets, painters, and filmmakers, we will ask what the terms "classical" and "tradition" might mean and will track the continuities and differences between antiquity and the modern world. Should we see ancient Greek and Roman culture as an inheritance, a valuable source of wealth bequeathed to the modern age? Or is there something wrong with that picture? How do ancient texts have to be adapted and transformed if they are to speak to modern conditions and concerns? This is an introductory-level course open to anyone who cares about the relationship between the present and the past.

Also Offered As: CLST 1700

ENGL 1010 Old English

This course introduces students to the powerful and influential corpus of Old English literature. We will read a wide variety of texts: short poems such as The Wonderer, The Seafarer, The Wife's Lament and the passionate religious poem The Dream of The Rood; chronicles such as The Battle Of Maldon Against The Vikings, The Old Testament, Exodus and Bede's Conversion Of The English; and selections from the greatest of all English epics, Beowulf. Readings will be in Old English, and the first few weeks of the course will be devoted to mastering Old English prosody, vocabulary, and grammar (as well as a crash course on the early history of the English language). During the last few weeks we may read modern criticism of Old English poetry, or we will consider the modern poetic reception of Old English literature and explore theories and problems of translation, reading translations of Old English poems by Yeats, Auden, Tolkien, and Heaney. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1011 Medieval Literature and Culture

This course introduces students to four hundred years of English literary culture, from approximately 1100 to 1500. This period was marked by major transformations, not only with respect to government, law, religious practice, intellectual life, England's relation to the Continent (during the 100 Years War), the organization of society (especially after the Black Death), the circulation of literary texts, and the status of authors. Topics may include medieval women writers, manuscript production, literatures of revolt, courtly culture, Crusades, cross-Channel influences, and religious controversy. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1012 Romance

This course will focus on what is arguably the most extravagant, adventuresome, and fantastical of the literary genres: the Romance. We will read a number of medieval and renaissance romance narratives, in verse and prose, beginning with the Arthurian romances (Malory's Morte D'Arthur, Sir Gawain And The Green Knight) and continuing with as many (and as much) of the great renaissance romances as time will allow: Sir Philip Sidney's Arcadia, Edmund Spenser's The Faerie Queen, and Lady Mary Wroth's Urania. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1013 Chaucer: Poetry, Voice, and Interpretation

Watching Chaucer at work, modern poet Lavinia Greenlaw says, is like meeting English "before the paint has dried." Before rules (even of spelling) have hardened. Before live oral performance is subordinated to written record. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1013

ENGL 1014 King Arthur: Medieval to Modern

In this course, we will study nearly 1000 years of literature about King Arthur from around the world. We will think about what Arthurian legends mean to the way we write history and the ways in which we view our collective pasts (and futures). See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1014

ENGL 1015 Sagas and Skalds: Old Norse Literature in Translation

This course introduces students to the powerful and influential corpus of Old Norse literature and to the cultural and historical landscape of Viking and medieval Scandinavia. Students will explore mythological and heroic verse, court poetry, law codes, runic inscriptions, and the famed Icelandic sagas to develop a deeper understanding of one of the most significant literary traditions in high medieval Europe, and to myth-bust popular misconceptions about who 'the Vikings' were and how they lived. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1015

ENGL 1020 Literature Before 1660

This course will introduce students to key works of English literature written before 1660. It will explore the major literary genres of this period, as well as the social and cultural contexts in which they were produced. The course will examine how literature texts articulate changes in language and form, as well as in concepts of family, nation, and community during the medieval and early modern periods. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 1043

ENGL 1021 Introduction to Renaissance Literature and Culture

This course will survey the cultural history of sixteenth- and seventeenth-century England. Interdisciplinary in nature and drawing on the latest methodologies and insights of English studies, we will explore how aesthetics, politics, and social traditions shaped literature at this vital and turbulent time of English history. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1021

ENGL 1022 The Age of Milton

This course explores the literature of the 17th Century through the works of John Milton's major works (selected sonnets, Comus, Areopagitica, Paradise Lost, Paradise Regained, and Samson Agonistes), and his contemporaries. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1030 18th-Century British Literature

An introduction to British literary and cultural history in the eighteenth century. Typically, this course will contain materials from the later seventeenth to the early nineteenth centuries--from the Restoration and Glorious Revolution through the Englightenment, the American and French Revolutions, and the Napoloeonic Wars--though it need not cover the entire period. We will read plays, poetry and prose in order to understand the aesthetic, intellectual, social and political issues of literary production and achievement in this period. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1040 The Romantic Period

This course offers an introduction to the literature of the Romantic period (ca. 1770-1830). Some versions of this course will incorporate European romantic writers, while others will focus exclusively on Anglo-American romanticism, and survey authors such as Austen, Blake, Brockden Brown, Byron, Coleridge, Emerson, Irving, Keats, Radcliffe, Scott, Shelley, and Wordsworth. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 1041

ENGL 1041 Gothic Bodies

Surveying works of the Romantic and Victorian periods, this course will explore the problem of the body within gothic and horror writing. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1045 Romantic and Victorian Poetry

This course will focus on (mostly) British poetry from the early Romantic period through the late Victorian era on the edge of modernism. We will practice different ways of reading as we discuss major and minor works in various forms, meters, and genres, along with significant movements in poetics and the social worlds that made them. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1051 19th-Century British Literature

In 1815 in the wake of the battle of Waterloo, Great Britain controlled a staggering quarter of the world's landmass and half of its gross national product. This course will begin with the Napoleonic Wars and this Regency aftermath to survey a century of British literature -- from Romanticism through the revolutions of 1848 and the Victorian and Edwardian periods to the beginning of the first World War. Most versions of this course will read both novels and poetry, often focusing on the relation between the two and their function within nineteenth century culture. Others may incorporate drama and non-fiction prose. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1052 19th-Century American Literature

A consideration of outstanding literary treatments of American culture from the early Federalist period to the beginnings of the First World War. We will traverse literary genres, reading autobiographies and travel accounts as well as fiction and poetry. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1055 Books on Film: Adapting the Victorians

This course considers how stories are told differently through different media and to different audiences, and how such differences inform the many decisions involved in the translation of works across media and across time. To do so, we will consider key literary works (novels, stories, plays) from Victorian literature as well as their adaptations for film and television. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 1055

ENGL 1056 Sherlock in the Multiverse

This course will consider the transmedia phenomenon of Sherlock Holmes. We will begin with his detective antecedents, we’ll then dive into Conan Doyle’s Victorian-era Sherlock, and finally explore Sherlock’s contemporary life in new novels, short stories, screenplays, tv series and computer games. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 1056

ENGL 1070 Modernisms and Modernities

This class explores the international emergence of modernism, typically from the middle of the 19th century to the middle of the 20th century. We will examine the links between modernity, the avant-garde, and various national modernisms that emerged alongside them. Resolutely transatlantic and open to French, Spanish, Italian, German, or Russian influences, this course assumes the very concept of Modernism to necessitate an international perspective focusing on the new in literature and the arts -- including film, the theatre, music, and the visual arts. The philosophies of modernism will also be surveyed and concise introductions provided to important thinkers like Marx, Nietzsche, Sorel, Bergson, Freud, and Benjamin. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1070

ENGL 1071 Fashion and Modernity

In this class we will study the emergence of the Modernist concept of the "new" as a term also understood as "new fashion." We will move back and forth in time so as to analyze today’s changing scene with a view to identify contemporary accounts of the "new" in the context of the fashion industry. Our texts will include poetry, novels, and films. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ARTH 2889 , COML 1072 , FREN 1071 , GRMN 1065

ENGL 1081 20th-Century British Literature

This course introduces major works in twentieth-century British literature. We will read across a range of fiction, poetry, plays, and essays, and will consider aesthetic movements such as modernism as well as historical contexts including the two World Wars, the decline of empire, and racial and sexual conflict. Authors treated might include: Conrad, Yeats, Joyce, Eliot, Lawrence, Forster, Shaw, Woolf, Auden, Orwell, Beckett, Achebe, Rhys, Synge, Naipaul, Rushdie, Heaney, and Walcott. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1081

ENGL 1092 Contemporary American Literature

The readings for this course expose students to a wide range of American fiction and poetry since World War II, giving considerable attention to recent work. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 1092 , CIMS 1092

ENGL 1093 Contemporary US Poetry and Experimental Writing

This course introduces students to Contemporary US Poetry and Experimental Writing. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1094 Literature as Marketplace

An introduction to contemporary American and British literature with a focus on the economic dimensions of the literary world. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1095 Novel to Film Adaptation

This is an intermediate-level course centered on the study of novels and their film adaptations. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1111 Irish Literature

This course will provide an introduction to modern Irish literature, focusing on the tension between Ireland's violent history and its heroic mythology. This tension leaves its mark not only on the ravaged landscape, but also on the English language, which displays its "foreignness" most strongly in the hands of Irish writers. Readings will span the genres of poetry, drama, fiction, and history, and will include works by Sommerville and Ross, Yeats, George Moore, Joyce, Synge, O'Casey, Beckett, Edna O'Brien, and Brian Friel. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1120 Literature of the Americas to 1900

This course examines U.S. literature and culture in the context of the global history of the Americas. Historical moments informing the course will range from the origins of the Caribbean slave-and-sugar trade at the beginning of the nineteenth century, to the Monroe Doctrine of 1823 and the U.S.-Mexico and Spanish-American wars. Readings will include works by authors such as Frances Calderon de la Barca, Frederick Douglass, Helen Hunt Jackson, Henry Wadsworth Longfellow, Jose Marti, Herman Melville, John Rollin Ridge, Maria Amparo Ruiz de Burton, and Felix Varela. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: LALS 1202

ENGL 1130 American Fiction

Some versions of this course survey the American novel from its beginnings to the present, focusing on the development of the form, while others concentrate on the development of American fiction in one or two periods. Readings may include novels by writers such as Brown, Cooper, Hawthorne, Melville, Wharton, Morrison, Twain, James, Adams, Chopin, Howells, Norris, Whitman, Dreiser, Fitzgerald, Hemingway, Faulkner, Dos Passos, Ellison, and Nabokov. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1131 Crime and Criminality in Early America

This seminar examines the complex cultural history of crime and criminality in early America. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1131 , GSWS 1131

ENGL 1140 Modern America

This course is concerned with American literature and cultural life from the turn of the century until about 1950. The course emphasizes the period between the two World Wars and emphasizes as well the intellectual and cultural milieu in which the writers found themselves. Works by the following writers are usually included: James, Eliot, Frost, Fitzgerald, Faulkner, West, Stevens, DuBois, Williams, Wharton, Stein, West, Moore, and Hemingway. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1141 American Horror Traditions

This course will serve as an introduction to American horror traditions from the 19th and 20th centuries. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1145 Rewriting American Classics

This course will examine the way of number of classic American literary works, by authors ranging from Melville and Dickinson to Faulkner, have been vividly rewritten by contemporary writers and filmmakers. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1179 World Literature

How do we think 'the world' as such? Globalizing economic paradigms encourage one model that, while it connects distant regions with the ease of a finger-tap, also homogenizes the world, manufacturing patterns of sameness behind simulations of diversity. Our current world-political situation encourages another model, in which fundamental differences are held to warrant the consolidation of borders between Us and Them, "our world" and "theirs." This course begins with the proposal that there are other ways to encounter the world, that are politically compelling, ethically important, and personally enriching--and that the study of literature can help tease out these new paths. Through the idea of World Literature, this course introduces students to the appreciation and critical analysis of literary texts, with the aim of navigating calls for universality or particularity (and perhaps both) in fiction and film. "World literature" here refers not merely to the usual definition of "books written in places other than the US and Europe, "but any form of cultural production that explores and pushes at the limits of a particular world, that steps between and beyond worlds, or that heralds the coming of new worlds still within us, waiting to be born. And though, as we read and discuss our texts, we will glide about in space and time from the inner landscape of a private mind to the reaches of the farthest galaxies, knowledge of languages other than English will not be required, and neither will any prior familiary with the literary humanities. In the company of drunken kings, botanical witches, ambisexual alien lifeforms, and storytellers who've lost their voice, we will reflect on, and collectively navigate, our encounters with the faraway and the familiar--and thus train to think through the challenges of concepts such as translation, narrative, and ideology. Texts include Kazuo Ishiguro, Ursula K. LeGuin, Salman Rushdie, Werner Herzog, Jamaica Kincaid, Russell Hoban, Hiroshi Teshigahara, Arundhathi Roy, and Abbas Kiarostami.

Also Offered As: CLST 1602 , COML 1191

ENGL 1180 The Art of Revolution

This course offers an international and multidisciplinary tour of revolutionary art from the 20th and 21st centuries, including cinema, literature, visual art, theater, and performance art. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 1280 , COML 1180 , GSWS 1180 , LALS 1180 , THAR 1180

ENGL 1190 Introduction to Postcolonial Literature

English is a global language with a distinctly imperial history, and this course serves as an essential introduction to literary works produced in or about the former European colonies. The focus will be poetry, film, fiction and non fiction and at least two geographic areas spanning the Americas, South Asia, the Caribbean and Africa as they reflect the impact of colonial rule on the cultural representations of identity, nationalism, race, class and gender. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 1190 , COML 1190

ENGL 1191 Community, Freedom, Violence: Writing the South Asian City

The South Asian city—as space, symbol, and memory—is the subject of this course. Through a range of readings in English and in translation, we will gain a sense for the history of the city and the ways in which it is a setting for protest and nostalgia, social transformation and solitary wandering. We will see reflections of the city in the detective novels sold in its train stations, the stories scribbled in its cafes, and films produced in its backlots. Readings will attempt to address urban spaces across South Asia through a range of works, which we will examine in the context of secondary readings, including histories and ethnological works that take up life in the modern city. Students will finish this course prepared to pursue projects dealing with the urban from multiple disciplinary perspectives. This course is suitable for anyone interested in the culture, society, or literature of South Asia, and assumes no background in South Asian languages.

Also Offered As: COML 1121 , SAST 1120 , URBS 1120

ENGL 1200 African-American Literature

An introduction to African-American literature, ranging across a wide spectrum of moments, methodologies, and ideological postures, from Reconstruction and the Harlem Renaissance to the Civil Rights Movement. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 1200 , GSWS 1201

ENGL 1201 The African American Short Story in the 21st Century

This survey of African American follows the trajectory of the form as it moves from a reliance on African and African American folk sources to modern and postmodern practices. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1210 Literatures of Jazz

That modernism is steeped as much in the rituals of race as of innovation is most evident in the emergence of the music we have come to know as jazz, which results from collaborations and confrontations taking place both across and within the color line. In this course we will look at jazz and the literary representations it engendered in order to understand modern American culture. We will explore a dizzying variety of forms, including autobiography and album liner notes, biography, poetry, fiction, and cinema. We'll examine how race, gender, and class influenced the development of jazz music, and then will use jazz music to develop critical approaches to literary form. Students are not required to have a critical understanding of music. Class will involve visits from musicians and critics, as well as field trips to some of Philadelphia's most vibrant jazz venues. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 1210

ENGL 1220 Caribbean Literature

This course will introduce students to Caribbean literature. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 0082 , COML 0082

ENGL 1260 Latinx Literature and Culture

This course offers a broad introduction to the study of Latinx culture. We will examine literature, theater, visual art, and popular cultural forms, including murals, poster art, graffiti, guerrilla urban interventions, novels, poetry, short stories, and film. In each instance, we will study this work within its historical context and with close attention to the ways it illuminates class formation, racialization, and ideologies of gender and sexuality as they shape Latinx experience in the U.S. Topics addressed in the course will include immigration and border policy, revolutionary nationalism and its critique, anti-imperialist thought, Latinx feminisms, queer latinidades, ideology, identity formation, and social movements. While we will address key texts, historical events, and intellectual currents from the late 19th century and early 20th century, the course will focus primarily on literature and art from the 1960s to the present. All texts will be in English.

Also Offered As: ARTH 2679 , COML 1260 , GSWS 1260 , LALS 1260

ENGL 1270 Asian American Literature

An overview of Asian American literature from its beginnings at the turn of the twentieth century to the present. This course covers a wide range of Asian American novels, plays, and poems, situating them in the contexts of American history and minority communities and considering the variety of formal strategies these different texts take. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ASAM 0103

ENGL 1271 American Musical Theatre

The American musical is an unapologetically popular art form, but many of the works that come from this tradition have advanced and contributed to the canon of theatre as a whole. In this course we will focus on both music and texts to explore ways in which the musical builds on existing theatrical traditions, as well as alters and reshapes them. Finally, it is precisely because the musical is a popular theatrical form that we can discuss changing public tastes, and the financial pressures inherent in mounting a production. Beginning with early roots in operetta, we will survey the works of prominent writers in the American musical theatre, including Kern, Berlin, Gershwin, Porter, Rodgers, Hart, Hammerstein, Bernstein, Sondheim and others. Class lecture/discussions will be illustrated with recorded examples.

Also Offered As: CIMS 1271 , THAR 1271

Mutually Exclusive: THAR 0271

ENGL 1272 Topics in Asian American Literature and Culture

This seminar explores Asian American literature and culture intensively; specific course topics will vary from year to year. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ASAM 1210

ENGL 1273 Dark Comedy in Theatre and Film

This course will examine the "troublesome genre" of dark comedy by looking at the ways in which theatre and film use comic and tragic structures and traditions to explore concepts and stories seemingly at odds with those traditions. Although not always organized chronologically in time, we will examine the formal and structural characteristics of tragicomedy by tracing its development, from some of its earliest roots in Roman comedy, to its manifestation in contemporary films and plays. Aside from close readings of plays and analysis of films, we will read selected critical essays and theory to enhance our understanding of how dark comedies subvert categories and expectations. We will look at how dark comedies affect audiences and read sections of plays aloud in class. Issues to be considered include comparing the way the genre translates across theatre and film (adaptation) and examining the unique placement of the genre at the heart of contemporary American culture. Students will have the opportunity to experiment with creating tragicomic effect through performance in their presentations. The class is a seminar, with required participation in discussions. Other assignments include an 8-10 page paper and a presentation. We will read plays by authors as diverse as Plautus, Anton Chekhov, and Lynn Nottage, and filmmakers including Charlie Chaplin, Sofia Coppola, and Bong Joon-ho.

Also Offered As: CIMS 1273 , THAR 1273

ENGL 1279 Women in Theatre and Performance

What is feminist theatre? How do artists use live performance to provoke not only thought and feeling, but also social, personal, and political change? This course will examine a wide array of plays and performances by and about women; these pieces are, in turn, serious, hilarious, outrageous, poignant--and always provocative. Our focus will be on English-language works from the late 20th century to the present (#metoo) moment. We will read these performance texts and/or view them on stage/screen; we will also read essays that provide contextual background on feminist theatre theory and history. Throughout the semester, we will engage diverse perspectives on women and race, ethnicity, class, sexuality, and gender identity; the issues we encounter will also include marriage and motherhood, career and community, feminism and friendship, and patriarchy and power. The class will take full advantage of any related events occurring on campus or in the city, and will feature visits with guest speakers. Students will have the opportunity to pursue research on their own areas of interest (some recent examples are "women in comedy," trans performance, drag kings, feminist directing, etc.).

Also Offered As: GSWS 1279 , THAR 1279

ENGL 1289 Jewish Films and Literature

From the 1922 silent film "Hungry Hearts" through the first "talkie," "The Jazz Singer," produced in 1927, and beyond "Schindler's List," Jewish characters have confronted the problems of their Jewishness on the silver screen for a general American audience. Alongside this Hollywood tradition of Jewish film, Yiddish film blossomed from independent producers between 1911 and 1939, and interpreted literary masterpieces, from Shakespeare's "King Lear" to Sholom Aleichem's "Teyve the Dairyman," primarily for an immigrant, urban Jewish audience. In this course, we will study a number of films and their literary sources (in fiction and drama), focusing on English language and Yiddish films within the framework of three dilemmas of interpretation: a) the different ways we "read" literature and film, b) the various ways that the media of fiction, drama, and film "translate" Jewish culture, and c) how these translations of Jewish culture affect and are affected by their implied audience.

Also Offered As: COML 1090 , GRMN 1090 , JWST 1090

ENGL 1295 Italian History on the Table

"Mangia, mangia!" is an expression commonly associated with the American stereotype of Italians, whose cuisine is popular throughout the world. But is the perceived Italian love of food the same in the United States and in Italy? Is it an issue of quantity or quality? Of socioeconomics, politics, education, health ...? Global, local or maybe, glocal? In this course, we will explore the role of food in Italian culture and in the shaping of the Italic identity, in Italy and abroad since antiquity. We will trace its evolution through literary documents, works of art, music and film, as well as family recipes and cooking tools; from ancient Rome to Dante and Boccaccio, to Stanley Tucci's Big Night; from court banquets to food trucks that, while always a feature at Italian fairs and open air markets, are now being "Americanized" under the influence of American cooking shows on Italian television. This course will be taught in English. It is an OBL (Object Based Learning) Course and will include class visits, in person and/or virtual, to the Penn Museum and to the Rare Book and Manuscript Library. It counts also as a credit for the minor in Global Medieval Studies.

Also Offered As: ITAL 1920

ENGL 1296 Black Italy: Transnational Identities and Narratives in Afro-Italian Literature

This course focuses on how the migration movements to Italy, mainly from the Maghreb and the Horn of Africa in the '80s and '90s contributed to change Italy's status and image. From a country of emigration to other parts of the world, Italy became - as many historians, geographers, and scholars have observed - an immigration site, playing a pivotal role in the African diaspora. In the shadow of Italy's colonialist heritage (a past that Italy still has not fully confronted), these phenomena of mass migration challenge, complicate, and develop the notion of Italian-ness and undermine the fixity of an Italian identity in favor of multicultural and transnational identities. This course focuses on several Black Italian artists, writers, filmmakers, and activists of Somali, Eritrean, Tunisian, Ethiopian, and Egyptian origins (e.g. migrants or children of immigrants who were born or raised in Italy and children of mixed-race unions) who contribute to broaden the definition of Italian-ness and to challenge its racial, social, and cultural boundaries. Students will analyze short stories, novels, documentaries, songs, blogs, journal articles by Igiaba Scego, Cristina Ali Farah, Gabriella Ghermandi, Medhin Paolos, Fred Kudjo Kuwornu, Amir Issaa, Amara Lakhous, Pap Khouma, and Kaha Mohamed Aden, among others. They describe their multicultural identities, their senses of belonging, their feelings for the place that is depriving them of foundational rights (such as citizenship or a legal status), their nostalgia for their homeland or the countries where their parents were born, their fights to find or create a social and literal space where being recognized not as foreigners or worse as "clandestini." Their works offer an original, complex, and multilayered depiction of contemporary Italy and its social and cultural changes, where the African community is becoming larger and better represented. Some questions this course will ask include: what are the historical and geographical components of blackness in Italy? How, if at all, have these phenomena of migration changed Italian identity? How do black Italians live within the context of anti-blackness? How do these Italian writers and artists relate to African American histories and experiences of diaspora? How can African Italian literature contribute to a deeper understanding of the Black diaspora in Europe and elsewhere? The course will pursue answers to these questions by exploring issues of race, color, gender, class, nationality, identity, citizenship, social justice in post- colonial Italy while drawing on related disciplines such as Geography, Mediterranean Studies, Diaspora Studies, Post-Colonialism, and Media and Cultural Studies. Course taught in English. Course Material in English.

Also Offered As: COML 2084 , ITAL 2510

ENGL 1299 First-Year Seminar: Italian American Studies

Topics vary. See the Department's website at https://www.sas.upenn.edu/italians/courses for a description of current offerings.

Also Offered As: CIMS 0090 , GSWS 0090 , ITAL 0090

ENGL 1300 Theories of Gender and Sexuality

What makes men and women different? What is the nature of desire? This course introduces students to a long history of speculation about the meaning and nature of gender and sexuality -- a history fundamental to literary representation and the business of making meaning. We will consider theories from Aristophane's speech in Plato's Symposium to recent feminist and queer theory. Authors treated might include: Plato, Shakespeare, J. S. Mill, Mary Wollstonecraft, Sigmund Freud, Virginia Woolf, Simone de Beauvoir, Adrienne Rich, Audre Lorde, Michel Foucault, Gayle Rubin, Catherine MacKinnon, Eve Kosofsky Sedgwick, Judith Butler, bell hooks, Leo Bersani, Gloria Anzaldua, David Halperin, Cherrie Moraga, Donna Haraway, Gayatri Spivak, Diana Fuss, Rosemary Hennesy, Chandra Tadpole Mohanty, and Susan Stryker. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 1300

ENGL 1310 Gender, Sexuality, and Literature

This course will focus on questions of gender difference and of sexual desire in a range of literary works, paying special attention to works by women and treatments of same-sex desire. More fundamentally, the course will introduce students to questions about the relation between identity and representation. We will attend in particular to intersections between gender, sexuality, race, class, and nation, and will choose from a rich vein of authors. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1310 , GSWS 1310

ENGL 1330 Writing Women, Part 1

This is a sophomore-level course designed for students who are curious about the literary and social history of women’s writing between 1660 and 1700. We’ll survey the work of influential writers of the time period who identified as female, and add a few texts by men writing about women. We’ll consider how women's writing participated in the many worlds from which women were excluded — the worlds of inherited literary tradition, formal education, commerce, religious debate, and contemporary politics, to name a few. The course focuses on authors resident in “Great Britain” (a national entity still under development during this time, as we shall see) between the Restoration of Charles II in 1660 and the turn of the eighteenth century. Another course, ENGL 1331 , focuses on 1700-1790. Students may take one or both of these stand-alone courses. No prerequisites required. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 1330

ENGL 1331 Writing Women, Part 2: Sexuality and Power, 1700-1799

"Sexuality and Power” is an intermediate-level course organized as a collaborative seminar. The eighteenth century (1700-1799) in Britain was an exciting time. Literacy's long-policed borders were being relaxed, and publication was allowed to flourish largely free of censorship. As the set of those allowed to participate in public discourse slowly expanded, new opportunities arose for literate women. We will focus on the work of important female-identified writers from the period. Students from all disciplines are welcome. There are no prerequisites. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 1331

ENGL 1391 Introduction to Chick Lit

This course will introduce students to the genre known as "Chick Lit," a label that emerged in the 1990s to encompass pleasurable fiction written primarily for women, by women, and about women. Although Chick Lit has been criticized for elevating the so-called “superficial,” “trivial,” and “fluffy” elements of women’s lives, it has nonetheless remained an enormously popular and influential segment of contemporary fiction. This course journeys through Chick Lit's predecessors, greatest hits, and new boundary-pushing work, in both novels and film. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 1391

ENGL 1395 Gender and Popular Culture

This course examines the representation of gender in American popular culture from the twentieth and twenty-first centuries. We will examine texts across television and film, pop music, popular print media, social media, advertising, and fashion, and we will engage the historic relationship between these pop texts and sociopolitical movements. We will also read critical texts from the feminist and queer tradition on desire and sexuality, race, religion, and political power. And we will consider how the methods and modalities of gender studies can inform our understanding of pop culture. Students are responsible for three short papers of 3-5 pages and a final paper of 10-15 pages that showcase their original research around the themes of the class.

Also Offered As: GSWS 2400

ENGL 1400 Introduction to Literary Theory

This course introduces students to major issues in the history of literary theory, and provides an excellent foundation for the English major or minor. Treating the work of Plato and Aristotle as well as contemporary criticism, we will consider the fundamental issues that arise from representation, making meaning, appropriation and adaptation, categorization and genre, historicity and genealogy, and historicity and temporality. We will consider major movements in the history of theory including the "New" Criticism of the 1920's and 30's, structuralism and post-structuralism, Marxism and psychoanalysis, feminism, cultural studies, critical race theory, and queer theory. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1400 , GRMN 1303

ENGL 1409 Introduction to Literary Study

This course has three broad aims: first, it will introduce students to a selection of compelling contemporary narratives; second, it will provide prospective students of literature and film, as well as interested students headed for other majors, with fundamental skills in literary, visual, and cultural analysis; and, third, it will encourage a meditation on the function of literature and culture in our world, where commodities, people, and ideas have been constantly in motion. Questions for discussion will therefore include: the meaning of terms like "globalization," "translation," and "world literature"; the transnational reach and circulation of texts; migration and engagement with "others"; violence, trauma, and memory; terrorism and the state; and the ethic of cosmopolitanism. Our collective endeavor will be to think about narrative forms as modes of mediating and engaging with the vast and complex world we inhabit today. See COML website for current semester's description at https://complit.sas.upenn.edu/course-list/2019A

Also Offered As: COML 1000

ENGL 1425 Freud's Objects

How do we look at objects? And which stories can objects tell? These are questions that have been asked quite regularly by Art Historians or Museum Curators, but they take a central place within the context of psychoanalytic studies as well. The seminar "Freud's Objects" will offer an introduction to Sigmund Freud's life and times, as well as to psychoanalytic studies. We will focus on objects owned by Freud that he imbued with special significance, and on Freud's writings that focus on specific objects. Finally, we will deal with a re-interpretation of the "object" in psychoanalytic theory, via a discussion of texts by British psychoanalysts such as Melanie Klein and Donald Winnicott.

Also Offered As: ARTH 3560 , CLST 3509 , COML 2052 , GRMN 1015

ENGL 1427 Wild Things: Children’s Literature and the Psychoanalytic Study of the Child

This course, framed as a psychoanalytic study of the child, focuses on English-language children’s literature from the 19th Century to the present. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1427 , GSWS 1427

ENGL 1430 From the Uncanny to Horror: Film and Psychoanalysis

This course introduces students to the links between psychoanalysis and film by focusing on two themes, the Uncanny and Horror. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 1430

ENGL 1445 Universal Language: From the Tower of Babel to Artifical Intelligence

This is a course in European intellectual history. It explores the historical trajectory, from antiquity to the present day, of the idea that there once was, and again could be, a universal and perfect language among the human race. If recovered, it can explain the origins and meaning of human experience, and can enable universal understanding and world peace. The tantalizing question of the possibility of a universal language have been vital and thought-provoking throughout the history of humanity. The idea that the language spoken by Adam and Eve was a language which perfectly expressed the nature of all earthly objects and concepts has occupied the minds of intellectuals for almost two millennia. In defiance of the Christian biblical myth of the confusion of languages and nations at the Tower of Babel, they have over and over tried to overcome divine punishment and discover the path back to harmonious existence. By recovering or recreating a universal language, theologians hoped to be able to experience the divine; philosophers believed that it would enable apprehension of the laws of nature, while mystic cabbalists saw in it direct access to hidden knowledge. In reconstructing a proto-language, 19th-century Indo-Europeanist philologists saw the means to study the early stages of human development. Even in the 20th century, romantic idealists, such as the inventor of Esperanto Ludwik Zamenhof, strived to construct languages to enable understanding among estranged nations. For writers and poets of all times, from Cyrano de Bergerac to Velimir Khlebnikov, the idea of a universal and perfect language has been an inexhaustible source of inspiration. Today, this idea echoes in theories of universal and generative grammars, in approaching English as a global tongue, and in various attempts to create artificial languages, even a language for cosmic communication. Each week we address a particular period and set of theories to learn about universal language projects, but above all, the course examines fundamental questions of what language is and how it functions in human society.

Also Offered As: COML 0095 , HIST 0822 , REES 1177

ENGL 1449 War and Representation

This class will explore complications of representing war in the 20th and 21st centuries. War poses problems of perception, knowledge, and language. The notional "fog of war" describes a disturbing discrepancy between agents and actions of war; the extreme nature of the violence of warfare tests the limits of cognition, emotion, and memory; war's traditional dependence on declaration is often warped by language games--"police action," "military intervention," "nation-building," or palpably unnamed and unacknowledged state violence. Faced with the radical uncertainty that forms of war bring, modern and contemporary authors have experimented in historically, geographically, experientially and artistically particular ways, forcing us to reconsider even seemingly basic definitions of what a war story can be. Where does a war narrative happen? On the battlefield, in the internment camp, in the suburbs, in the ocean, in the ruins of cities, in the bloodstream? Who narrates war? Soldiers, refugees, gossips, economists, witnesses, bureaucrats, survivors, children, journalists, descendants and inheritors of trauma, historians, those who were never there? How does literature respond to the rise of terrorist or ideology war, the philosophical and material consequences of biological and cyber wars, the role of the nuclear state? How does the problem of war and representation disturb the difference between fiction and non-fiction? How do utilitarian practices of representation--propaganda, nationalist messaging, memorialization, xenophobic depiction--affect the approaches we use to study art? Finally, is it possible to read a narrative barely touched or merely contextualized by war and attend to the question of war's shaping influence? The class will concentrate on literary objects--short stories, and graphic novels--as well as film and television. Students of every level and major are welcome in and encouraged to join this class, regardless of literary experience.

Also Offered As: COML 1050 , REES 1179

ENGL 1460 World Socialist Literature and Film

In 1989-1991, a whole world, perhaps many worlds, vanished: worlds of socialism. In this course we will investigate key works of literature and film spanning the socialist world(s), focused around the USSR, which was for many the (not uncontested) center of the socialist cosmos for much of the twentieth century. Further, we will study the cultural and political interrelationships between the socialist world(s) and anticolonial and left movements in the developing and the capitalist developed nations alike. Finally, we will investigate the aftermaths left behind as these world(s) crumbled or were transformed beyond recognition at the end of the twentieth century. Our work will be ramified by consideration of a number of critical and methodological tools for the study of these many histories and geographies. The purview of the course is dauntingly large—global in scale—and therefore “coverage” will of necessity be incomplete. Readings and viewings may include works by: Tengiz Abuladze, Bertolt Brecht, Slavenka Drakulić, Sergei Eisenstein, Howard Fast, Ritwik Ghatak, Langston Hughes, Audre Lorde, Vladimir Mayakovsky, Pablo Neruda, Ngũgĩ wa Thiong'o, Sembène Ousmane, Jean-Marie Straub and Danièle Huillet, Rabindranath Tagore, Christa Wolf, Zhang Meng, and others.

Also Offered As: COML 0149 , REES 0149

ENGL 1509 Science and Literature

Science fiction has become the mythology of modern technological civilization, providing vivid means for imagining (and proclaiming) the shape of things to come. This interdisciplinary seminar will consider SF in multiple manifestations -- literature, film and TV shows, visual art and architecture. We will debate how the genre has shaped ideas about scientific knowledge, the position of humans in the universe, and our possible futures by examining themes including time travel, robots and androids, alien encounters, extraterrestrial journeys, and the nature of intelligent life. This seminar will consider SF from the perspective of the history of science and technology: critically and comparatively, with a primary focus on social and cultural contexts in addition to literary aspects.

Also Offered As: STSC 1101

ENGL 1521 In Dark Times: The Dystopian Imagination in Literature and Film

This CWiC course will offer a guided introduction to the one of the most resilient genres of the human imagination: dystopian and apocalyptic fiction. Like a group of survivors huddled around a campfire, we will turn to literature and cinema to debate some of the big questions about the future of science, technology, religion, and capitalism. This course is designed as a Critical Speaking Seminar, and the majority of class assignments will be devoted to oral presentations: including a Parliamentary-style debate and a video essay. We will begin by reading some of the early, influential works in the dystopian genre by authors like Mary Shelley, H.G. Wells, and Aldous Huxley. Next, we will explore the paranoid, schizophrenic world of Cold-War-era dystopias by J.G Ballard, Philip K. Dick and Octavia Butler. We will conclude by reading contemporary climate fiction by the likes of Margaret Atwood and Kim Stanley Robinson. Alongside the literary material, we will also track the changing nature of dystopian cinema-- from classics like Metropolis (1927) and La Jetee (1962) to the latest Zombie film. By the end of course, students will have a firm grasp of the history of the genre and will be able to draw on this knowledge to effectively debate issues related to privacy, big business, animal rights, climate change, migration etc.

Also Offered As: CIMS 0050

ENGL 1579 Sustainability & Utopianism

This seminar explores how the humanities can contribute to discussions of sustainability. We begin by investigating the contested term itself, paying close attention to critics and activists who deplore the very idea that we should try to sustain our, in their eyes, dystopian present, one marked by environmental catastrophe as well as by an assault on the educational ideals long embodied in the humanities. We then turn to classic humanist texts on utopia, beginning with More's fictive island of 1517. The "origins of environmentalism" lie in such depictions of island edens (Richard Grove), and our course proceeds to analyze classic utopian tests from American, English, and German literatures. Readings extend to utopian visions from Europe and America of the nineteenth and twentieth centuries, as well as literary and visual texts that deal with contemporary nuclear and flood catastrophes. Authors include: Bill McKibben, Jill Kerr Conway, Christopher Newfield, Thomas More, Francis Bacon, Karl Marx, Henry David Thoreau, Robert Owens, William Morris, Charlotte Perkins Gilman, Ayn Rand, Christa Wolf, and others.

Also Offered As: COML 1160 , ENVS 1050 , GRMN 1160 , STSC 1160

ENGL 1589 Liquid Histories and Floating Archives

Climate change transforms the natural and built environments, and it is re-shaping how we understand, make sense, and care for our past. Climate changes history. This course explores the Anthropocene, the age when humans are remaking earth's systems, from an on-water perspective. In on-line dialogue and video conferences with research teams in port cities on four continents, this undergraduate course focuses on Philadelphia as one case study of how rising waters are transfiguring urban history, as well as its present and future. Students projects take them into the archives at the Independence Seaport Museum and at Bartram's Garden. Field trips by boat on the Schuylkill and Delaware Rivers and on land to the Port of Philadelphia and to the John Heinz National Wildlife Refuge invite transhistorical dialogues about how colonial and then industrial-era energy and port infrastructure transformed the region's vast tidal marshlands wetlands. Excursions also help document how extreme rain events, storms, and rising waters are re-making the built environment, redrawing lines that had demarcated land from water. In dialogue with one another and invited guest artists, writers, and landscape architects, students final projects consider how our waters might themselves be read and investigated as archives. What do rising seas subsume and hold? Whose stories do they tell? What floats to the surface?

Also Offered As: ANTH 1440 , COML 1140 , ENVS 1440 , GRMN 1140 , HIST 0872

ENGL 1595 Ecocritical Lit: Nature, Ecology and the Literary Imagination

This course introduces students to ecocritical literature. It is an exploration of how language and literature engages with and shapes our relations to and our understandings of the natural world. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ENVS 1410

ENGL 1599 Spirituality in the Age of Global Warming: Designing a Digital Mapping Project in Scalar

We are living in the midst of one of the most severe crises in the Earth's history. Science confirms the glaciers are melting, hurricanes are growing more intense, and the oceans are rising. But there is also a deeply spiritual dimension to global warming that does not factor into the scientific explanations of the Anthropocene. "Spirituality" will be defined not in terms of one particular religion, but in relationship to a passionate study of the environment and nature. Readings will include materials from both the sciences and the humanities such as Donella Meadows's Thinking in Systems, Elizabeth Kolbert's The Sixth Extinction, Barbara Kingsolver's Flight Behavior, and films such as Black Fish and Wale Rider. The theoretical focus of the course will be how "multispecies partnerships" can help us better understand and mitigate the effects of Climate Change. This class will work collaboratively on a digital archive with an interactive mapping interface designed in Scalar. This newly developed platform allows for the creation of multimedia exhibits that will document how Global Warming is affecting coral reefs in the tropics, glaciers in the Arctic and Antarctic, rainforests in the Amazon and rivers of Philadelphia. Students will also work individually to design interactive maps on the Scalar platform documenting their own more personal interactions with the environment.

Also Offered As: ENVS 2430 , RELS 2460

ENGL 1600 Cultures of The Book

The impact of various technologies (from writing to various forms of manuscript to print to electronics) on the way the written word gives shape to a culture. The emphasis is on western cultures from Plato to the present, but participation by students with interest or expertise in non-western cultures will be of great value to the group as a whole. The course offers an ideal perspective from which students can consider meta-issues surrounding their own special interests in a wide variety of fields, as well as learn to think about the way in which traditional fields of study are linked by common inherited cultural practices and constructions. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1609 Introduction to Print Culture

This course examines the writing, printing, dissemination, interpretation, and censorship of specific works in Early modern England, France, Italy, Spain and America. The course is an introduction to the history of authorship, publishing, and reading at the age of print culture from Gutenberg to Franklin. All the texts analyzed in the course (the Bible, Montaigne's Essays, Shakespeare's plays, Don Quixote, Pamela among them) are available in English but the course pays particular attention to the massive range of translations in early modern period. its main focus are the relation between the "printing revolution"  and scribal culture, censorship and transgression, the birth of the author and collaborative writing, and reading practices from humanist techniques to reading of the novels. The course is based on the exceptional collections of rare books and manuscripts at  Penn and in Philadelphia and it is taught in the Van Pelt Library.

Also Offered As: HIST 2203

ENGL 1650 Introduction to Digital Humanities

This course provides an introduction to foundational skills common in digital humanities (DH). It covers a range of new technologies and methods and will empower scholars in literary studies and across humanities disciplines to take advantage of established and emerging digital research tools. Students will learn basic coding techniques that will enable them to work with a range data including literary texts and utilize techniques such as text mining, network analysis, and other computational approaches. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1650 , HIST 0870

ENGL 1670 Data Science for the Humanities

This course will provide you with a practical introduction to data-driven inquiry in the humanities, with a focus on statistical analysis in the Python programming language. (No prior knowledge of programming is required or expected). See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Mutually Exclusive: PHYS 1100

ENGL 1710 Rise of the Novel

This course explores the history of the British novel and the diverse strategie of style, structure, characterization, and narrative techniques it has deployed since the late seventeenth century. While works from the eighteenth and nineteenth centuries will form the core of the reading, some versions of this course will include twentieth-century works. All will provide students with the opportunity to test the advantages and limitations of a variety of critical approaches to the novel as a genre. Readings may include works by Behn, Swift, Defoe, Richardson, Fielding, Lennox, Smollett, Burney, Scott, Austen, the Brontes, Dickens, Eliot, Hardy, Conrad, Joyce, Lawrence, Woolf, Rhys, Greene, Naipaul, Carter, Rushdie, and Coetzee. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1720 18th-Century Novel

This survey of the novel addresses key questions about the novel's "rise" in the eighteenth century on both sides of the Atlantic, as well as attending to the cultural conditions that attended this new literary from. How did the concurrent "rise" of the middle classes and the emergence of an increasingly female reading public affect the form and preoccupations of early novels? What role did institutions like literary reviews, libraries, and the church play in the novel's early reception? While readings will vary from course to course, students should expect to read such authors as Austen, Behn, Brockden Brown, Burney, Defoe, Fielding, Richardson, Rowlandson, Rowson, Scott, and Smollett. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1730 19th-Century Novel

During the nineteenth century the novel became the dominant literary form of its day, supplanting poetry and drama on both sides of the Atlantic. In this introduction to the novelists of the period, we will read the writers who secured the novel's cultural respectability and economic prominence. Likely authors will include Austen, the Brontes, Collins, Dickens, Eliot, Hardy, Hawthorne, Melville, Poe, Thackeray, Scott, and Stowe. The course will explore the themes, techniques, and styles of the nineteeth-century novel. It will focus not only on the large structural and thematic patterns and problems within each novel but also on the act of reading as a historically specific cultural ritual in itself. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1740 20th-Century British Novel

This course traces the development of the novel across the twentieth-century. The course will consider the formal innovations of the modern novel (challenges to realism, stream of consciousness, fragmentation, etc.) in relation to major historical shifts in the period. Authors treated might include: Conrad, Lawrence, Joyce, Forster, Woolf, Cather, Faulkner, Hemingway, Achebe, Greene, Rhys, Baldwin, Naipaul, Pynchon, Rushdie, and Morrison. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1740

ENGL 1745 Writing the Self: Life-Writing, Fiction, Representation

This course investigates how people try to understand who they are by writing about their lives. It will cover a broad range of forms, including memoirs, novels, essay films, and even celebrity autobiographies. The course will be international and in focus and will ask how the notion of self may shift, not only according to the demands of different genres, but in different literary, linguistic, and social contexts. Questions probed will include the following: How does a writer's language--or languages--shape how they think of themselves? To what extent is a sense of self and identity shaped by exclusion and othering? Is self-writing a form of translation and performance, especially in multilingual contexts? What can memoir teach us about the ways writers navigate global literary institutions that shape our knowledge of World Literature? How do various forms of life-writing enable people on the margins, whether sexual, gendered, or racial, to craft narratives that encapsulate their experience? Can telling one's own story bring joy, affirmation, and greater transcultural or even global understanding? In sum, this course proposes to illuminate the many ways in which writing becomes meaningful for those who take it up. The format of the seminar will require students to offer oral presentations on the readings and invite them to craft their own experiences and memories in inventive narrative forms.

Spring, odd numbered years only

Also Offered As: COML 0015 , GSWS 0051

ENGL 1800 Intro to Poetry and Poetics

What is poetry and what place does it have among literary forms? What is its relation to culture, history, and our sense of speakers and audiences? This course will focus on various problems in poetic practice and theory, ranging from ancient theories of poetry of Plato and Aristotle to contemporary problems in poetics. In some semesters a particular school of poets may be the focus; in others a historical issue of literary transmission, or a problem of poetic genres, such as lyric, narrative, and dramatic poetry, may be emphasized. The course will provide a basic knowledge of scansion in English with some sense of the historical development of metrics. This course is a good foundation for those who want to continue to study poetry in literary history and for creative writers concentrating on poetry. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1810 Sounding Poetry

Never before has poetry been so inescapable. Hip hop, the soundtrack of our times, has made rhyme, meter, and word-play part of our daily lives. How did this happen? This course ranges through oral and lyric traditions in Europe, the Americas, and the Commonwealth. See the English Department's website at www.english.upenn.edu for a description of current offerings.

Also Offered As: AFRC 1810 , COML 1810

ENGL 1820 British Poetry 1660 - 1914

This course provides students with a survey of British poetry and poetics from the Restoration to the Modern period, and usually will include writers ranging from Aphra Behn and Alexander Pope to Thomas Hardy. Typically, this course will contain materials from the later seventeenth to the early nineteenth centuries--from the Restoration and Glorious Revolution through the Enlightenment, the American and French Revolutions, and the Napoloeonic Wars--though it need not cover the entire period. We will read plays, poetry and prose in order to understand the aesthetic, intellectual, social and political issues of literary production and achievement in this period. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1830 American Poetry

Some versions of this course survey American poetry from the colonial period to the present, while others begin with Whitman and Dickinson and move directly into the 20th century and beyond. Typically students read and discuss the poetry of Williams, Stein, Niedecker, H.D., Pound, Stevens, Fearing, Rakoksi, McKay, Cullen, Wilbur, Plath, Rich, Ginsberg, Kerouac, Waldman, Creeley, Ashberry, O'Hara, Corman, Bernstein, Howe, Perelman, Silliman, and Retallack. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1840 20th-Century Poetry

From abstraction to beat, from socialism to negritude, from expressionism to ecopoetry, from surrealism to visual poetry, from collage to digital poetry, the poetry of the twentieth century has been characterized by both the varieties of its forms and the range of its practitioners. This course will offer a broad overview of many of the major trends and a few minor eddies in the immensely rich, wonderfully varied, ideologically and aesthetically charged field. The course will cover many of the radical poetry movements and individual innovations, along with the more conventional and idiosyncratic work, and will provide examples of political, social, ethnic, and national poetries, both in the Americas and Europe, and beyond to the rest of the world. While most of the poetry covered will be in English, works in translation, and indeed the art of translation, will be an essential component the course. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 1840

ENGL 1859 The Play: Structure, Style, Meaning

How does one read a play? Theatre, as a discipline, focuses on the traditions of live performance. In those traditions, a play text must be read not only as a piece of literature, but as a kind of "blueprint" from which productions are built. This course will introduce students to a variety of approaches to reading plays and performance pieces. Drawing on a wide range of dramatic texts from different periods and places, we will examine how plays are made, considering issues such as structure, genre, style, character, and language, as well as the use of time, space, and theatrical effects. Although the course is devoted to the reading and analysis of plays, we will also view selected live and/or filmed versions of several of the scripts we study, assessing their translation from page to stage.

Also Offered As: COML 1859 , THAR 0103

ENGL 1860 Early Drama

This course will introduce students to major dramatic works of the medieval and early modern periods, including plays written for the public stage, closet dramas, masques, mayoral pageants, and other kinds of performances. The course will also pay attention to the development of different dramatic genres during these periods, as well as the social and cultural contexts in which they were produced. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1861 Othello

In this class, we will examine Shakespeare's Othello from a variety of critical perspectives through close-analysis of the play-text and adaptations on film and stage, beginning with the play’s earliest performance. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 1861

ENGL 1870 Drama from 1660 - 1840

This course surveys drama from the Restoration through the Romantic period, and in so doing explores arguably the most tumultuous period of British and American Theater history. These years saw the reopening of the theaters in London in 1660 after their having been closed through two decades of Civil War and Puritan rule. They witnessed the introduction of actresses to the stage, the development of scenery and the modern drop-apron stage, the establishment of theatrical monopolies in 1660 and stringent censorship in 1737, and the gradual introduction, acceptance, and eventual celebration of the stage in America. Perhaps most importantly, they oversaw some of the best comedies and farces in the English language, the introduction of pantomime and the two-show evening, sustained experimentation with music and spectacle on stage, and the transformation of tragedy into a star vehicle for actors and actresses like David Garrick, Sarah Siddons, John Philip Kemble, and Edmund Kean. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 1875 Theatre, History, Culture II: Romantics, Realists and Revolutionaries

This course investigates the history of theatre practice from the end of the Eighteenth-Century to the present, with an emphasis on interplay of mainstream practices with the newly emerging aesthetics of acting, scenography, and theatrical theory, and the interplay of popular entertainment and audiences with the self-defined aesthetic elitism of the Avant Garde. Among the aesthetics and phenomena we will examine are romanticism and melodrama; bourgeois realism and revolutionary naturalism; emotional-realist acting; the reaction against realism; political theatre; physical theatre; theatre and media; non-dramatic theatre; and theatre that challenges long-standing categories of national identity, empire, gender, and sexuality.

Also Offered As: THAR 0102

ENGL 1880 African American Drama: Origins to present

This course will introduce students to African American drama from its origins to the present. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 1880 , THAR 1880

ENGL 1890 On the Stage and in the Streets: An Introduction to Performance Studies

What do Hamilton, RuPaul’s Drag Race, political protest, TikTok Ratatouille, and Queen Elizabeth’s funeral have in common? They all compose repertoires of performance. From artistic performances in theatres, galleries, and concert halls to an individual’s comportment in everyday life, to sporting events, celebrations, courtroom proceedings, performance studies explores what happens when embodied activities are repeatable and given to be seen. In this course we ask: what is performance? How do we describe, analyze, and interpret it? What do theatre and everyday life have in common? How does performance legitimize or challenge the exercise of power? How has social media shifted our understanding of the relationship of our daily lives to performance? How does culture shape what is considered to be performance and how it functions? What isn’t performance? Throughout the semester students will apply key readings in performance theory to case studies drawn from global repertoires of contemporary and historical performance. In addition to analyzing artistic performances, we will also consider sporting events, celebrations, political events, and the performance of everyday life. We will attend to the challenges provoked by performance’s embodied, ephemeral, affective, effective, relational, and contingent aspects. Coursework will include discussion posts, class facilitation, and the opportunity to choose between a research paper or creative project for the final assessment.

Also Offered As: ANTH 1104 , COML 0104 , THAR 0104

ENGL 1891 Broadway Musicals in the 21st Century

Wicked, Spring Awakening, Dear Evan Hansen, Hadestown. And of course, Hamilton. The innovations we see in Broadway musicals since 2000 are particularly fascinating in that they, so to speak, boldly go where no musicals have gone before—while at the same time honoring and building on the long-standing traditions of this beloved form. From the powerfully romantic Light in the Piazza, which nods to roots in European operetta, to the boundary-defying Black queerness of A Strange Loop... and everything in between. In this course, we will go year by through musical theater from the quarter-century, to see where the form has gone recently… and where it’s headed. In addition to the works already mentioned, we’ll look at Caroline or Change, The Color Purple, In the Heights, Fun Home, and more. This course will also consider some recent “revisals,” like director Daniel Fish’s Oklahoma!, and Marianne Elliott’s gender-reassigned Company: reinterpretations of classic American musicals that imagine them in more contemporary light.

Also Offered As: CIMS 1275 , THAR 1272

ENGL 1892 Movie Musicals: From Oz to La La Land

The very first major sound film—The Jazz Singer, in 1927—featured not only speaking, but also singing. Audiences around the country hungrily consumed this new cinematic genre—one that was also strongly influenced by the stage musicals that were taking New York by storm. The synergy between Hollywood and Broadway was electric. Virtually every major composer and lyricist, including Irving Berlin, Cole Porter, and Rodgers and Hammerstein, worked both coasts. At the same time, the movies created new film celebrities, including Frank Sinatra, Lena Horne, Judy Garland, The Nicholas Brothers, and more. In the Depression 42nd Street, The Wizard of Oz, and Stormy Weather provided entertaining escapism—and sometimes a critical lens into reality. As time moved on movie musicals moved with them… and continue to do so. Jailhouse Rock, A Hard Day’s Night, Sparkle, The Who’s Tommy, Robert Altman’s Nashville, and Damien Chazelle’s La La Land are just a few of the films that reinvent and even subvert the genres, while showcasing stars from Elvis Presley to Tina Turner to Ryan Gosling and Emma Stone. Movie Musicals will explore the development of this form and the artists who made it, including Busby Berkeley, Fred Astaire and Ginger Rogers, Bob Fosse, Baz Luhrmann… and of course, Walt Disney. The class will also present an international perspective: Bollywood, Nollywood, and the Scandinavian sensibility of Bjork and Lars von Trier’s Dancer in the Dark.

Also Offered As: CIMS 1276 , THAR 1276

ENGL 1896 Backstage Drama in Theatre and Film

Inviting audiences into a special relationship with illusion, backstage dramas (whether on film or on stage) and plays-within-plays reach beyond and alongside traditional plot-driven narratives, to reflect on the process of representation itself. Drawing from classical debates about the relationships between reality, illusion, representation, and imitation (mimesis), we will examine a variety of plays and films as we articulate the complex network of responses and underlying assumptions (whether cultural, political, or social), about art and life, that these works engage.

Also Offered As: CIMS 2830 , THAR 2830

ENGL 1951 The City in Literature and Film

This course focuses on the central place of the city through the history of cinema. The city in question may change depending on the term this course is being offered. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 1051 , URBS 1051

ENGL 2000 Topics In Classicism and Literature: Epic Tradition

This advanced seminar will examine the classical backgrounds of western medieval literature, in particular the reception of classical myth and epic in the literature of the Middle Ages. Different versions of the course will have different emphases on Greek or Latin backgrounds and on medieval literary genres. Major authors to be covered include Virgil, Ovid, Chaucer, and the Gawain-poet.

Also Offered As: CLST 3708 , COML 2000 , GSWS 2000

ENGL 2010 Old English Seminar

ENGL 2011 Medieval Literature Seminar

This seminar explores an aspect of medieval literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2012 Romance Seminar

This seminar explores an aspect of epic or romance intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2013 Chaucer Seminar

This course explores an aspect of Chaucer's writings intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2014 Medieval Literature Seminar: Premodern Animals

This course introduces students to critical animal studies via medieval literature and culture. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 2014 , RELS 2014

ENGL 2020 17th-Century Literature Seminar

This course explores an aspect of 17th-century literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2021 Topics in Renaissance Literature

This course explores an aspect of renaissance literature intensively; specific topics will vary from year to year. See the English Department's website at www.english.upenn.edu for a description of the current offerings. See our ENGL catalog, go to ENGL 2310 : https://catalog.upenn.edu/courses/engl/

Also Offered As: GSWS 2021

ENGL 2030 18th-Century British Literature Seminar

This course explores an aspect of 18th-century British literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2031 18th-Century Seminar: China in the English Imagination

This course explores the material culture of china-mania that spread across England and Europe in the eighteenth century, from chinoiserie vogues in fashion, tea, porcelain, and luxury goods, to the idealization of Confucius by Enlightenment philosophers. The course texts include travel writing, poetry, essays, and plays, and is designed to provide historical background to contemporary problems of Orientalism, Sinophilia, and Sinophobia. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ASAM 2310 , COML 2031 , EALC 1321

ENGL 2041 Romanticism Seminar

This course explores an aspect of Romantic literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2050 19th-Century Literature Seminar

This course explores an aspect of 19th-century literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2051 Environmental Studies Seminar: Coming of Age in the Anthropocene

This seminar combines studies in the 18th and 19th century novel form with environmental studies. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2052 19th-Century American Literature Seminar

This course explores an aspect of 19th-century American literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2060 Sex, Scandal, and Sensation in the Victorian Novel

This seminar explores themes of sex, sensation, and sensationalism in the Victorian novel. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2061 Victorian Action Heroes

This course is designed to investigate several key texts in the blockbuster genres that emerged in the Victorian era – detective novel, spy thriller, ghost story, treasure hunt, imperial romance, invasion scenario, monster tale, science fiction, true crime narrative – as well as their contemporary adaptations in order to figure out why Victorian Action Heroes still exert so much cultural force. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2070 Modernism Seminar

This course explores an aspect of literary modernism intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2071 Global Modernism Seminar

This course explores literary modernism as a global and cross-cultural phenomenon. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ARTH 3850 , COML 2071 , GRMN 1304

ENGL 2072 Modernism Seminar on Gender & Sexuality

This course explores literary modernism through questions of gender and sexuality. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 2072

ENGL 2073 Modernist Animals: How to Rethink the Human-Animal Divide

This course explores literary modernism through the lens of Animal Studies. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 2073 , COML 2073

ENGL 2080 20th-Century Literature Seminar

The course explores an aspect of 20th-century literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 2080 , JWST 2080

ENGL 2082 20th-Century American Literature Seminar

The course explores an aspect of 20th-century American literature intensively; specific course topics will vary from year to year. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 2082

ENGL 2083 Faking it: Liars, Imitators and Cheats in Literature and Film

Deception and lies are a constant theme and a mechanism of narrative art. For a genre literally synonymous with falsehood, fiction has always been touchy about its relationship to truth: Does the novel neutrally represent reality or does it recreate it? Are characters like living, breathing real people, or are they mere simulations? And if they’re just words on a page (or images on a screen), why are we so moved by their adventures, loves and misfortunes? In this class, we will explore and expand on these questions by focusing on novels and films that deal explicitly and exclusively with fakers, shapeshifters and doppelgangers, lies of necessity and of opportunity, as well as with works that revel in exposing their own manipulative artificiality. We will read psychoanalysts, sociologists, philosophers, and postcolonial thinkers and ask, What does it mean to be authentic? How malleable are our individual identity, race, gender and sexuality? What forces shape it, and how constant is this shape? Are we the same selves when we have a conversation as when we give a presentation? Do we remain ourselves when we talk to customers at our service jobs, to teachers, to students? When we “pass” as a different race? When we speak in a different accent? How do we reconcile the conflicting demands of “be yourself” and “fake it till you make it”? What is the relation between our presentation of ourselves and our selves? Novels and shorts stories for discussion might include classics like Nella Larsen’s Passing, Vladimir Nabokov’s Despair and Patricia Highsmith’s The Talented Mr. Ripley, as well as movies like Gaslight, The Battle of Algiers, The Yes Men, and American Psycho. While much of the weekly work in this class will be reading-and-discussion based, oral presentations – keenly aware of their own artifice – will count toward half of the final grade. A final oral presentation will be based on a creative project in conversation with class materials. The course would satisfy those interested in fulfilling the Advanced Film and Literature and Global Literature and Film requirements. This is a CWiC course, Communication Within the Curriculum.

Also Offered As: CIMS 2083 , COML 2083

ENGL 2085 Nuclear Fictions

The novel and the nuclear, the book and the Bomb: in this course we’ll explore how fiction has grappled with the memory of Hiroshima and Nagasaki, the prospect of nuclear apocalypse, and the present-tense violence of nuclear colonialism. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2091 The Novel in the Age of the Audiobook

This class is both a critical survey of important recent English-language novels, and a history of the audiobook and its effects on authors, readers, and literary markets. See the English Department website’s at: www.english.upenn.edu for a description of the current offerings.

ENGL 2092 Kelly Writers House Fellows Seminar

This seminar features visits by eminent writers as "Fellows" of the Kelly Writers House, the student-conceived writing arts collaborative at 3805 Locust Walk. Throughout the semester we will study the work of these writers—and some of the materials "around" them that make the particular contemporary context in which each operates so compelling. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 2092

ENGL 2110 Paris Modern: Spiral City

Paris has been shaped by a mixture of organic development, which is still today perceptible in the "snail" pattern of its arrondissements whose numbers, from 1 to 20, coil around a central island several times so as to exemplify a "spiral city," and of the violent cuts, interruptions and sudden transformations that again and again forced it to catch up with modern times, the most visible of which was Baron Haussmann's destruction of medieval sections of the city to make room for huge boulevards. Thus Parisian modernism has always consisted in a negotiation between the old and the new, and a specific meaning of modernity allegorized for Louis Aragon, the Surrealists and Walter Benjamin consisted in old-fashioned arcades built in the middle of the 19th century and obsolete by the time they turned into icons of Paris. The aim of the class will be to provide conceptual and pragmatic (visual, experiential) links between a number of texts, theories and films deploying various concepts of the modern in Paris, with a guided tour of the main places discussed. The course that Professors Jean Michel Rabate (English) and Ken Lum (Fine Arts) will lead studies Paris as a work of science-fiction where its many futures are embedded in its many pasts, where discontinuity is a continuous process and where the curving line of the snail's shell is a line of ceaseless curling resulting in a perennial oscillation where an outside converts into an inside and an inside then converts to an outside. The course will travel to Paris over spring break to get an in-depth look at the topics discussed in class.

Also Offered As: FNAR 3100

ENGL 2111 Irish Literature Seminar

This course explores an aspect of modern Irish literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2120 American Literature Seminar

This course explores an aspect of American literature intensively; specific course topics will vary, and have included "American Authors and the Imagined Past" and "American Gothic." See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 2120

ENGL 2130 Early American Literature Seminar

This course explores an aspect of early American literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2131 Early Philly: Literature and Culture of Philadelphia in the 18th and 19th Centuries

This course will consider the literatures and cultures of Philadelphia in the 18th and 19th centuries. By reading novels, poetry, and historical documents, we will consider how the city in which we live and work developed during its first two centuries. We will focus in particular on themes of race, labor, colonialism, slavery, migration, and popular culture. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2135 Trash: The Dime Novel

This seminar explores the rise of the “dime novel” across the late eighteenth and nineteenth centuries in the United States. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: LALS 2135

ENGL 2140 Modern American Literature Seminar

This course explores an aspect of Modern American literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2145 Failure to Communicate (SNF Paideia Program Course)

This seminar examines “failure to communicate” in a variety of cultural areas, among them literature, romance, politics, theater, law, science, war, and education. Materials will include literary fiction, plays, poetry, film, TV, and assorted nonfiction, journalism and scholarship. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 2145

ENGL 2150 Trans-Atlantic Literature Seminar

This course examines in-depth trans-Atlantic literature that emerges from and deals with the links and tensions between Europe and the Americas. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2179 The Mediterranean and the World, 1450-1700

Using as our guides the works of Miguel de Cervantes, Michael de Montaigne, William Shakespeare, Baldassare Castiglione, Antonio de Sosa, Elias al-Musili, Ogier Ghiselin de Busbecq, Aḥmad ibn Qāsim Ibn al-Ḥajarī, Maria de Zayas y Sotomayor, and many others, this seminar will analyze the social mutations, religious confrontations, political conflicts, cultural productions and circulation of books and ideas that characterized the Mediterranean world during the sixteenth and seventeenth centuries. Based on a close reading of the authors mentioned above, this seminar will focus on the study of the central transformations – political, religious, cultural, and literary – in the early modern Mediterranean world. Students will also be introduced to original materials belonging to the Rare Books and Manuscripts Collections of the Library: early modern editions of some of the books read in the class, printed ephemera, or manuscript documents belonging to the Lea Collection. Students are expected to be active participants in this class; class attendance, participation, and oral presentations will be required. Students will write a final paper, around 15 pages. Students majoring in History can opt to write a research paper (20 pages) using original primary sources, to fulfill the department research requirement.

Also Offered As: HIST 3602

Mutually Exclusive: HIST 2602

ENGL 2180 Literature of Africa and the African Diaspora

This course explores an aspect of the literature of Africa and the African Diaspora intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 2180

ENGL 2190 Postcolonial Literature Seminar

Also Offered As: COML 2190

ENGL 2191 The Dictator Novel as Global Form

In this seminar, we will explore the ways in which twentieth- and twenty-first-century writers across the globe have responded to tyrants and tyrannical regimes. Our focus will be a set of outstanding contemporary novels from Latin America, Europe, the Caribbean, Africa, and Asia. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 2191

ENGL 2192 Narrating Survival

This course critically examines the way in which "survival" has been/continues to be defined as individual triumph in the 20th and 21st century. The intent here is to dig deeper into current buzzwords like "resilience," "wellness," "grit," and "care" to ask how such concepts have been constructed in different socio-historical moments, by and for whom, and towards what (social, cultural, political, economic) ends. We will pay special attention to the central role that the child plays in these discourses as an icon of both ultimate vulnerability and idealized resilience, and we'll consider the burdens and privileges that such centering might confer upon real-life children. We engage with a generically diverse body of contemporary multiethnic and transnational literature featuring children and young people in crisis, including texts from Black, Latine, Native, Asian and White U.S. writers as well as Dutch, Argentine, Iranian, Malaysian, and Afghan authors. All non-English texts will be read in English translation, with the option for students to read in the original language if they wish and are able. Learning to dialogue across cultures and learning from such interactions with these texts and one other will be an essential part of our approach to exploring these complex questions.

Also Offered As: ASAM 1211 , COML 2192

ENGL 2200 African-American Literature Seminar

In this advanced seminar, students will be introduced to a variety of approaches to African American literatures, and to a wide spectrum of methodologies and ideological postures (for example, The Black Arts Movement). The course will present an assortment of emphases, some of them focused on geography (for example, the Harlem Renaissance), others focused on genre (autobiography, poetry or drama), the politics of gender and class, or a particular grouping of authors. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 2200

ENGL 2210 (T)rap Music

This course examines the coming to pass of trap music from several perspectives: 1) that of its technological foundations and innovations (the Roland 808, Auto-tune, FL Studio (FruityLoops), etc.); 2) that of its masters/mastery (its transformation of stardom through the figures of the producer (Metro Boomin) and the rock star (Future)); 3) that of its interpretability and effects (what does the music say and do to us). We will thus engage with this music as a practice of art and form of techno-sociality that manifests uncanny and maximal attunement with the now. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 2211

ENGL 2222 August Wilson and Beyond

"The people need to know the story. See how they fit into it. See what part they play.” - August Wilson, King Hedley II If you want to get to know community members from West Philadelphia, collaborate deeply with classmates, gain deeper and more nuanced understandings of African American history and culture, engage in a wide range of learning methods, and explore some of the most treasured plays in the American theatre, then this is the course for you. No previous experience required, just curiosity and willingness to engage. In this intergenerational seminar, Penn students together with older community members read groundbreaking playwright August Wilson's American Century Cycle: ten plays that form an iconic picture of African American traditions, traumas, and triumphs through the decades, nearly all told through the lens of Pittsburgh's Hill District neighborhood. (Two of Wilson’s plays are receiving fresh attention with recent acclaimed film versions: Fences with Denzel Washington and Viola Davis; Ma Rainey’s Black Bottom with Davis and Chadwick Boseman.) Class participants develop relationships with one other while exploring the history and culture that shaped these powerful plays. As an Academically Based Community Service (ABCS) course, the class plans and hosts events for a multigenerational, West Philadelphia-focused audience with community partners West Philadelphia Cultural Alliance / Paul Robeson House & Museum, and Theatre in the X. Class members come to a deeper understanding of Black life in Philadelphia through stories community members share in oral history interviews. These stories form the basis for an original performance the class creates, presented at an end-of-semester gathering. Wilson's plays provide the bridge between class members from various generations and backgrounds. The group embodies collaborative service through the art and connection-building conversations it offers to the community.

Also Offered As: AFRC 2325 , THAR 2325

ENGL 2250 Race and Ethnicity Seminar

This course explores an aspect of race and ethnicity intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 2251

ENGL 2260 Latinx Literature Seminar

This course explores an aspect of Latinx literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: LALS 2260

ENGL 2261 Capitalism, (Neo)Colonialism, Racism, and Resistance

This interdisciplinary seminar examines theory and artistic productions, including literature, films, and performance art, that analyze and critique capitalism, imperialism and (neo)colonialism, racism, and patriarchy. It examines history and culture from an international perspective, giving particular attention to works from the Global South (and from Latin America, especially) as well as works addressing the history of racialized groups within the Global North. See the English Department's website at www.english.upenn.edu for a description of the current offerings

Also Offered As: LALS 2261

ENGL 2270 Asian American Literature Seminar

This course is an advanced-level seminar on Asian American culture and politics. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ASAM 2200

ENGL 2272 In/Visible: Asian American Cultural Critique

This interdisciplinary seminar examines how popular cultural representations frame Asian Americans as either invisible or hypervisible—our explorations will move across race and national origin, language and class, gender and sexuality. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ARTH 3749 , ASAM 2272 , GSWS 2272

ENGL 2275 The Chinese Body and Spatial Consumption in Chinatown

This is a primarily an art and planning course that centers on the representation of the oriental, specifically the Chinese, in both its historical and present contexts.The localization of the Chinese throughout the Americas within Chinatown precincts were also subject to representational imaginings that were negotiated through the lens of civic planning. This course will study the often fraught negotiation between representation and planning. The hyper-urbanization of China over the past several decades has radically altered traditional conceptions of public space in China. Mass migration from rural to urban areas has meant very high population densities in Chinese cities. Traditional courtyards surrounded by housing and other modestly scaled buildings are rapidly disappearing, incongruent with the demands of heated property development Moreover, Chinese cities have comparatively little public green space per resident compared to equivalents in the West. Zoning in Chinese cities is also much more varied for any given area than what one would find in cities such as New York, Paris, and London. Intensifying density of urban areas precludes the construction of large public squares. Furthermore, large public squares tend to be either intensively congested and overcrowded or underused due to their oversight by government that render such spaces somewhat opprobrious in terms of use. Historically, the urban courtyards of temples, native place associations, and provincial guilds served as public spaces of gathering. They were also sites of festivals and the conducting of neighbourhood and civic business. These spaces have become increasingly privatized or commodified with entrance fees. The air-conditioned concourses of enclosed shopping malls or busy outdoor market streets have become de facto public spaces in China where collective window shopping or promenading is the primary activity rather than bodily repose as one might find in a public space in a large Western city. The seminar/studio will investigate the meaning of the term public in the constitution of Chinese space, audience and critical voice through firstly the enclave of Chinatown and secondly through examples from China. The course will look into the changing conceptualization of public space in Chinatown as it has declined in its traditional form and become reinvented in the form of high-end shopping centered districts. This flux has its roots in post 1979 China as well as the post 1997 reversion of Hong Kong to China. As such, the course will examine the situation of rapid urbanization in China and the concomitant relationship to new Chinese (and Asian) districts in the North American urban and suburban landscape ie Vancouver, Toronto, Arlington (Virginia), Oakland, Los Angeles valley and Queens (Flushing), New York. In what ways can artists and designers respond to and challenge these conceptualizations of the old and the new within the context of urban change? What of the changing formations of the Chinese subject through the experiences of embodiment? How is public space produced through an ethnically bracketed bodily presence. Findings will be translated by the student as tools for design and public art imaginings This course will include a week s trip to San Francisco to study how intense growth in the city has all but usurped old Chinatown while new and more vibrant Chinese centers have emerged in multiple other districts within the city and the suburbs.

Also Offered As: ASAM 3130 , FNAR 3060

ENGL 2276 The Chinese Body and Spatial Consumption in Chinatown (SNF Paideia Course)

ENGL 2299 Italian American Studies

Topics vary. Please check the department's website for a course description at: http://www.sas.upenn.edu/italians/courses

Also Offered As: CIMS 3400 , ITAL 3400

ENGL 2310 Gender, Sexuality, and Literature Seminar

This advanced seminar focuses on literary, cultural, and political expressions of gender and sexuality. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 2310 , COML 2310 , GSWS 2310

ENGL 2315 Gender and Sexuality in the Medieval Imaginary

This course will explore some of the most fascinating uses of gender and sexuality in medieval English literature, from Old English epic poetry to Arthurian romance. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 2315

ENGL 2321 Criminality and Gender Deviance in Early America

This advanced seminar explores literary, cultural, and political expressions of gender and sexuality, with special foci on criminality and deviance. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 2321

ENGL 2355 Happily Ever After?

It is a truth universally acknowledged that there are no more famous opening words than “Once upon a time”. They are familiar to the point of ubiquity, beloved, demanded, simply accepted as a promise that something extraordinary is about to unfold. And, in fairy tales, something always does. In this course, we will focus not on that promise (after all, it’s an immutable truth), but on the less immutable “Happily ever after” that we expect to have follow. Because not every tale ends happily for anyone, let alone everyone. Just ask most fictional stepmothers. And even for the winner, the path is seldom smooth. We will examine fairy tales and folklore across continents and centuries, considering both form and function in how they stand as both rulebook and cautionary tale, specifically as they speak to gender. What determines success in these tales? Who deserves to win? The ambitious young man with few resources but plenty of ambition and cunning? The beautiful girl with few expectations but boundless patience? What, really, are the messages in these age-old tales? In their contemporary adaptations? When we sing along loudly with Queen Elsa of Disney’s Frozen, exhorting each other to “Let It Go”, what is it? Materials will include the traditional fantastical (Grimm’s tales, One Thousand and One Nights, Ghanaian folklore, The Odyssey, Pride and Prejudice), to the modern (Disney Disney Disney, Hayao Miyazaki, Angela Carter, Barbie) to the scholarly (Bettelheim, Lieberman, Kristeva, Warner).

Also Offered As: GSWS 2455

ENGL 2385 Terrifying: Adolescence, Real and Imagined

This course explores the concept of “choice” in adolescence, and where adolescence and society cross, clash, and mesh, primarily focused around the subjects of gender and sexuality. We will explore media of the long adolescence through two-and-a-half centuries: prose narrative to graphic novel to television and TikTok and more, from Austen to Vuong, Kant to Kaling to Kobabe, J. Swift to T. Swift (well, probably not Jonathan Swift, but it felt clever).

Also Offered As: GSWS 2385

ENGL 2390 Clarice Lispector

This seminar focuses on the work of Clarice Lispector, the Ukrainian-born Brazilian novelist and short story writer (1920-1977). See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 2390 , GSWS 2390 , LALS 2390 , PRTG 0090

ENGL 2400 Literary Theory Seminar

This course explores an aspect of literary theory intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 2410 , GSWS 2960

ENGL 2401 Literature and Theory Seminar: Theories of World Literature

This course is an introduction to efforts—beginning in the nineteenth century, but with special attention to the late-twentieth and twenty-first centuries—to develop theoretical models and corresponding critical practices for the comprehensive study of world literature. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 2401

ENGL 2402 What is Capitalism? Theories of Marx and Marxism

At their root, Marx and Marxisms try to examine the problems with both capitalism and the political and economic discourses that justify or ignore those problems. Today, many around the globe are also reflecting on capitalism’s problems, in the hope of imagining and realizing a better future. This course will trace some of the origins of that renewed inquiry, and examine its limits and possibilities in today’s world. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 2402 , GSWS 2410

ENGL 2403 Marx's Century

This course will introduce you to Karl Marx in the context of his century, and it will consider the nineteenth century in turn through the lens of his revolutionary social analysis. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 2403

ENGL 2405 Global Feminisms

Feminism has both united women and also generated debates between women of different races, locations and sexual orientations, across the world, and also within the US. Feminism means both understanding the construction of gender and sexuality in society, and challenging the oppressive structures that constrain people of all genders. As such, there can be no single feminism that is globally relevant. How should we, located in a prestigious US university, locate our own ideas about gender and sexuality in a global framework? Each week we will engage with a piece of work—fiction, autobiography, film, historical or activist writing--from a different part of the world. Through them we will explore how histories of colonialism, slavery and race, nation-making and war have led to very different conceptions of the family, sexuality, gender identities the body, labor, and agency around the world. Texts and films will likely include: Domitila Barrios de Chúngara, Let Me Speak; Angela Davis, Women, Race and Class; Urvashi Butalia, The Other Side of Silence; Veronique Tadjo, Queen Pokou; Saidiya Hartmann, Lose Your Mother; Joan Scott, The Politics of the Veil; Gaiutra Bahadur, Coolie Woman, The Odyssey of Indenture; Marjane Satrapi Persepolis; Marijie Meerman, Chain of Love; Ousmane Sembene Moolade; A. Revathi, The Truth About Me: A Hijra Life Story; Ama Ata Aidoo, Our Sister Killjoy. Satisfies the Cross-Cultural Requirement of the College's General Education Curriculum; Fulfills Sectors 1 and 2 of the English major.

Also Offered As: GSWS 2405

ENGL 2420 Cultural Studies Seminar

This course explores an aspect of cultural studies intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ARTH 2930 , CIMS 2420 , COML 2420

ENGL 2460 Law and Literature Seminar

This course explores an aspect of law and literature intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 2460

ENGL 2501 The Science-Fictions of Octavia E. Butler

This course covers key novels, short stories, and essays by the great African American science fiction writer Octavia E. Butler, with a focus on her experiments with genre and gender-bending shape-shifters. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 2501 , GSWS 2501

ENGL 2521 Apocalypse and the Anthropocene

In this class we will explore the narrative mode of the apocalypse in the context of the geologic designation of the Anthropocene. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2522 The Death of the Sun: Energy, Evolution & Ecology in Victorian Fiction

This course explores the ways Victorian literature wrestled with and helped shape the way we understand ourselves and the natural world, forming the basis of modern ecology. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2541 Caravaggio

This lecture course explores the artistic culture of Baroque Rome, with focus on the life and career of Caravaggio.

Also Offered As: ARTH 2541 , ITAL 2541

ENGL 2542 Brazilian Baroque

This lecture course explores the art, architecture, and visual culture of the Portuguese Empire with emphasis on Brazil and its relations with Africa and Asia.

Also Offered As: AFRC 2542 , ARTH 2542 , LALS 2542

ENGL 2595 Imagining Environmental Justice

Advanced seminar in Environmental Humanities centered around issues of international environmental justice. Sustained engagement with Indigenous North American, African American, Palestinian, and South African imaginary traditions will highlight diverse ways of relating to land, water and nonhuman animals challenge that challenge capitalist and colonial logics of extraction. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ANTH 3390 , COML 2595

ENGL 2596 Ecocritical Seminar: Remediating the Environment

In this course, we will interrogate the term “remediation” as meaning both environmental restoration and media representation. Students will be introduced to the fields of ecocriticism and ecomedia by examining how a variety of materials—from bestselling books to billboards, documentaries, and websites—have informed the cultural imagination of the environment. Students will also discover how media communications and publications can help to remediate the environment in the face of climate catastrophe. This course can be counted as an elective toward the Environmental Humanities minor and as fulfilling the minor's public engagement component. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 2506

ENGL 2603 Writing, Publishing, and Reading in Early Modern Europe and the Americas

In this course we will consider the writing, publication, and reading of texts created on both sides of the Atlantic in early modern times, from the era of Gutenberg to that of Franklin, and in many languages. The seminar will be held in the Kislak Center for Special Collections, Rare Books and Manuscripts in Van Pelt Library and make substantial use of its exceptional, multilingual collections, including early manuscripts, illustrated books, plays marked for performance, and censored books. Any written or printed object can be said to have a double nature: both textual and material. We will introduce this approach and related methodologies: the history of the book; the history of reading; connected history; bibliography; and textual criticism. We will focus on particular case studies and also think broadly about the global history of written culture, and about relations between scribal and print culture, between writing and reading, between national traditions, and between what is and what is not “literature.” We encourage students with diverse linguistic backgrounds to enroll. As part of the seminar, students will engage in a research project which can be based in the primary source collections of the Kislak Center. History Majors or Minors may use this course to fulfill the US, Europe, or Latin America geographic requirement if that region is the focus of their research paper.

Also Offered As: COML 3603 , HIST 3603

ENGL 2604 American Books/Books in America

This course investigates book histories and the worlds of readers, printers, publishers, and libraries in the Americas, from the colonial period through the nineteenth century. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: HIST 2104

ENGL 2605 The Mediterranean World in the Age of Don Quixote

Using as our guides the works of Miguel de Cervantes, Michel de Montaigne, William Shakespeare, Baldassare Castiglione, Antonio de Sosa, Elias al-Musili, and many others, this seminar will analyze the social mutations, religious confrontations, political conflicts, cultural productions and circulation of books, ideas and goods that characterized the Mediterranean world during the sixteenth and seventeenth centuries. Based on close readings of primary and secondary sources, this seminar will focus on the study of the main transformations—political, economic, religious, cultural, and literary—in the early modern Mediterranean world. Students will also be introduced to and learn to analyze original materials from the Library’s Kislak Center, where the class will meet, including early modern editions of books we will discuss, maps, ephemera, and manuscript documents. *History Majors will have the opportunity to write a 15-page paper to fulfill the Major research requirement*

Also Offered As: HIST 2602

Mutually Exclusive: HIST 3602

ENGL 2621 Prints and Politics: From the Early Modern Era to Our Times

By the late fifteenth century, mechanically reproducible images were reshaping the social world. Connecting new audiences across geographies through access to the same visual information, prints launched propagandistic missions, fomented rebellion against authorities, and built networks of progressive thinkers who could envision alternative futures. Prints played a key role in developing what constituted news. Mass-distributed images delivered the mistreatment of the “Indians” by the Spanish and portrayed the packing of Africans on a slave ship. Goya’s etchings protested the repression of the Second of May uprising, while the silkscreens of Andy Warhol repeated the image of police dogs attacking civil rights activists in Birmingham. Covering a five-hundred-year history, this course will focus on how printed images created communities and acted as exclusionary devices. We will train our eyes on examples from local collections.

Also Offered As: ARTH 3621

ENGL 2639 Art Now

One of the most striking features of today's art world is the conspicuous place occupied in it by the photographic image. Large-scale color photographs and time-based installations in projections are everywhere. Looking back, we can see that much of the art making of the past 60 years has also been defined by this medium, regardless of the form it takes. Photographic images have inspired countless paintings, appeared in combines and installations, morphed into sculptures, drawings and performances, and served both as the object and the vehicle of institutional critique. They are also an increasinglyimportant exhibition site: where most of us go to see earthworks, happenings and body-art. This course is a three-part exploration of our photographic present.

Also Offered As: ARTH 2940 , GSWS 2940 , VLST 2360

ENGL 2663 Spiegel-Wilks Seminar

Topic varies from semester to semester. While not having any specific pre-requisites, this seminar in contemporary art is designed for junior and senior majors in art history with some knowledge in the field. When appropriate, it may feature special guests from the art world, international travel, and/or curatorial opportunities.

Also Offered As: ARTH 3970

ENGL 2665 Fakes, Forgeries and Forensics in Digital Media

Fake images on social media are just one of the latest examples of fabrications and modifications that have taken media into dubious territory throughout history. This course will analyze the history of fakes and forgeries and consider whether they devalue the original or not, or even have value in themselves. Along the way, students will learn how fakes and forgeries have been created, what tools can be used to counter the onslaught of illicit creations, and the arts and humanities debates that have arisen surrounding them. After evaluating the ways various media have been modified over time, this course will show students how to use photo manipulation tools to modify digital media. It will also show students how to perform various detailed analyses of digital media to determine their legitimacy. A final project will bring these tools together, as groups of students create a fake or forgery, consider its implications and evaluate a tool’s ability to detect it.

Also Offered As: CIMS 2665

ENGL 2666 Algorithmic Ethics

Algorithms and Artificial Intelligence have become ubiquitous in the 21st century. From the movies recommended by Netflix to the advertisements presented on social media and the routes suggested by Google Maps, AI and algorithms can make our lives more convenient. But what about AI that that can earn a B+ on an MBA exam without studying, phones that unlock with facial recognition that doesn’t work smoothly on all skin colors, or autonomous weaponized drones that mistake civilians for targets? As algorithms play an increasing role in various aspects of modern society, addressing their ethical considerations becomes increasingly crucial to ensure their responsible and beneficial use. This course explores the ethical dimensions and implications inherent in algorithms and their associated technologies in a wide variety of contexts. Topics will range from the intricacies of privacy invasion and the mitigation of bias to the establishment of accountability in the use of algorithms in fields such as education, healthcare, finance, criminal justice, employment, environmental issues, urban planning, and weapons of war. We will critically analyze academic research, policy debates, and case studies to develop a nuanced understanding of the ethical considerations surrounding algorithms. Students will engage with cutting-edge scholarship and contribute to ongoing discussions on algorithmic ethics. As part of the course, students will interact with AI and report on their findings.

Also Offered As: CIMS 2666

ENGL 2700 Novel Seminar

This course explores an aspect of the novel intensively, asking how novels work and what they do to us and for us. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2720 18th-Century Novel Seminar

This course explores an aspect of 18th-century novel intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 2720

ENGL 2730 19th-Century Novel Seminar

This course explores an aspect of the 19th-century novel intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2740 20th-Century Novel Seminar

This course explores an aspect of the 20th-century novel intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2751 The Novel: Fiction and Connectivity

This seminar explores the ways in which long narratives, from ancient epic to 21st-century TV serials, have always engaged their audiences by providing a sense of connection among individuals, and by modeling the relationship between individuals and society. The course will zero-in on this aspect of storytelling’s cultural function. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2800 Poetry and Poetics Seminar

Also Offered As: COML 2800

ENGL 2801 The Person in the Poem

Through the study of a wide variety of poems from the Renaissance to the present, students in this seminar will expand their familiarity with modern English-language poetry and will develop a understanding of fundamental poetic concepts—especially those concepts related to the question of “the person in the poem”: “author,” “voice,” “persona,” “address,” “personification,” “representation,” and “referentiality.” See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2810 Poetry and Sound Seminar: Music and Literature

The seminar explores the relationship of poetry and music intensively.See the English Department's website at www.english.upenn.edu for current offerings.

Also Offered As: COML 2810

ENGL 2830 American Poetry Seminar

This course devotes itself to the in-depth study of American poetry. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 2831 Walt Whitman and the People's Press

Walt Whitman and the People's Press: A Course to Design and Program a Mobile Printing Space as a Public Art Project. Inspired by Whitman at 200, a region-wide celebration of Walt Whitman, this hands-on and collaborative course will engage students with artists, writers, community leaders and the public to design and program a mobile poetry printing facility that recognizes the complicated legacy of Walt Whitman in the 21st Century. To do this students and instructors will consider Whitman's poetry as well as in his historical period and his place in Philadelphia and Camden. At the same time students will learn to use a press, design materials and create their own multimedia responses to Whitman. Students in this course should expect to read a great deal of poetry but also to be ready to work with their classmates to create responses to Whitman and to see and experience Philadelphia and Camden in new ways.

ENGL 2840 20th-Century Poetry Seminar

The course explores an aspect of 20th-century poetry intensively. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: COML 2840

ENGL 2841 Mourning and Sexuality in the English Elegy

From antiquity to the present, poets have written elegies to express their diverse experiences of the mingling of love and loss. In this advanced seminar on poetic history, genre, and form, we’ll explore a major poetic genre—the elegy—in relation to its two, intertwined themes: death and sex. All of the elegies we’ll read raise challenging questions about desire, identification, reproduction, gender, and sexuality. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: GSWS 2841

ENGL 2850 The Black Arts Movement: Theatre and Performance

This course examines the Theatre and Performance practices of the Black Arts Movement from the mid-1960s to mid-1970s.The Black Arts Movement (BAM) emerges in New York, New Jersey, Chicago, Los Angeles, San Francisco, and Philadelphia among other locations, as a cultural component of the Black Power Movement, and its legacy continues to this day. BAM artists, poets, playwrights, musicians, dancers, producers, directors, and teachers, shared a goal to develop an alternative theatre based in Africanist and Black aesthetics combining poetry, music, and dance in a non-linear fashion allowing stories to emerge through alternative and abstract structures that are activist in nature. We will ground our examination of the period in a growing global black consciousness, as well as the relationship between black aesthetics and self-determination. The course will explore a breadth of mid twentieth century Black experimental theatre ranging from Jean Genet’s The Blacks and Imamu Amiri Baraka’s Black Arts Repertory Theater and School, to Ntozake Shange’s Choreopoems, and the performance poetry Jayne Cortez. The course culminates in the work of present-day performance artists that have taken up and evolved the form. The course is designed to incorporate theory and practice through play and poetry readings, movement investigations, student presentations of Theatre/Performance Artists, and viewing performances either virtually or in person. Students will develop either a choreopoem of their own or curate an imagined Black Arts Movement theatre festival or season.

Also Offered As: AFRC 2852 , THAR 2850

ENGL 2860 Drama to 1660 Seminar

Also Offered As: GSWS 2860

ENGL 2874 The Musical Theatre of Stephen Sondheim

Just days before Stephen Sondheim died in November 2021, he attended a revival of Assassins at Classic Stage Company, as well as a radical rethinking of Company that had transferred from London to New York. A few days later, a public performance of the song “Sunday” was organized in Duffy Square by Lin-Manuel Miranda. A new production of Into the Woods is currently on Broadway, and another of Sweeney Todd is planned for February 2023. Though it’s been nearly 15 years since Sondheim’s final new musical, he is very much part of our theatrical present—through his own works, which continue to be produced internationally, and through his influence on several generations of composers, lyricists, and more. Still today, among theatre critics and a large sector of the public, Sondheim is generally considered the most significant composer and lyricist in the contemporary theatre; he is, in fact, accorded the kind of serious consideration generally reserved for “legitimate” playwrights. In this seminar, we will examine in detail Stephen Sondheim’s writing over six decades. We’ll begin with Sondheim’s earliest work as a lyricist, collaborating with composers Jule Styne (Gypsy), Leonard Bernstein (West Side Story), and later, Richard Rodgers (Do I Hear a Waltz?). Beginning in 1970, Sondheim – now both composer and lyricist – in partnership with director Harold Prince produced a series of musicals (including Company, Follies and Sweeney Todd,) still thought to be among the most innovative and substantial in the history of the genre. We will also focus on Sondheim's musicals after his 1981 break with Prince. These later works, created with writers and directors including James Lapine (Sunday in the Park with George, Into the Woods, Passion), Jerry Zaks (Assassins), and John Doyle (Road Show) are often smaller in scale, intensely personal, and incorporate elements of performance art and popular culture. Finally, we will consider revival productions of Sondheim’s work, which often are reconceived from their original form, often with Sondheim’s involvement and occasional rewriting. This course is open to all students interested in theatre and musical theatre. The ability to read music is not required.

Also Offered As: CIMS 1274 , THAR 1274

ENGL 2879 Acting Shakespeare

All the world’s a stage and Shakespeare’s plays were written to be performed on it. In this open-level acting course we’ll explore the performance of three of Shakespeare’s greatest dramatic works (Hamlet, Twelfth Night, and Romeo and Juliet). We’ll dive deep into the language, verse, rhetoric, and dramaturgy of Shakespeare’s texts to create performances that are passionate, spontaneous, and real. Through acting exercises, text analysis, scene study, and vocal training, we will develop the skills needed to bring Shakespeare’s dramatic works to their most impactful life. Students will leave the course not only with techniques to perform and appreciate Shakespeare’s work, but with expressive tools that will serve them in all kinds of performance or public speaking.

Also Offered As: THAR 2236

ENGL 2880 Theatre and Politics

This course will examine the relationship between theatre and politics in the twentieth and twenty-first centuries. How do theatre artists navigate their artistic and political aims? How do we distinguish between art and propaganda? Throughout the semester we will ask how the unique components of theatre--its poetic structure, engagement with spectators, aesthetics of representation, relationship to reality, and rehearsal process--contribute to its political capacity. Students will read a variety of plays drawn from late twentieth century and contemporary global theatre practice alongside political and aesthetic theory to interrogate the relationship between artistic production, power, and resistance. We will conclude with a consideration of the ways politics is itself a performance, considering how power is supported by theatrical means and how performance functions in resistance movements.

Also Offered As: COML 2820 , LALS 2820 , THAR 2820

ENGL 2881 The Threat of Climate Change and Theatre

Can theatre save the world? In the face of the climate crisis, this question feels especially urgent. This course will consider the relationship of theatre to the environment and climate change, looking at how we got to this point, and where we might go from here. We will consider how ideas about the environment have been spread through classic texts such as Shakespeare’s The Tempest and Ibsen’s Enemy of the People. We’ll compare how non-western performances offer different relationships with the environment. And we’ll analyze how performance has responded to climate anxiety; through visions of dystopia and an end of the world, as in Caryl Churchill’s The Skriker and Anne Washburn’s Mr. Burns, A Post-Electric Play; through arts activism; and through experimental performance like environmental and immersive theatre. This course is for anyone who is concerned about climate change and interested in how the arts could respond. Most sessions will function as seminar, with short lectures and in-depth discussion about artistic and theoretical texts. We will also workshop different ideas on their feet. The aim is for students to become comfortable enough with this artistic and theoretical mode that they can critique performances across genres from this perspective, articulate their own relationship to it, and see how it might inform their own work.

Also Offered As: THAR 2825

ENGL 2882 Method Acting: From Self to Stage and Screen

What, exactly, is “method acting”? Jeremy Strong became notorious on television’s Succession for “staying in character” while filming, to the great irritation of his castmates. Jared Leto “transformed” himself by gaining sixty pounds for a role in Chapter 27, then losing another thirty for a role in Dallas Buyer’s Club. Are such approaches really “method” acting? Are they healthy and sustainable? And do they produce truly compelling performances? This course aims to demystify “the method” through a combination of historical inquiry and hands-on acting work. We will explore the cultural phenomenon of “the method” by tracing its historical, theatrical roots, from the core theories and practices of Russian actor-director Konstantin Stanislavsky through the American Group Theatre experiments of the 1930s, the heyday of New York’s Actors Studio in the 1950s, and its culmination in iconic stage and film performances. (One prime example is Marlon Brando’s famed portrayal of Stanley in Tennessee Williams’s A Streetcar Named Desire, as directed by Elia Kazan). Our studies will involve reading historical, theoretical, and dramatic texts, viewing selected films, and practicing acting exercises. Course assessment will comprise participation, facilitation, short responses, and a final project that can take the form of a research paper, presentation, or performance.

Also Offered As: CIMS 2810 , THAR 2810

ENGL 2888 American Theatre and Performance

This course examines the development of the modern American theatre from the turn of the century to the present day. Progressing decade by decade the course investigates the work of playwrights such as Eugene O'Neil, Arthur Miller, Tennessee Williams, Edward Albee, David Mamet, August Wilson and Tony Kushner, theatre companies such as the Provincetown Players and the Group Theatre, directors, actors, and designers. Some focus will also be given to major theatrical movements such as the Federal Theatre Project, Off-Broadway, regional theatre, experimental theatre of the Sixties, and feminist theatre.

Also Offered As: THAR 2720

ENGL 2890 Icons in Performance: Actors and Others Who Have Shaped the Arts

Many talented performers bring works to life on a stage or in film. But a select few artists are so distinctive they become icons, defining for audiences-often for many years beyond their careers-the art they serve. Marlon Brando defined a new kind of American acting. Sidney Poitier broke the color barrier for leading man movie stars. Maria Callas showed that opera was equal parts theatre and music. Greta Garbo helped us understand the visual power of a film image. This seminar course will focus on iconic performers, directors and others, and the roles they play in defining their art forms. It is part analysis (interpreting in detail what it is these artists do) and part cultural study (why it matters, and also seeking to understand the larger circumstances at play in forging an icon). In addition to the performers mentioned above, we'll also study Mae West, Fred Astaire, Marilyn Monroe, Elvis Presley, Judy Garland, Frank Sinatra, and more. We will also look at a handful of iconic directors-including Alfred Hitchcock, Douglas Sirk, and others-whose style makes a definitive mark on American film and theater. And we will also look at how critics (in addition to popular audiences) assess performers through comparisons, and by understanding the evolution and tradition of the art. To support our work, we will use film, audio recordings, scripts, criticism and analytical essays, biography, and more.

Also Offered As: CIMS 2840 , THAR 2840

ENGL 2899 Dramaturgy

This course will examine the functions and methods of the dramaturg--the person in the theatrical process who advises the artistic collaborators on (among other things) new play development, the structure of the script, the playwright's biography and other writings, the play's first production and its subsequent production history, and the historical and regional details of the period depicted in the plays action. We will study the history of the dramaturg in the American theatre and discuss contemporary issues relating to the dramaturg's contribution to the theatrical production (including the legal debates about the dramaturg's contribution to the creation of RENT). And, in creative teams, the class will create dramaturgical portfolios for a season of imaginary (and, potentially, a few actual) theatrical productions.

Also Offered As: THAR 2740

ENGL 2900 Global Film Theory

This course will provide an introduction to some of the most important film theory debates and allow us to explore how writers and filmmakers from different countries and historical periods have attempted to make sense of the changing phenomenon known as "cinema," to think cinematically. Topics under consideration may include: spectatorship, authorship, the apparatus, sound, editing, realism, race, gender and sexuality, stardom, the culture industry, the nation and decolonization, what counts as film theory and what counts as cinema, and the challenges of considering film theory in a global context, including the challenge of working across languages. There will be an asynchronous weekly film screening for this course. No knowledge of film theory is presumed.

Also Offered As: ARTH 2950 , CIMS 2950 , COML 2950 , GSWS 2950

Mutually Exclusive: ARTH 6950

ENGL 2901 Film Festivals

This course is an exploration of multiple forces that explain the growth, global spread and institutionalization of international film festivals. The global boom in film industry has resulted in an incredible proliferation of film festivals taking place all around the world, and festivals have become one of the biggest growth industries. A dizzying convergence site of cinephilia, media spectacle, business agendas and geopolitical purposes, film festivals offer a fruitful ground on which to investigate the contemporary global cinema network. Film festivals will be approached as a site where numerous lines of the world cinema map come together, from culture and commerce, experimentation and entertainment, political interests and global business patterns. To analyze the network of film festivals, we will address a wide range of issues, including historical and geopolitical forces that shape the development of festivals, festivals as an alternative marketplace, festivals as a media event, programming and agenda setting, prizes, cinephilia, and city marketing. Individual case studies of international film festivals—Cannes, Berlin, Venice, Rotterdam, Karlovy Vary, Toronto, Sundance among others—will enable us to address all these diverse issues but also to establish a theoretical framework with which to approach the study of film festival. For students planning to attend the Penn-in-Cannes program, this course provides an excellent foundation that will prepare you for the on-site experience of the King of all festivals.

Also Offered As: ARTH 3910 , CIMS 2010

ENGL 2910 Contemporary American Cinema

This topic course explores aspects of Film History intensively. Specific coursetopics vary from year to year. See the Cinema Studies website at <http://cinemastudies.sas.upenn.edu/> for a description of the current This offerings.

Also Offered As: ARTH 3914 , CIMS 2014

ENGL 2911 American Independents

Also Offered As: ARTH 3911 , CIMS 2011

ENGL 2920 Contemporary European Cinema

Also Offered As: ARTH 3915 , CIMS 2015 , COML 2920

ENGL 2930 Transnational Cinema

This is a course in contemporary transnational film cultures and world cinema. The course will examine the idea of world cinema and set up a model of how it can be explored by studying contemporary film in various countries. We will explore ways in which cinemas from around the globe have attempted to come to terms with Hollywood, and look at forces that lead many filmmakers to define themselves in opposition to Hollywood norms. But we will also look at the phenomenon of world cinema in independent terms, as “waves” that peak in different places and times, and coordinate various forces. Finally, through the close case study of significant films and cinemas that have dominated the international festival circuit (Chinese, Korean, Iranian, Indian, etc.) we will engage with the questions of which films/cinemas get labeled as “world cinema,” what determines entry into the sphere of world cinema, and examine the importance of film festivals in creating world cinema.

Also Offered As: ARTH 3912 , CIMS 2012 , COML 2012

ENGL 2931 World Cinema

This topic course explores aspects of Film Practice intensively. Specific course topics vary from year to year. See the Cinema Studies website at <http://cinemastudies.sas.upenn.edu/> for a description of the current offerings.

Also Offered As: ARTH 3902 , CIMS 2022 , COML 2931

ENGL 2932 Bollywood and Beyond

Also Offered As: ARTH 3916 , CIMS 2016 , COML 2932

ENGL 2933 Japanese Cinema

This course is a survey of Japanese cinema from the silent period to the present. Students will learn about different Japanese film genres and histories, including (but not limited to) the benshi tradition, jidaigeki (period films), yakuza films, Pink Film, experimental/arthouse, J-horror, and anime. Although the course will introduce several key Japanese auteurs (Mizoguchi, Ozu, Kurosawa, Oshima, Suzuki, etc), it will emphasize lesser known directors and movements in the history of Japanese film, especially in the experimental, arthouse, and documentary productions of the 1960s and 1970s. Finally, in addition to providing background knowledge in the history of Japanese cinema, one of the central goals of the course will be to interrogate the concept of "national" cinema, and to place Japanese film history within a international context.

Also Offered As: CIMS 3040 , EALC 1352

ENGL 2934 Cinema and Socialism

Films from socialist countries are often labeled and dismissed as "propaganda" in Western democratic societies. This course complicates this simplistic view, arguing for the value in understanding the ties between socialist governments, the cinematic arts, and everything in between. We will examine films from past and present socialist countries such as the Soviet Union, China, North Korea, and Cuba, as well as films made with socialist aspirations. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ARTH 3100 , CIMS 3100 , EALC 2314 , REES 3770

ENGL 2935 Culture on Trial: Race, Media & Intellectual Property

This course explores the US intellectual property regime’s impact on the production, distribution and consumption of media and art. By the end of the class, students will come away with historical, theoretical, and practical understandings of how media technology changes the law and how the law has subsequently responded to changes in media technology. This course is affiliated with CWIC (Communication Within the Curriculum). See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 2935 , SOCI 2973

ENGL 2940 Documentary Cinema

Also Offered As: ARTH 3913 , CIMS 2013

ENGL 2941 Historical Films

This course is a broad and eclectic introduction into the relationship between cinema and history. It explores a diverse range of films which claim to show that film can narrate and also shape history, and pays special attention to the manner in which films write and rewrite history by articulating and shaping popular memory. The course will be based on a premise that cinema, as a truly popular and global phenomenon, produces both the normative or institutional versions of history, as well as popular resistances to such official history. Because these issues are most prevalent in a genre called “historical films,” we will view and analyze several examples of this genre to try to answer the following questions: What is a historical film? What is its relationship to history and historical narratives? What is its role in producing or reshaping our memory of historical events? By extensive analysis of diverse films, both fiction and documentaries, we will thus raise significant questions about the construction of memory, history, and identity.

Also Offered As: ARTH 3900 , CIMS 2020

ENGL 2942 Romantic Comedy

We may know what it is like to fall in love, but how do movies tell us what it is like? Through an exciting tour of American and World cinema, we will analyze the moods and swings, successes and failures of love in romantic comedy, one of the most popular but generally overlooked and taken for granted genres. We will turn a spotlight on it by examining what elements and iconography constitute the “romcom” genre, what specific qualities inform its sub-groupings such as screwball, sex comedy or radical romantic comedy, how they are related to their historical, cultural and ideological contexts, and what we can learn about their audiences. Watching classic as well contemporary examples of the genre, from City Lights (1931), It Happened One Night (1934) and Roman Holiday (1953), to Harold and Maude (1971), Annie Hall (1977), How to Lose A Guy in 10 Days (2003) and Her (2013), we will problematize this overly-familiar cinema to make it new and strange again, and open it up to creative analysis.

Also Offered As: ARTH 3901 , CIMS 2021

ENGL 2943 The Politics of Truth in the Global Documentary

This course is a study of documentary film practices internationally, beginning from the invention of cinema and ending in the contemporary landscape. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: ARTH 3959 , CIMS 2943 , COML 2943

ENGL 2950 Digital and New Media Seminar

This course explores a particular topic in the study of digital and new media in an intensive and in-depth manner. See the English Department's website at: www.english.upenn.edu for a description of the current offerings.

Also Offered As: ARTH 2920 , CIMS 2951 , COML 2960

ENGL 2951 Virtual Reality Lab

In this collaboration between Penn and the Philadelphia Museum of Art (PMA), students will work with with curators to create virtual reality projects connected to the museum's collections. This course mixes virtual reality theory, history, and practice. We will read a wide range of scholarship, manifestoes, and memoirs that examine virtual reality and other immersive technologies, stretching from the 18th century to today. We will explore virtual reality projects, including narrative and documentary films, commercial applications, and games. We will work with many different virtual reality systems. And we will learn the basics of creating virtual reality, making fully immersive 3-D, 360-degree films with geospatial soundscapes. Finally, we will take what we have learned out of the classroom, working with the Philadelphia Museum of Art curators to create virtual realty experiences based around the museum's objects and exhibits. Students will gain an understanding of the unique approaches needed to appeal to museum visitors in a public setting, so we can make viable experiences for them. No previous knowledge of VR or experience is necessary.

Also Offered As: CIMS 2000

ENGL 2952 Mobile Phone Cultures

Over the years, the cellphone or the mobile phone ceased to be just an extension of the landline telephone as a range of locative, social and networked media converged into it. Even as they have global impact, mobile media technologies influence and are influenced by socio-cultural factors in specific places, and so mobile phone cultures are both global and local at the same time. In this course, we will be studying the revolutions in youth culture, desire, gender norms, and political propaganda that are emerging as new hardware, apps, and internet services are being added to mobile media. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 2952

ENGL 2953 Digital Infrastructures & Platforms

Platforms ranging from ride-hailing and food delivery apps (Uber and Swiggy) to subscription based audiovisual content providers (Netflix and SonyLIV) mediate multisided transactions (markets) and operate based on algorithmic collection, circulation, and monetization of user data. In this course, we will engage with a variety of readings about multi-situated study of apps, paying attention to both app interfaces as well as their connection to backend systems and infrastructures like content delivery networks and software development kits. In what ways do processes of data storage/distribution, content encryption/decryption and encoding/decoding make “seamless” streaming on Hulu/Prime Video and instantaneous digital payments on Venmo and PayTM possible? We will begin with how infrastructures have been studied in the past, and then in particular focus on media infrastructures such as satellite systems, optical fiber cables, cell antennas, and data centers. The course readings will consider the varied definitions of platforms and examine the socio-political effects of the proliferation of platforms in different regions of the world. In studying superapps and platforms like WeChat (China), LINE (Japan), and Jio (India), we will try to comprehend in what ways have discourses of platformization been shaped by governmental regulation, cultural practices, and socio-politics of regions. We will explore questions like: in what ways are infrastructures and apps related? How do content creators and SVoD audiences navigate algorithmic opacity? Why do BigTech companies float competing discourses about platforms? What are the connections between infrastructural investments and platform capitalism? What does it mean to have digital lives in a platform society? In what ways do digital infrastructures and platforms create the foundations for smart cities and Internet of Things?

Also Offered As: CIMS 2953 , STSC 2692

ENGL 2954 Collecting Media

There are tens of billions of videos on YouTube; a similar number of photos on Instagram; seven million items in the Penn Libraries; remains from more than 12,000 people stored in the Physical Anthropology Section of the Penn Museum; roughly 250 surveillance cameras capturing footage across our campus; over one million seed varieties stored in the Svalbard Seed Vault; tens of thousands of meters of frozen samples in the U.S. Geological Survey’s Ice Core Facility — and, most likely, one huge, messy folder into which you dump all of your email. For thousands of years, cultural critics have lamented the onslaught of “information overload,” and for just as long, people have derived systems for collecting, organizing, storing, and facilitating access (or not) to media — whether Spotify playlists or cuneiform tablets or massive image files from NASA’s space telescopes. In this course we’ll consider the past, present, and future — as well as the pragmatics, politics, and aesthetics — of organizing media and information in archives, libraries, and other media assemblages. Through readings, listening and screening exercises, occasional field trips and guest lectures, a few low-stakes student presentations and group collaborations, fun design exercises, art explorations, and potential collaborations with external cultural heritage organizations, we’ll study why and how we collect media; why it matters for myriad scholarly fields, industries, creative practitioners, and communities; and how we might do it better. Because this new course is still in development, the assignments haven’t yet been finalized — but students can tentatively expect to write one or two short papers; share one low-pressure in-class presentation; participate in a few small (and ideally enjoyable) design workshops and group exercises; and, in lieu of a final exam, complete a written or creative final project.

Also Offered As: ARTH 2954 , CIMS 2954

Mutually Exclusive: CIMS 6954

ENGL 2970 Participatory Community Media, 1970-Present

What would it mean to understand the history of American cinema through the lens of participatory community media, collectively-made films made by and for specific communities to address personal, social and political needs using a range of affordable technologies and platforms, including 16mm film, Portapak, video, cable access television, satellite, digital video, mobile phones, social media, and drones? What methodologies do participatory community media makers employ, and how might those methods challenge and transform the methods used for cinema and media scholarship? How would such an approach to filmmaking challenge our understanding of terms like “authorship,” “amateur,” “exhibition,” “distribution,” “venue,” “completion,” “criticism,” “documentary,” “performance,” “narrative,” “community,” and “success”? How might we understand these U.S.-based works within a more expansive set of transnational conversations about the transformational capacities of collective media practices? This course will address these and other questions through a deep engagement with the films that make up the national traveling exhibition curated by Louis Massiah and Patricia R. Zimmerman, We Tell: Fifty Years of Participatory Community Media, which foregrounds six major themes: Body Publics (public health and sexualities); Collaborative Knowledges (intergenerational dialogue); Environments of Race and Place (immigration, migration, and racial identities unique to specific environments); States of Violence (war and the American criminal justice system); Turf (gentrification, homelessness, housing, and urban space); and Wages of Work (job opportunities, occupations, wages, unemployment, and underemployment). As part of that engagement, we will study the history of a series of Community Media Centers from around the U.S., including Philadelphia’s own Scribe Video Center, founded in 1982 by Louis Massiah, this course’s co-instructor. This is an undergraduate seminar, but it also available to graduate students in the form of group-guided independent studies. The course requirements include: weekly screenings, readings, and seminar discussions with class members and visiting practitioners, and completing both short assignments and a longer research paper.

Also Offered As: AFRC 3932 , ARTH 3931 , CIMS 3931 , COML 3931 , GSWS 3931

Mutually Exclusive: ARTH 6931

ENGL 2982 Local Media

We may be tethered to global networks, streaming content from around the planet, joining in conversation (or conspiracy) with folks from all corners of the earth, but we also live in places with local characters and concerns, among people with local needs and contributions. What happens when we lose the local media — the newspapers and broadcast outlets — that bind and inform our localized communities? In this course we’ll consider the important roles served by our place-based media, as well as what’s lost when our local modes of communication collapse. But we’ll also consider what might be gained if we think more generously about what constitutes local media — and if we imagine how they might be redesigned to better serve our communities, our broader society, and our planet. Through readings, listening and screening exercises, occasional in-class field trips and guest speakers, and low-barrier-to-entry in-class labs, we’ll study local news; local book cultures, including libraries and bookshops and independent printers; local music scenes, including performance venues and record shops and music reviewers; local infrastructures of connection and distribution, including post offices and community digital networks; local data creators and collectors; local signage and interactive public media; local emergency communication resources; local whisper networks and town gossip; and a selection of other case studies that reflect students’ interests. Because this new course is still in development, the assignments haven’t yet been finalized — but students can tentatively expect to write one or two short papers; share one low-pressure in-class presentation; participate in a few small (and ideally enjoyable) design workshops and group exercises; and, in lieu of a final exam, contribute a written or creative piece to a collective class publication, perhaps a local media field guide that we’ll design and publish in collaboration with local makers.

Also Offered As: ARTH 3782 , CIMS 3782 , URBS 3782

ENGL 3010 Introduction to Creative Writing: Poetry and Fiction

An introduction to writing fiction and poetry. We will focus on the main tools of fiction, such as characterization, dialogue, and description, as well as the forms of poetry, such as sound, image, and enjambment. Suitable for beginners or more experienced writers who want to return to fundamentals. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3011 Introduction to Creative Writing: Poetry and Memoir

An introduction to writing poetry and memoir. We will focus on the main tools of poetry, such as sound, image, and enjambment, as well as the forms of memoir, including personal narrative, dialogue, description, and character development. Suitable for beginners or more experienced writers who want to return to fundamentals. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3012 Introduction to Creative Writing: Poetry and Creative Nonfiction

An introduction to writing poetry and creative nonfiction. We will focus on the main tools of poetry, such as sound, image, and enjambment, as well as the forms of creative nonfiction, including reportage, interviews, personal essays, and memoir. Suitable for beginners or more experienced writers who want to return to fundamentals. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3013 Introduction to Creative Writing: Poetry and Essay

An introduction to writing poetry and essay. We will focus on the main tools of poetry, such as sound, image, and enjambment, as well as the forms of essay, including reportage, interviews, personal narrative, and commentary. Suitable for beginners or more experienced writers who want to return to fundamentals. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3014 Introduction to Creative Writing: Fiction and Essay

An introduction to writing fiction and essay. We will focus on the main tools of fiction, such as characterization, dialogue, and description, as well as the forms of essay, including reportage, interviews, personal narrative, and commentary. Suitable for beginners or more experienced writers who want to return to fundamentals. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3015 Introduction to Creative Writing: Fiction and Journalism

An introduction to writing fiction and journalistic writing. We will focus on the main tools of fiction, such as characterization, dialogue, and description, as well as the forms of journalistic writing, including reporting, interviewing, editing, and commentary. Suitable for beginners or more experienced writers who want to return to fundamentals. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3016 Introduction to Creative Writing: Fiction and Memoir

An introduction to writing fiction and memoir. We will focus on the main tools of fiction, such as characterization, dialogue, and description, as well as the forms of memoir, including personal narrative, dialogue, description, and character development. Suitable for beginners or more experienced writers who want to return to fundamentals. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3017 Introduction to Creative Writing: Memoir and Literary Journalism

A workshop focused on the way a writer constructs characters in memoirs, personal essays, and journalistic profiles. Students will examine - through their own work and others’ - how nonfiction writers must shape information to render people on the page in a way that is honest and engaging. Suitable for beginners or more experienced writers who want to return to fundamentals. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3018 Introduction to Creative Writing: Memoir and Creative Nonfiction

An introduction to writing memoir and creative nonfiction. Students will read in a wide variety of subgenres, forms, and traditions (including memoir, criticism, lyrical and hermit-crab essays, travel writing, and food writing) and respond creatively with their own work, mining their experiences and memories to generate brand-new material. Suitable for beginners or more experienced writers who want to return to fundamentals. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3019 Introduction to Creative Writing: Sports Narratives

An introduction to writing personal essay, short fiction, and journalism through the lens of sports. Students will study and discuss a range of writing and other media (films, podcasts, etc.) that center around athletes, fans, and sports culture and will write creative pieces in each of the modes studied. This course is suitable for beginners as well as more experienced writers with an interest in sports. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3020 Introduction to Creative Writing: Extreme Noticing

Whether working on fiction, nonfiction, poetry, or any other genre, the writer has to pay attention to the very small, to zoom in on the specific detail or insight that can make even the most mundane moment feel entirely new. Noticing in this way is a skill that, like most skills, is developed with practice. In this class, we’ll practice paying attention to the small. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3021 Introduction to Creative Writing: Animal Tales

This workshop-style course provides an introduction to creative writing in multiple genres, focusing on the real and imagined lives of animals from ancient fables through twenty-first-century stories, poems, essays, and hybrid-genre works. Students will craft their own original pieces, read and comment on assigned readings, and use in-class exercises to push the boundaries of our own writing. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3022 Introduction to Creative Writing: Writing and Performance

This creative writing workshop includes the study of writing as a multimedia entity and as exciting ground for experimentation. Through writing, discussion, sound work, movement, and the exploration of hybrid, multimedia texts by writer-performers and installation artists, you will write and make your own experiments across writing and performance. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3023 Introduction to Creative Writing: Fantasy and Magical Realism

An introduction to writing fantasy and magical realism. Suitable for beginners or experienced writers who want to return to fundamentals. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3024 Introduction to Creative Writing: Imitations and Writing in Form

How can the imitation of literary forms be a way into improving your writing? This course works around the idea of imitation as a way of constructing generative practices of writing. We’ll begin by looking at examples of literary forms and their imitations before we work on our own imitation and how to use them - or how break them into any style. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3025 Introduction to Creative Writing: Writing Asian American Lives

What does it mean to be Asian American? How do religion, ethnicity, gender, class, nationality, and immigration status define this group? This course will explore these questions through an introductory fiction, nonfiction, and poetry creative writing workshop. In addition to critiquing each other’s short stories, essays, and poems, we will read works by a number of authors as springboards to examine representations of identity, inclusion, and exclusion. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: ASAM 1200

ENGL 3026 Introduction to Creative Writing: Writing Real Science

Most if not all fiction and nonfiction requires some kind of research. Our readings will explore how writers incorporate scientific knowledge into their prose without compromising craft. This course will explore ways to bring real science into our pieces and make them fun, exciting and fresh. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: ASAM 1226

ENGL 3027 Introduction to Creative Writing: Poetry and Life Writing

An introduction to the craft of poetry and life writing. We will focus on the main tools of poetry, such as sound, image, and enjambment, as well as the forms of life writing, including narrative, description, and personal commentary. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3028 Introduction to Creative Writing: Breath and Movement

Amid an intensifying climate crisis and widespread air pollution, an ongoing airborne pandemic, and the terrible refrain of “I can’t breathe” that has echoed for a decade, the politicization of breath speaks to the precarity of our time. In this creative writing workshop, we will engage with poetry, prose, and performance to study how artists and writers are thinking about breath and movement today. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3029 Introduction to Creative Writing: Through the 1619 Project

This introductory creative writing workshop offers an opportunity to hone creative writing skills through the revelatory framework of Nikole Hannah-Jones’s 1619 Project. Through a study of this country’s foundations and present tense, students will write, workshop, and revise poems and short prose throughout the semester. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3100 Poetry Workshop

In this workshop, students will work across a range of poetic forms that may include list, lyric, documentary, collage, erasure, epistolary, sound-based, prose, performative, and other shapes and experiments, and will explore how contemporary poetry and poetics make us think differently about language and meaning. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3101 Poetry Workshop

Students will develop techniques for generating poems along with the critical tools necessary to revise and complete them. Through in-class exercises, weekly writing assignments, readings of established and emerging poets, and class critique, students will acquire an assortment of resources that will help them develop a more concrete sense of voice, rhythm, prosody, metaphor, and images as well as a deeper understanding of how these things come together to make a successful poem. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: AFRC 3101

ENGL 3102 Attention Poetics

This is a poetry workshop about paying close attention: to the ordinary and the ephemeral, as well as to the extraordinary and the large, often inexorable systems around us. Experienced poets and students new to poetry are all welcome. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: GSWS 3102

ENGL 3104 Poetry Lab

A creative writing workshop in which students will learn to experiment and deepen their writing practice using the tools of poetry. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: GSWS 3104

ENGL 3105 Advanced Poetry Writing Workshop

This workshop is suitable for students with some prior experience in poetry who are interested in pushing their practice and learning new poetic forms, such as long poems, serial poems, cross-genre work, multimedia poetry, or poetry informed by research. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3106 Advanced Poetry Writing Workshop

Also Offered As: AFRC 3106

ENGL 3111 Experimental Writing

A creative writing workshop committed to experimentation. The workshop will be structured around writing experiments, collaborations, intensive readings, and new and innovative approaches to composition and form, which may also include work in digital, sound, and performance. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3112 Experimental Writing

Also Offered As: AFRC 3112

ENGL 3120 The Translation of Poetry/The Poetry of Translation

Through poems, essays, and our own ongoing writing experiments, this course will celebrate the ways in which great poetry written different languages underscores the fact that language itself is a translation. Alternating between creative writing workshops and critical discussion, the course will be tailored to the backgrounds of students who enroll, and all are welcome. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: COML 3120

ENGL 3180 Writing Center Theory & Practice

This course is intended for capable writers who possess the maturity and temperament to work successfully as peer tutors at Penn.

Also Offered As: WRIT 1380

ENGL 3200 Fiction Workshop: Short Fiction

This workshop-based course focuses on the study and practice of the techniques of short fiction, including such elements as character, form, description, dialogue, setting, genre, and plot. Students will discuss assigned readings and workshop each other's original works of fiction. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3201 Fiction Workshop: Flash Fiction

We live in an age of condensed information. Where does the art of fiction fit into our soundbite-driven lives? Short-form fiction - also called flash fiction, sudden fiction, or microfiction - is more than just “really short stories.” Every word in a piece of microfiction is the proverbial ant, carrying fifty times its own weight. Students will read short-short works of fiction and will write and workshop their own. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3202 Speculative Fiction

Some of the most powerful and popular storytelling across history has examined the nuances of the human condition in our own future, in alternate realities, and on other worlds, using ghosts, gods, magic, talking animals, animate machines, or the walking dead. In this workshop course, we will learn techniques to weave our own speculative tales. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3203 Horror, Mystery, Suspense

Students should come prepared to read a wide range of speculative fiction in horror, mystery, and suspense, and to craft their own canny, uncanny, and original contributions to the genres of slow-ratcheted, nigh-unbearable tension and white-knuckle, heart-pounding terror. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3204 The Art of Haunting

In this reading-intensive speculative fiction workshop course, we will explore the literature and art of haunted spaces and write our own tales of haunting. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3205 Science Fiction

A speculative creative writing workshop devoted to science fiction. Students can expect to read texts by a variety of practitioners of science fiction, complete regular writing assignments, and workshop writing by their peers. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3206 Fantasy

A speculative writing workshop devoted to the genres of fantasy. Students can expect to read texts by a variety of practitioners of fantasy, complete regular writing assignments, and workshop writing by their peers. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3207 I Was a Teenage Monster: Coming of Age in Speculative Writing

This writing workshop explores representations growing up strange. How can fantastic exaggeration accurately represent coming-of-age experiences and the trials of teenhood? We’ll examine monstering in TV, film, comics, novels, and poems, and write our own stories, poems, or essays of the strange and the monstrous. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3208 Advanced Fiction Workshop: Short Fiction

This workshop is suitable for students with some prior experience in fiction who are interested in pushing their practice further. Students will write and workshop their own original stories as well as discuss works of fiction. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3209 The Novella

A creative writing workshop devoted to the art and practice of the novella, the genre of fiction that in its length and breadth dwells between the short story and the full-length novel. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3210 The Novel

In this course, students will make progress on, or in some cases complete, a full-length novel. Ideal for students who have already put thought into and begun work on their novel. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3211 Fiction Workshop: Friends and Frenemies

How many kinds of love exist among friends? What is the difference between friendship and romance? In what ways do the ideals of femme, masc, trans, and cis complicate friendship? What are sisterhoods and what are bromances? What is a frenemy? What do race and class have to do with ardor and amity? This fiction workshop will explore not only how we experience friendship, but also how we write it. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3212 Autofiction

What we write can feel close to home, our characters and events firmly rooted in the real. But what is the overlap between writer and character? Writer and story? In this writing workshop, students will study the modern tradition of autofiction, or fictionalized autobiography, and write autofiction of their own. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3213 Fiction Workshop: Divergent Words

This fiction writing workshop invites students to be apprenticed by visceral, divergent literature, and through collaborative discussion, weekly writing, and drafting and workshop of our own original pieces, illuminate our own divergent writing practice. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3214 Points of View: Writing Polyvocal Fiction

Do multiple characters in a work of fiction experience the same event from different points of view, or do they examine different events in kaleidoscopic perspectives? This polyvocal fiction workshop will interrogate how we write one story from the point of view of two or more characters. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3215 The Art of Fiction

In this generative, interactive workshop we’ll investigate literary fiction technique through a series of directed prompts designed to unfetter your imagination and bring your fiction writing to the next level. This class is appropriate for fiction writers of every level. Come prepared to take creative risks as you deepen your art and advance your craft. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3216 Revising Speculative Fiction

A creative writing workshop devoted to revising students' original work in speculative fiction (including but not limited to fantasy, science fiction, magical realism, and experimental prose).

ENGL 3250 Writing for Children

A creative writing workshop devoted to the art and practice of writing for children. Students can expect to read texts by a variety of practitioners of the genre, complete regular writing assignments, and workshop writing by their peers. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3251 Writing for Children

Also Offered As: AFRC 3251

ENGL 3252 Writing for Young Adults

This writing workshop will explore the craft of young adult literature. Students will focus on concerns crucial to writing about and for teens, such as voice, point of view, immediacy, and pacing, and will draw on the many possibilities available in YA literary fiction: blurred genres, unreliable narrators, surrealism, retellings, and issues of identity and self-discovery. We will look beyond straightforward prose into forms such as epistolary and verse novels and other experimental mashups. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3253 Writing for Young Adults

Also Offered As: AFRC 3253

ENGL 3254 Advanced Writing for Children

This workshop is suitable for students with some prior experience in writing for children, including early chapter books and teen fiction. Exercises may include studies in voice, point of view, plot development, humor, description, developing a fantasy world, writing historical fiction, or memoir. Students will read and discuss a wide variety of published work for children and workshop the writing of their peers. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3255 Advanced Writing for Children

Also Offered As: AFRC 3255

ENGL 3256 Advanced Writing for Young Adults

This workshop is suitable for students with some prior experience in writing for young adults and want to spend the semester making significant progress toward the completion of a YA novel. All YA genres are welcome and celebrated, from realism to speculative fiction, and those writing YA crossover (sometimes called new adult) are also welcome. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3257 Advanced Writing for Young Adults

This workshop is suitable for students with some prior experience in writing for young adults and want to spend the semester making significant progress toward a major work for young adults. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: AFRC 3257

ENGL 3300 Creative Nonfiction Workshop: Exploring the Genre

A workshop course in the writing of creative nonfiction. Topics may include memoir, family history, travel writing, documentary, and other genres in which literary structures are brought to bear on the writing of nonfiction prose. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3301 Essays, Fragments, Collage: The Art of the Moment

In this creative nonfiction writing workshop we’ll explore the moments of our lives through prompts that range from the tactile to the auditory, the documented to the whispered. We’ll write and workshop works in essay, fragment, collage, and memoir. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3302 Experimental Nonfiction

A creative nonfiction workshop with an emphasis on writing that doesn’t quite fit into any particular genre. While narrative nonfiction often fears straying too far from stale and safe “journalistic” techniques, we will cook up our own new theories for what it means to compose radical contemporary nonfiction. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3303 Creative Nonfiction Workshop: The Art of Experience

Experience can be an elusive thing to capture: a strange hybrid of the highly subjective and the more tangible zone of perceptible fact. How do we strike a balance in narrative nonfiction? Each week we will review classics in the genre, do in-class writing exercises, go on periodic “experiential” assignments, and explore how the art of playing around with the raw material of everyday life (i.e., “reality”) can make for great and unexpected stories. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3304 Creative Nonfiction Workshop: Travel Writing

This creative nonfiction workshop focuses on travel as a deliberate act or an act of improvisation, as never-ending process or a fixed journey. Students will observe themselves as travelers and record what they see and what happens around them. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3305 Creative Nonfiction Workshop: Youth Voices Amplified

Youth Voices Amplified is an improvisational workshop in creative nonfiction that connects you to current reporting opportunities; gives you structured choice in assignments; and teaches you how to write about hard subjects for and about young people. Big questions about the social, emotional, relational and physical structures that affect young people require clear, engaging prose that avoids self-importance. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: AFRC 3305

ENGL 3306 Writing and Politics

This is a course for students who are looking for ways to use their writing to participate in electoral politics. Student writers will use many forms, including essay, social media posts, videos, scripts, and podcasts, to explore our desire to live responsibly in the world and to have a say in the systems that govern and structure us. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: AFRC 3306

ENGL 3307 Creative Nonfiction: The Essay

A workshop course focused on the art and craft of the essay. In addition to discussing essay form, students will collaboratively workshop their own original writing. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3308 Cooking with Words

This writing workshop will be devoted to the topic of food, although it is not, strictly speaking, a course on food writing. Instead, we will read a manageable and engaging syllabus of writers who have used food in their work and then craft our own original writing using food as the catalyst for the larger story. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3350 Long-Form Reported Nonfiction

Students in this workshop will learn how to use the tools of good storytelling to create compelling works of long-form reported nonfiction. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3351 Writing About Mental Health and Addiction

There are many reasons mental illness and addiction are so pervasive, and so difficult to treat and discuss. But there is one baseline problem we can immediately address: learning how to do more effective writing about behavioral health. In this advanced writing course, one of the first of its kind for undergraduates in the country, students explore nonfiction writing on behavioral health and then create, workshop, and rewrite their own work in memoir, narrative longform, investigative reporting, medical science writing, or some combination of these. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3352 Creative Nonfiction: Look In; Look Out

Creative nonfiction is an art form that calls on both the literary techniques of fiction and the reporting strategies of journalism. This advanced workshop uses essay and memoir genres to explore connections between the personal and the universal. Students will experiment with narrative stance and form such as lyric, hermit crab, braided, and epistolary. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3353 Advanced Creative Nonfiction: Xfic

In this advanced creative nonfiction workshop, students write and publish work in Xfic, Penn’s innovative nonfiction literary journal. In Xfic, test the boundaries of longform creative nonfiction through innovative and experimental techniques. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3354 Writing Humor and Comedy

A writing workshop devoted to helping students develop their skills in humor and comedy writing. Topics may include writing for the page as well as comedy sketches and short plays for performance. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3355 Memoir Workshop

A creative writing workshop devoted to the craft of memoir. Students will work with some of the forms and tools of memoir, including personal, hermit crab, and lyric essays, as well as dialogue, description, and character development, and will explore how memoir can expand our understanding of truth, imagination, memory, and why a story matters. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3356 Asian American Nonfiction Workshop

Contemporary literature has seen a recent rise of Asian American nonfiction writing, particularly in the form of essays and memoirs. Asian American writers are reshaping the form of the immigration story and the personal narrative, and are adding their voices to the pressing topics of political activism, STEM, and mental health. This course will include readings by authors such as Hsu, Hong, Nunez, Chang, Fan, Wang, Jacob, and Kalanithi, amongs others. For memoir and personal pieces, we will discuss how these writers transform their own material through craft, structure, and perspective. For essays, we will discuss how writers use research (and, yes, craft!) to present difficult and/or technical information in an engaging way. Students will write and workshop their own pieces of nonfiction (8-12 pages), with a choice of memoir or essay. No prior experience is necessary except for an eagerness to engage with the material and an open-mindedness during workshop discussions.

Also Offered As: ASAM 3356

ENGL 3400 Journalistic Writing: Exploring the Genre

Journalism has been called the first rough draft of history, because it attempts to answer a basic everyday question: What's happening? This workshop-based course explores the techniques that make a good journalism story, including fact gathering, ledes, structure, kickers, interviewing, quotes, description, and journalistic ethics, and the basic skills needed to produce journalism across print and digital mediums. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3401 Entrepreneurial Journalism

This class is designed to help students develop their own digital journalism models. Working alone or in small groups, students will conceive of a unique site or app and then spend the semester fine-tuning the concept and developing a basic business plan before presenting them before a panel of outside judges and competing for seed funding. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3402 Immersion Journalism

Students will study and practice the genre of immersion journalism, in which a writer seeks out new experiences for first-person narratives that can take the form of travel writing, undercover investigative reporting, or hilarious narratives of unusual self-experiments. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3403 Food Journalism

A creative writing workshop devoted to the craft of food journalism. Writing exercises and assignments may include restaurant reviews, food memoirs, interviews, profiles, and reportage. Students will be encouraged to think through the links between food and culture, identity, politics, and history. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3404 Environmental Journalism

A creative writing workshop devoted to journalistic writing about the environment. Taking inspiration from the long history of naturalist writing as well as the current state of reporting on the climate, students will craft their own reportage, opinion pieces, and criticism. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3406 Magazine Journalism

A creative writing workshop devoted to writing for print and digital magazines. We will delve into what it takes to report for a range of mainstream and independent magazine outlets; explore how time works in longform reporting and the specific demands magazines place on storytelling; design and practice pitching stories to magazine editors; and produce our own original work. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3407 Writing about Health and Medicine

In this creative writing workshop, we’ll focus on the fundamentals of good science journalism, with an emphasis on how to evaluate the strength of published research and integrate it into our own writing for a broad audience. This course is designed both for students who have little background in science and for science and pre-med students who want to become stronger writers. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3408 Long-Form Journalism

The so-called “New Journalists” have thrived ever since the iconoclastic 1960s, their chief impact on the field of journalism being to write fact-based journalism that reads like fiction. We will study and practice the novelistic techniques of this sort of journalism, including narrative storytelling, dramatic arcs, structural cliffhangers, shifting points of view, author’s voice, and dialogue as action. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3409 Documentary Writing

A creative writing workshop devoted to the art of documentary writing. Assignments may include working with found materials; observation and reportage; fact-based reporting; documentary work in literary genres; and learning from documentary film. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3410 Writing from Photographs

A creative writing course built entirely around crafting our own writing out of photographs. We will consider the image as documentary source, as thematic constraint, or as narrative inspiration as we write and workshop our own original pieces in this collaborative course. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3411 Writing about the Arts and Popular Culture

This workshop-oriented course concentrates on all aspects of writing about artistic endeavor, including criticism, reviews, profiles, interviews and essays. For the purposes of this class, the arts will be interpreted broadly, and students will be write about both the fine arts and popular culture, including fashion, sports, and entertainment. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3412 Advanced Writing Projects in the Arts and Popular Culture

This advanced course in writing about the arts and popular culture (interpreted broadly) is limited in enrollment and focuses on a semester-long project that each student defines in consultation with the instructor: most typically, a lengthy feature (6,000+ words) of the sort that regularly appears in the New Yorker, the New York Times Magazine or Rolling Stone, but other approaches to the project will be considered. Ideally, students will have already taken Writing about the Arts and Popular Culture, but that is not a firm prerequisite and other students should absolutely feel free to consider this course. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3413 Journalistic Storytelling

Journalistic Storytelling is about mastering the mechanics of effective nonfiction narrative storytelling. What are the best ways to put the reader into your story? What are the elements that make a piece work? What are the elements of a good opening? When is it better to “show” as opposed to “tell”? When is it best to use first, second or third person? We’ll work in different genres, including observational pieces, profiles, personal pieces, and long-form third-person pieces. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3414 Journalistic Writing in Science, Technology, Society

This workshop is intended for students interested in using popular science writing to broaden public understanding of science, technology, and society. Good science writing helps the public understand how to judge scientific claims; students will hone journalistic skills such as how to research a topic; how to identify interviewees and conduct interviews; and how to redraft and edit. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: STSC 2202

ENGL 3415 Global Journalism

Students in this course will have an opportunity to write in a variety of modes, including factual reportage, op-ed, review, and analysis about people and places that take them beyond their own immediate experience. The intent is to use reporting to enlarge the area of personal experience, thus enabling students to become more conscious of, and to move beyond, cultural assumptions, presuppositions, and prejudices. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3416 The Art of the Profile

Students in this class will explore and practice the key elements of profile-writing: gaining access to the profile subject; conducting an effective interview and extracting quotes that reveal the person; observing the profile subject in action; extracting details that reveal the person; and making the profile subject compelling and relatable for the reader. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3417 Political Journalism

The prime goal of this course is to help students develop political writing skills: a respect for factual reporting, context and perspective, and informed opinion. This course will explore the daunting challenges that political journalists face when writing about polarizing topics for polarized audiences while grappling with the thorny issues of “objectivity” and “balance.” This course is designed to be timely, so we’ll closely monitor breaking stories as they arise. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3418 Political Commentary Writing

This course focuses entirely on the daunting art of political commentary writing. Students will track the news as it unfolds, and, most importantly, write commentary pieces in a shared publication space for this course. At a time when Americans are more awash in opinions than ever before, the aim is to master the craft of writing clear, responsible, incisive, substantive, and entertaining point-of-view journalism backed up with factual research. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3419 Political Journalism: The Congressional Midterms

This course focuses entirely on the daunting art of writing political journalism about the congressional midterms. Students who are passionate about writing and politics will track current congressional midterm campaigns and write for collaborative workshop. At a time when Americans are more awash in opinions than ever before, the aim is to master the craft of writing clear, responsible, incisive, substantive, and entertaining journalism backed up with factual research. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3420 Political Journalism: The Presidential Primaries

This course focuses entirely on the daunting art of writing political journalism about the presidential primaries. Students who are passionate about writing and politics will track the current presidential primary campaigns and write for collaborative workshop. At a time when Americans are more awash in opinions than ever before, the aim is to master the craft of writing clear, responsible, incisive, substantive, and entertaining journalism backed up with factual research. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3421 Political Journalism: The Presidential Election

This in-depth course on political journalism will feature the clash between candidates who seek office in the White House. Students will write weekly, chronicling and analyzing the twists and turns of campaign rhetoric, campaign ads, and media coverage; presidential debates will be grist for much of our writing. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3422 Advanced Long-Form Nonfiction

An advanced course in long-form nonfiction journalistic writing for a select group of experienced and self-starting student writers. Ideally, each accepted member will have already taken one or two nonfiction workshops. This is a kind of master course, limited in enrollment and devoted to your pursuit of a reporting and writing project you may have long wished to take up but never had the opportunity. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3423 Planet on the Brink: Climate and Environment Journalism

A course for students who want to try their hand at formulating publication-quality fact and opinion pieces on urgent topics that regularly command today's headlines, such as global warming; the sixth extinction; and how to prevent the next pandemic. A course for STEM students who are writing-curious; journalism students interested in sci-tech writing; and prose writers who care about using facts to tell urgently important stories. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3424 Let It Rock: The Rolling Stones, Writing and Creativity

A creative writing workshop devoted to criticism, reviews, profiles, interviews and essays about the Rolling Stones. This course will focus on the band’s songs, films, solo projects and lifestyles as a source of creative inspiration. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3425 Station to Station: The Art and Life of David Bowie

A creative writing workshop devoted to criticism, reviews, profiles, interviews and essays about David Bowie. This course will focus on Bowie's music, films, and other projects as sources of creative inspiration. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3426 The Art of Editing

A course for student writers of all kinds who are seeking hands-on experience in editing, whether copyediting and proofreading, line editing, developmental editing, or content editing. Topics covered may include the technical aspects of editing, the publishing profession, and the politics of language standards. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3427 Investigative Journalism Workshop

This creative writing workshop will focus on the fundamentals of investigative journalism: reporting that approaches its topics and subjects with rigor, in-depth research, and an emphasis on accountability. For more information, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3428 Deep Dive Arts and Culture Writing

This course focuses on a semester-long project that takes a deep dive into some aspect of arts and culture. Students will be invited to chart their own course into a topic they are passionate about, whether it be an aspect of the fine arts or a crucial element in pop culture, fashion, sports, comedy, or some other field. Ideally, students will have already taken Writing about the Arts and Popular Culture, but that is not a firm prerequisite and other students should absolutely feel free to consider this course. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3501 Writing and Witnessing

This course will explore one of the fundamental questions we face as humans: how do we bear witness to ourselves and to the world? How do we live and write with a sense of response-ability to one another? How does our writing grapple with traumatic histories that continue to shape our world and who we are in it? The very word “witnessing” contains a conundrum within it: it means both to give testimony, such as in a court of law, and to bear witness to something beyond understanding. In this class, we will explore both senses of the term “witness” as we study work by writers such as Harriet Jacobs, Paul Celan, M. NourbeSe Philip, Bhanu Kapil, Layli Long Soldier, Claudia Rankine, Juliana Spahr, and others that wrestles with how to be a witness to oneself and others during a time of ongoing war, colonialism, racism, climate change, and other disasters. Students are welcome in this class no matter what stage you are at with writing, and whether you write poetry or prose or plays or make other kinds of art. Regardless of your experience, in this class you’ll be considered an “author,” which in its definition also means a “witness.” We will examine and question what authorship can do in the world, and we will analyze and explore the fine lines among being a witness, a bystander, a participant, a spectator, and an ally. In this class you will critically analyze and write responses to class readings; you’ll do writing exercises related to the work we read; and you’ll complete (and be workshopped on) a portfolio of creative writing (and/or art) that bears witness to events that matter to you.

Also Offered As: COML 3501 , GSWS 3501

ENGL 3502 Writing and Borders

Many writings are influenced by crossings, borders, and war. But many of these writings also exceed the limits of form: the drive to put down experience in poems spills out into prose, and vice versa; the borders of poetic form seem to be incapable of holding or transferring experience into language. Students will explore their own experimentations across borders. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3504 Across Forms: Art and Writing

What if a poem spoke from inside a photograph? What if a sculpture unfurled a political manifesto? What if a story wasn't just like a dance, but was a dance-or a key component of a video, drawing, performance, or painting? In this course, artists and writers will develop new works that integrate the forms, materials, and concerns of both art and writing. Many artists employ writing in their practices, but may not look at the texts they create as writing. And many writers have practices that go beyond the page and deserve attention as art. This course will employ critique and workshop, pedagogic methodologies from art and writing respectively, to support and interrogate cross- pollination between writing and art practices. Additionally, the course will will examine a field of artists and writers who are working with intersections between art and writing to create dynamic new ways of seeing, reading, and experiencing.

Also Offered As: FNAR 3080

Mutually Exclusive: FNAR 5056

ENGL 3508 Queer Forms

Queer and trans writers have always queered form, constantly inventing new ways to express new forms of becoming. And yet, much of the attention paid to LGBTQ+ writing has focused on identity and content rather than looking at the many innovations in form that queer and trans writers are always producing. This multi-genre creative/critical workshop will examine some of the methods contemporary LGBTQ+ writers have used to queer genre and form in their writing, whether they are working through fiction, poetry, essay, play/performance, or some combination thereof. Queer theorist José Esteban Muñoz’s notions of disidentification and queer futurity will help guide our thinking in this course. Students will read and write creative/critical responses each week to a wide range of writing that queers form. The class will include weekly workshopping and students will work towards a final project that incorporates all they have learned over the term, generating ever new queer forms of making.

Also Offered As: COML 3508 , GSWS 3508

ENGL 3510 Making Comics

Open to both beginners and enthusiasts alike, this creative writing workshop will expose students to the unique language of comics and allow students to create their own stories in the medium. Through essential critical readings, practical homework, and lab assignments, students will develop an understanding of how text and sequential images combine, and will take on a variety of roles in the making of comics (writing, illustrating, page layout, inking, character creation, and more). To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3511 Writing through Culture and Art

This is a year-long creative writing class, given as a collaboration between the Center for Programs in Contemporary Writing and the Philadelphia Museum of Art. Students will be encouraged to develop correspondent methods of responding to the PMA's exhibitions. The class will involve regular trips to attend concerts, museums and lectures. Students will have access to the most cutting-edge artists today via class visits and studio visits, and the course will culminate in a publication of student work. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3512 Duchamp Is My Lawyer

This course examines the impact of copyright law on artists and creative industries. Looking at publishing, music, film, and software, we will ask how the law drives the adoption of new media, and we will consider how regulation influences artistic decisions. A mix of the theoretical with the practical, we will be using UbuWeb (the largest and oldest site dedicated to the free distribution of the avant-garde) as our main case study. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: CIMS 3512

ENGL 3513 Cities and Stories

So much of what we know about cities comes from the stories we tell about them. This course takes the-city-in-stories as both our subject and our muse. We will work across genres and disciplines, reading a mix of fiction and nonfiction in which cities figure prominently, from Italo Calvino's Invisible Cities to Sarah Broom's Yellow House. We'll go from Mumbai, in Katherine Boo's Behind the Beautiful Forevers, to Oakland, in Tommy Orange's There There. With each text, we'll examine how the city is represented, including what and who we see and don't see, and the role it plays in the narrative. We'll also explore the author's craft and write our own creative nonfiction about city streets and neighborhoods. The class will be part discussion-based seminar and part peer-review writing workshop. It is open to both creative writing and urban studies students excited to explore the intersections between our stories, our cities, and ourselves.

Also Offered As: URBS 3500

ENGL 3514 Writing Towards Transformation

Writing Towards Transformation is a critical and creative writing workshop focused on developing works across genres that express and elaborate upon current and historical conditions of crisis and injustice. Using guided meditation, critical feedback and healthy, ethical discussion, the students of the class will develop manuscripts of poems, short stories, essays, plays and/or screenplays that in some way articulate their analysis of the present and the past towards a transformative future. We will read essays, manifestos, theater and fiction as well as view films that will hopefully inspire each student to develop texts and scripts of hope. Writers used as models of inspiration will include Gary Indiana, Valerie Solanas, June Jordan, Bertolt Brecht, Cherrie Moraga, Leslie Feinberg and Toni Cade Bambara, among many others. This is a graduate level course open to undergraduates by permission of the instructor.

Also Offered As: GSWS 3514 , LALS 3514

ENGL 3515 Translating Laughter

While this course will deal with the history and theory of translation at large, the practical aspect of the course or the workshop component of it will focus on translating humor from various texts and mediums. We will begin by examining the history and theory of translation, read theory on translation and parody, and examine specific passages and how they manifest themselves in literary and visual translations. Finally, we will set workshops to present, share, and examine the effects of our translations together. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3516 Writing as Translation

This workshop course is devoted to creative writing as inherently a form of translation. Some or all students will try their hands at writing their own translations, although please note that knowledge of a language other than English is not required. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3517 Plague Lab: Writing through Infection and Affliction

How do we write through a plague? In this creative writing class we will begin with the question of how plagues make and disrupt meaning. In addition to canonical examples, we’ll explore off-center, anti-colonial, and non-Western literary and popular culture works. Students will then produce across a number of genres including poetry, fiction, memoir, zines, double-blind studies, sculpture, installation, performance, or found object scavenging. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: FNAR 3517, THAR 1117

ENGL 3600 Screenwriting Workshop

This is a workshop-style course for those who have thought they had a terrific idea for a movie but didn't know where to begin. The class will focus on learning the basic tenets of classical dramatic structure and how this (ideally) will serve as the backbone for the screenplay of the aforementioned terrific idea. Each student should, by the end of the semester, have at least thirty pages of a screenplay completed. Classic and not-so-classic screenplays will be required reading for every class, and students will also become acquainted with how the business of selling and producing one's screenplay actually happens.

Also Offered As: CIMS 1160

ENGL 3601 Advanced Screenwriting

This is a workshop-style course for students who have completed a screenwriting class, or have a draft of a screenplay they wish to improve. Classes will consist of discussing student's work, as well as discussing relevant themes of the movie business and examining classic films and why they work as well as they do. Classic and not-so-classic screenplays will be required reading for every class in addition to some potentially useful texts like /What Makes Sammy Run?/

Also Offered As: CIMS 1300

ENGL 3603 Writing for Television

This is a workshop-style course for those who have an interest in writing for television. The course will consist of two parts: First, students will develop premise lines, beat sheets and outlines for an episode of an existing television show. Second, students will develop their own idea for a television series which will culminate in the writing of the first 30 pages of an original television pilot.

Also Offered As: CIMS 1170

ENGL 3604 Playwriting Workshop

This course is designed as a hands-on workshop in the art and craft of dramatic writing. It involves the study of new plays, the systematic exploration of such elements as storymaking, plot, structure, theme, character, dialogue, setting, etc.; and most importantly, the development of students' own short plays through a series of written assignments and in-class exercises. Since a great deal of this work takes place in class - through lectures, discussions, spontaneous writing exercises, and the reading of student work - weekly attendance and active participation is crucial. At the end of the semester, students' plays are read in a staged reading environment by professional actors.

Also Offered As: THAR 0114

ENGL 3605 Advanced Playwriting

This course is intended to reinforce and build upon the areas covered in Level 1 Playwriting ( THAR 0114 ) so that students can refine the skills they've acquired and take them to the next level. Topics covered will include techniques for approaching the first draft, in-depth characterization, dramatic structure, conflict, shaping the action, language/dialogue (incl.subtext, rhythm, imagery, exposition etc), how to analyse your own work as a playwright, dealing with feedback, the drafting process, techniques for rewriting, collaboration (with directors, actors etc) and the 'business of the art' - working with theatres, agents, dramaturgs etc. Students will undertake to write their own one-act plays over the course. The classes will be a mixture of lecture, discussion, study of dramatic texts, writing exercises and in-class analysis of students' work.

Also Offered As: THAR 1114

Prerequisite: THAR 0114

ENGL 3606 Experimental Playwriting

A course on writing for theater and performance. Students will take cues from myriad experimental playwrights and performance artists who have challenged conventional ideas of what a script should look and sound like, how narrative is constructed, how characters are built, and what a setting can be. This class will push beyond the formal structures of the well-made play script and address how writers explore and reinvent form and language as a means for radical change. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: THAR 3606

ENGL 3607 Adaptation

This course is designed to explore the techniques and practices of adaptation in order to transform stories not originally written for the stage into plays. We will reimagine material from other media, considering how the original author’s intent intersects with a student’s own artistic voice. Through reading and writing exercises, we will focus on themes, characters, setting, as well as theatricality, and better understand the value of transferring ideas from the page to the stage. Students will investigate what makes a story stage worthy as they work to create a short play from source material of their choosing.

Also Offered As: THAR 1115

ENGL 3608 The Planets in my Pen: Experiments in Writing, Visual Art & Performance

The Planets in my Pen is a multi-genre creative arts workshop constellated around experimentation. We will be looking at innovative writing, visual art and film as models for the making of poetry, fiction, memoir, drawing, painting, sculpture, installation, plays and performance. The genres, techniques and movements of science fiction, surrealism, performance art and the political essay will be key with an emphasis on feminist, queer, left and anticolonial models of art and world making. The works of William S. Burroughs, John Rechy, Nelly Santiago, Jean Genet, Ntozake Shange, Octavia Butler, Adrienne Kennedy, Lucrecia Martel, Aimé Cesaire, Jamaica Kincaid, Regina Jose Galindo, Raul Ruiz, Josefina Baez, Zadie Smith and Cherríe Moraga will be among those read, viewed and studied. As their final project students will submit a final manuscript, performance and/or art object as well as participate in a public reading/viewing/screening.

Also Offered As: GSWS 3600 , LALS 3600, THAR 3600

ENGL 3609 The Short Film: Writing, Producing, Directing

In this class students will write and prepare a short film for production with the INTENT to direct it. The first half of class is devoted to coming up with an idea and writing a short film with a total run time of around 8-12 minutes. This is the ideal length for a short. The second half of the class is devoted to preparing to shoot the film which will include scheduling, budgeting, casting, crewing up, location scouting and creating a directorial look book for the film. At the end of class each student will have a short film script and all the necessary materials to start production of that film. The below documents are required to pass the class and presented as one all inclusive PDF document at the end of the semester.

Also Offered As: CIMS 1180

ENGL 3630 Here I/We Stand: Writing/Performing Self and Community

This writing for performance workshop will focus on the creation of plays, solo performance, collectively devised work, screenplays and videos. Students can work in both the autobiographical mode common to one person shows, traditional theater and screenplay form as well as avant-garde and experimental techniques. We will write and use theater exercises to develop character and narratives that either directly or obliquely speak to the conditions of subjects who struggle to make art and sense out of self and community, history and society, memory and fantasy. We will read the work of playwrights and solo performers as well as view film and video with an emphasis on the work of leftist, feminist, queer/trans, BIPOC and social justice artists such as Jean Genet, Bertolt Brecht, Ntozake Shange, Adrienne Kennedy, Cherríe Moraga, Luis Alfaro, Holly Hughes, Kate Bornstein, Ana Mendieta, Valerie Solanas, Wallace Shawn, Tomata du Plenty, Teatro Campesino and ACT UP.

Also Offered As: GSWS 3630

ENGL 3650 Self-Scripting: Writing through Body and Space

Students in Self-Scripting will write through a variety of exercises and activities that put text into play with the body and space. Over the course of the semester, students will actively engage space and composition as they develop and explore scriptwriting for performance. This course aims to expand on techniques for writing plays, poetry, and experimental biography. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: THAR 0115

ENGL 3651 Passion Projects: Radical Experiments in Writing Plays, Screenplays, and Pilots

This creative writing workshop will focus on writing for screen, stage and internet and is open to undergraduate and graduate students at every level of writing experience. The course will be writing intensive and also include the reading and analysis of feminist, trans, queer, working class and racially liberatory plays, films, television and performance as models of inspiration. Meditation, drawing, theater games, improv exercises, screenings and outings to see work on and off campus will round out this holistic and experimental approach to making work that illuminates and entertains audiences from across the US and global audience spectrum.

Also Offered As: GSWS 3651 , LALS 3651

ENGL 3652 Is This Really Happening? Performance and Contemporary Political Horizons

This class addresses the meeting points inside of and between a range of resistant performance practices with a focus on artists using performance to address political and social encounters in the contemporary moment. Performance, a chaotic and unruly category that slides across music, dance, theater and visual art, has long been a container for resistant actions/activities that bring aesthetics and politics into dynamic dialogue. Embracing works, gestures, movements, sounds and embodiments that push against and beyond the conventions of a given genre, performance can't help but rub uncomfortably against the status quo. Scholars working across Performance Studies and Black Studies importantly expanded critical discourse around performance to address the entanglement of the medium with physical, psychic, spatial and temporal inhabitations of violence and power. Generating copious genealogies of embodied resistance, this scholarship instigates a complex, interdisciplinary and multidimensional perspective on intersections between art and life, performance and politics. The class hosts a series of public lectures, presentations and performances by visual artists, choreographers, theater artists, composers/musicians, performers, curators and activists engaged with the social and political moment. Presentations will be open to the public with students in the course developing in-depth research into the work of each visiting artist/performer/presenter to engage the larger context of each visitor's scholarship and/or practice through readings, discussion and in-class presentations. This course is open to all interested students. No prior requisties or experience with performance or the performing arts is necessary.

Also Offered As: FNAR 3160 , GSWS 0860

ENGL 3653 Collaborative Practices: Staging Projects Together

Collaborative Practices is an ABCS course in which Penn students will build and hone their stage practices in collaboration with young artists and performers in Philadelphia. Collaborative Practices offers models for staging original works in collaboration from start to finish and interrogates assumptions about collaboration inside a hands-on mentorship relationship. To learn more about this course, visit the Creative Writing Program at https://creative.writing.upenn.edu.

Also Offered As: THAR 2520

ENGL 3655 Writing Class

Gayatri Spivak has stated, “Of race, class and gender, class is the least abstract.” While materially true, in literary, theatrical, perofmative and cinematic representational schemes, class is often occluded, made permeable in opposition to longstanding economic realities or simply wished away in order to focus on plot and pleasantry. Within this course, students will instead focus their writing on class, whether that be on the middle classes, the bourgeoisie, ruling class, or the world’s majority: the working class. Work on class can take the form of satire or solidarity; expose conflict and antagonism between and within a given class; historicize individual relationships within the history of property relations; focus on finances, wealth, or poverty; portray class ascent or descent. Writing may be in any genre: poetry, fiction, memoir, political essay, film script, play or performance. We will read and view work by artists such as Tillie Olsen, Kae Tempest, Leslie Feinberg, Zadie Smith, Cherrie Moraga, Alma Luz Villanueva, Helena Maria Viramontes, Gary Indiana, Gloria Naylor, Paul Beatty, Robert Altman, Rainer Werner Fassbinder, the Dardenne Brothers, Ken Loach, Lucrecia Martel, Bertolt Brecht, Clifford Odets, Adrienne Kennedy, Studs Terkel, Jean Toomer, Valerie Solanas, and the Chicano, Black and Nuyorican Theater Movements. We will develop work in/on class via writing exercises, attend readings, plays and performances both on and off campus. Students will do a midterm presentation of their work in progress. Final projects can be a short story, essay, a suite of poems, a play or film script, a short video, a collection of vignettes or a mélange of these genres. Let the writing of class begin!

Also Offered As: GSWS 3655 , LALS 3655 , THAR 3655

ENGL 3660 Movement Song: The Poetics of Liberation

This creative and critical poetry writing workshop will focus on the study of poets associated with antiwar, feminist, leftist, queer/trans and racial justice liberatory movements. We will study the work of Pablo Neruda, Amiri Baraka, Audre Lorde, June Jordan, Sean Bonney, Ntozake Shange, Jake Skeets, Chrystos, Natalie Diaz, Adelaide Ivánova, Adrienne Rich and Sonia Sanchez in relationship to the communities and movements which their work engages. Students will also work on their own poetry and will formulate innovative ways to present their work to a wider audience in the forms of video poems, zines, broadsides, social media posts, podcasts and letter print posters.

Also Offered As: AFRC 3660 , FNAR 3660, GSWS 3660 , LALS 3660

ENGL 3899 Independent Study: Bassini Writing Apprenticeship

The Bassini Writing Apprenticeship is a supervised independent study in creative writing. For more information, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3998 Creative Writing Honors Thesis

The Creative Writing Honors Thesis is a supervised independent study in creative writing to be submitted for the consideration of Honors in English. For more information, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 3999 Independent Study in Creative Writing

A supervised independent study in creative writing. For more information, visit the Creative Writing Program at https://creative.writing.upenn.edu.

ENGL 4097 Honors Thesis Seminar

This seminar is a workshop for seniors in the Honors Program. Admitted students will compose a critical essay of substantial length under the supervision of a faculty advisor.

ENGL 4098 Senior Thesis Independent Study

Supervised reading and research toward the Senior Honors Thesis.

ENGL 4500 One Series: Medieval/Renaissance

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the Medieval and/or Renaissance period. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4501 One Series--Medieval/Renaissance with Theory and Poetics

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the Medieval and/or Renaissance period with a focus on Theory & Poetics. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4502 One Series--Medieval/Renaissance with Difference and Diaspora

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the Medieval and/or Renaissance period with a focus on Difference and Diaspora. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4503 One Series--Medieval/Renaissance with Theory & Poetics and Difference and Diaspora

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the Medieval and/or Renaissance period with a focus on both Theory & Poetics and Difference & Diaspora. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4504 One Series--Literature of the Long 18th Century

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the Long 18th Century. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4505 One Series--Literature of the Long 18C with Theory and Poetics

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the Long 18th Century with a focus on Theory and Poetics. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4506 One Series--Literature of the Long 18C with Difference and Diaspora

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the Long 18th Century with a focus on Difference and Diaspora. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4507 One Series--Literature of the Long 18C with Theory & Poetics and Difference and Diaspora

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the Long 18th Century with a focus on Theory & Poetics and Difference & Diaspora. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4508 One Series--19th Century Literature

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the 19th Century. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4509 One Series--19th Century Lit with Theory and Poetics

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the 19th Century with a focus on Theory and Poetics. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4510 One Series--19th Century Lit with Difference and Diaspora

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the 19th Century with a focus on Difference and Diaspora. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4511 One Series--19th Century Lit with Theory & Poetics and Difference & Diaspora

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the 19th Century with a focus on Theory & Poetics and Difference & Diaspora. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4512 One Series--20th/21st Century

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the 20th/21st Century. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4513 One Series--20th/21st Century with Theory and Poetics

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the 20th/21st Century with a focus on Theory and Poetics. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4514 One Series--20th/21st Century with Difference and Diaspora

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the 20th/21st Century with a focus on Difference and Diaspora. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4515 One Series--20th/21st Century with Theory & Poetics and Difference & Diaspora

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major literary text from the 20th/21st Century with a focus on Theory & Poetics and Difference & Diaspora. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4516 One Series--Major Film

This seminar offers students the opportunity to undertake a semester-long in-depth study of a major film regardless of origin. Discussions will address emergent research methods, advanced writing and critical thinking issues, and debates surrounding canonization. See the English Department's website at www.english.upenn.edu for a description of current offerings.

Also Offered As: CIMS 4516

ENGL 4517 One Series--Love and Rockets: The Great American Comic Book

This One Series course explores Love and Rockets, an anthology comic book series created by the collective known as Los Bros Hernandez and published continuously since 1978. We will approach the series through the lenses of Comics Studies and Latinx Studies. Is it true, as one scholar says, that, “Love and Rockets is the closest thing we have to ‘The Great American Comic Book?’” How does the series continue or challenge the legacy of the underground comix movement of the 1960s and 1970s? We will consider how Love and Rockets incorporates elements of the anarchist LA punk scene, challenges notions of Latinidad, and expands the visual vernacular of gender & sexuality in American comics. Alongside two representative volumes from Love and Rockets, we will read criticism, watch documentaries, incorporate our own comics research, and write comics of our own. Assignments will include brief research exercises and short writing in various forms. For the final projects, students will have the choice of a critical essay or creative project. Students will come away from the class with increased visual literacy as well as a basic theoretical framework for ethnic studies writ large.

Also Offered As: LALS 4517

ENGL 4599 Study Abroad--Advanced Seminar

Study Abroad number reserved for XCAT requests that fulfill Advanced Seminar for English

ENGL 4955 JRS Med/Ren & 20C-21C Lit

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, as well as debates in both Medieval/Renaissance and 20th and/or 21st Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4956 JRS Med/Ren & 20C-21C Lit with Theory and Poetics

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, as well as debates in both Medieval/Renaissance and 20th and/or 21st Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4957 JRS Med/Ren & 20C-21C Lit with Difference and Diaspora

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Difference and Diaspora, as well as debates in both Medieval/Renaissance and 20th and/or 21st Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4958 JRS Med/Ren & 20C-21C Lit with Theory and Poetics & Difference and Diaspora

his course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, Difference and Diaspora, as well as debates in both Medieval/Renaissance and 20th and/or 21st Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4976 JRS 19C Lit & 20C-21C Lit

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, as well as debates in both 19th Century literature and 20th and/or 21st Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4977 JRS 19C Lit & 20C-21C Lit with Difference and Diaspora

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Difference and Diaspora, as well as debates in both 19th Century literature and 20th and/or 21st Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4978 JRS 19C Lit & 20C-21C Lit with Theory and Poetics

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, as well as debates in both 19th Century literature and 20th and/or 21st Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4979 JRS 19C Lit & 20C-21C Lit with Theory and Poetics and Difference and Diaspora

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, Difference and Diaspora, as well as debates in both 19th Century literature and 20th and/or 21st Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4980 JRS 20C-21C Lit with Theory & Poetics and Difference and Diaspora

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, as well as debates in 20th and/or 21st Century Literature, with an added focus on difference and diaspora. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4984 JRS Med/Ren

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, and debates within the Medieval and/or Renaissance period. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4985 JRS Med/Ren with Theory & Poetics

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, as well as debates within the Medieval and/or Renaissance period. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4986 JRS Med/Ren with Difference and Diaspora

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, and debates within the Medieval and/or Renaissance period, with a focus on difference and diaspora. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4987 JRS Med/Ren with Theory & Poetics and Difference and Diaspora

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, as well as debates within the Medieval and/or Renaissance period, with an added focus on difference and diaspora. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4988 JRS Long 18C Lit

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, and debates within the Literature of the Long 18th Century period. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4989 JRS Long 18C Lit with Theory and Poetics

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, as well as debates within the Literature of the Long 18th Century period. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4990 JRS Long 18C Lit with Difference and Diaspora

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, and debates within the Literature of the Long 18th Century period, with a focus on difference and diaspora. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4991 JRS Long 18C Lit with Theory & Poetics and Difference and Diaspora

This course offers English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, as well as debates in the Literature of the Long 18th Century period, with an added focus on difference and diaspora. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4992 JRS 19C Literature

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, and debates within 19th Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4993 JRS 19C Literature with Theory & Poetics

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, as well as debates within 19th Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4994 JRS 19C Literature with Difference and Diaspora

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, and debates within 19th Century Literature, with a focus on difference and diaspora. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4995 JRS 19C Literature with Theory & Poetics and Difference and Diaspora

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, as well as debates in 19th Century Literature, with an added focus on difference and diaspora. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4996 JRS 20C-21C Literature

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, and debates within 20th Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4997 JRS 20C-21C Literature with Theory & Poetics

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, Theory and Poetics, as well as debates within 20th-21st Century Literature. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 4998 JRS 20C-21C Literature with Difference and Diaspora

This course offers junior English majors the opportunity to design and undertake a semester-long research and writing project in an advanced seminar setting. Discussions will address research methods, advanced writing and critical thinking issues, and debates within 20th Century Literature, with a focus on difference and diaspora. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 5001 Cinema and Globalization

In this course, we will study a number of films (mainly feature films, but also a few documentaries) that deal with a complicated nexus of issues that have come to be discussed under the rubric of "globalization." Among these are the increasingly extensive networks of money and power, the transnational flow of commodities and cultural forms, and the accelerated global movement of people, whether as tourists or migrants. At stake, throughout, will be the ways in which our present geographical, economic, social, and political order can be understood and represented. What new narrative forms have arisen to make sense of contemporary conditions? Films will include: The Year of Living Dangerously, Perfumed Nightmare, Dirty Pretty Things, Monsoon Wedding, Babel, Y Tu Mama Tambien, Maria Full of Grace, In This Word,Darwin's Nightmare, Black Gold, Life and Debt, The Constant Gardener, Syriana, and Children of Men. In addition to studying the assigned films carefully, students will also be expected to read a selection of theoretical works on globalization (including Zygmunt Baumann's Globalization: The Human Consequences) and, where appropriate, the novels on which the assigned films are based. Advance viewing of the films is required. (I find it is best to place films on reserve for students' use, or to ask that students get their own DVDs from Amazon or Netflix, but screenings can certainly be arranged.) Writing requirements: either a mid-term and final paper, or an in-class power point presentation and final paper.

Also Offered As: CIMS 5001

ENGL 5002 Hollywood Film Industry

This is a course on the history of Hollywood. It seeks to unravel Hollywood's complex workings and explains how the business and politics of the film industry translate into the art of film. We will trace the American film industry from Edison to the internet, asking questions such as: What is the relationship between Hollywood and independent film? How has the global spread of Hollywood since the 1920s changed the film industry? How has Hollywood responded to crises in American politics (e.g., world wars, the cold war, terrorism)? And how have new technologies such as synchronized sound, color cinematography, television, home video, computer graphics, and other digital technologies changed film and Hollywood? We will look closely at representative studios(Paramount, Disney, and others), representative filmmakers (MaryPickford, Frank Capra, and George Lucas, among many others), and we will examine the impact of industrial changes on the screen.

Also Offered As: CIMS 5002

ENGL 5003 Copyright and Culture

In this course, we will look at the history of copyright law and explore the ways that copyright has both responded to new media and driven art and entertainment. How, for example, is a new medium (photography, film, the Internet, etc.) defined in relation to existing media? What constitutes originality in collage painting, hip hop music, or computer software? What are the limits of fair use? And how have artists, engineers and creative industries responded to various changes in copyright law? A major focus of the course will be the lessons of history for the current copyright debates over such issues as file sharing, online video, and remix culture. In this course, we will look at the history of copyright law and explore the ways that copyright has both responded to new media and driven art and entertainment. How, for example, is a new medium (photography, film, the Internet, etc.) defined in relation to existing media? What constitutes originality in collage painting, hip hop music, or computer software? What are the limits of fair use? And how have artists, engineers and creative industries responded to various changes in copyright law? A major focus of the course will be the lessons of history for the current copyright debates over such issues as file sharing, online video, and remix culture.

Also Offered As: CIMS 5003

ENGL 5004 Horror Cinema

The course will explore European Horror Cinema from the 1970s to the present time, focusing on a number of cult films that have helped rejuvenate and redefine the genre in a radically modern sense by pushing the envelope in terms of subversive representation of gore, violence and sex. We will look at various national cinemas (primarily Western Europe – Italy, France, Spain, Germany, Belgium, The Netherlands – with the occasional foray into Eastern Europe and Scandinavia) and at a range of subgenres (giallo, mondo, slasher, survival, snuff, …) or iconic figures (ghosts, vampires, cannibals, serial killers, …). Issues of ethics, ideology, gender, sexuality, violence, spectatorship will be discussed through a variety of critical lenses (psychoanalysis, socio-historical and cultural context, aesthetics, politics…). The class will be conducted entirely in English. Be prepared for provocative, graphic, transgressive film viewing experiences. Not for the faint of heart!

Also Offered As: CIMS 5004

ENGL 5005 Sex/Love/Desire In Art Cinema

This topic course explores multiple and different aspects of Cinema Studies. Specific course topics vary from year to year. See the Cinema Studies website at cinemastudies.sas.upenn.edu/courses for a description of the current offerings.

Also Offered As: CIMS 5005

ENGL 5010 Introduction to Old English Language and Literature

This is an accelerated study of the basic language of Anglo-Saxon England, together with a critical reading of a variety of texts, both prose and poetry. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

ENGL 5030 Transnational TV

How are television and nation historically related, and how has television been part of new kinds of nationalization and globalization projects? Television content like telenovelas or BBC news have often transnationally moved and television infrastructures like satellites and optical fiber cables have had a global footprint. We will discuss both the local situatedness of televisual production and reception cultures as well as their ability to impact global issues and discourses. The course is interested in how television schedules historically have been part of everyday lives of people and how more recently, on-demand TV content shapes and is shaped by quotidian rhythms of people’s lives in different countries with specific socio-cultural contexts. The course particularly focuses on how global television cultures have been transformed due to shifts from broadcasting technologies to (Internet) streaming services: In what ways has the television landscape changed and remained the same with the emergence of global subscription TV platforms like Netflix and Prime Video as they commission and develop content in collaboration with local and national artists and practitioners? How are regional streamers competing with and resisting the expansion of Netflix? What explains the growing transnational exports of Turkish dizi and Korean TV dramas? We will attend to both emerging genres of content and trace the new distribution circuits of transnational television.

Also Offered As: CIMS 5030

ENGL 5050 Digital Humanities Studies

This course is designed to introduce advanced undergraduate and graduate students to the range of new opportunities for literary research afforded by Digital Humanities and recent technological innovation. Digital Humanities: you've heard of it. Maybe you're excited about it, maybe you're skeptical. Regardless of your primary area of study, this course will give you the critical vocabularies and hands-on experience necessary to understand the changing landscape of the humanities today. Topics will include quantitative analysis, digital editing and bibliography, network visualization, public humanities, and the future of scholarly publishing. Although we will spend a good portion of our time together working directly with new tools and methods, our goal will not be technological proficiency so much as critical competence and facility with digital theories and concepts. We will engage deeply with media archaeology, feminist technology studies, critical algorithm studies, and the history of material texts; and we will attend carefully to the politics of race, gender, and sexuality in the field. Students will have the opportunity to pursue their own scalable digital project. See the English Department's website at www.english.upenn.edu for a description of the current offerings.

Also Offered As: CIMS 5051 , COML 5050

ENGL 5180 King Arthur: Medieval to Modern

From the Middle Ages to the present, stories about King Arthur, the brave deeds of the nights of the Round Table, and Merlin's mysterious prophecies have mesmerized readers and audiences. In this course, we will study nearly 1000 years of literature about King Arthur, beginning with Geoffrey of Monmouth's twelfth-century History of the Kings of Britain and Sir Gawain and the Green Knight, and ending with Mark Twain, Alfred Lord Tennyson, and the fantasy fiction classic, T. H. White's Once and Future King. We will also be reading authors who repurposed Arthurian literature to think about gender relations (for example, Elizabeth Phelps' critique of domesticity), colonialism and nationalism (Wales and India), and religious cultures (for example, the medieval Hebrew version of King Arthur). Throughout the course, we will think about what Arthurian legends mean to the way we write history and the ways in which we view our collective pasts (and futures). Assignments will include response papers, an oral presentation, and a final paper.

ENGL 5240 Topics in Medieval Studies

This course covers topics in Medieval literature. Its emphasis varies with instructor. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: COML 5240 , GSWS 5240

ENGL 5245 Topics in Medieval Studies: Premodern Animals (c.500-c.1500)

From St. Cuthbert, whose freezing feet were warmed by otters, to St. Guinefort, a miracle-performing greyhound in 13th-century France, to Melusine, the half-fish, half-woman ancestress of the house of Luxembourg (now the Starbucks logo), medieval narratives are deeply inventive in their portrayal of human-animal interactions. This course introduces students to critical animals studies via medieval literature and culture. We will read a range of genres, from philosophical commentaries on Aristotle and theological commentaries on Noah’s ark to werewolf poems, beast fables, political satires, saints’ lives, chivalric romances, bestiaries, natural encyclopaedias, dietary treatises and travel narratives. Among the many topics we will explore are the following: animals in premodern law; comfort and companion animals; vegetarianism across religious cultures; animal symbolism and human virtue; taxonomies of species in relation to race, gender, and class; literary animals and political subversion; menageries and collecting across medieval Europe, the Near East, and Asia; medieval notions of hybridity, compositeness, trans-species identity, and interspecies relationships; art and the global traffic in animals (e.g., ivory, parchment); European encounters with New World animals; and the legacy of medieval animals in contemporary philosophy and media. No prior knowledge of medieval literature is required. Students from all disciplines are welcome.

Also Offered As: CLST 7710 , COML 5245 , RELS 6101

ENGL 5250 Chaucer

An advanced introduction to Chaucer's poetry and Chaucer criticism. Reading and discussion of the dream visions, Troilus and Criseyde, and selections from Canterbury Tales, from the viewpoint of Chaucer's development as a narrative artist. See the English Department's website at www.english.upenn.edu for a description of current offerings.

ENGL 5320 After Dante’s Divine Comedy: Transmission and Material Form, Creative Adaptation and Performance

This 5000-level seminar, co-taught by Marco Aresu (Italian) and David Wallace (English, Comparative Literature), considers how Dante and the copyists of his works deployed the tools of scribal culture to shape, signal, or layer meanings beyond those conveyed in his written texts. Medieval texts, uniquely positioned to provide such perspective, are foundational to theoretical understanding of new forms and materials in our media-saturated, contemporary world. In this course, we also read later creative responses to Dante, especially in Irish and English, American and African American contexts, and in poetry and prose, video and film. We will work from a parallel text, paying attention to the Italian but with no prior experience of the language required.

Also Offered As: COML 5320 , ITAL 5320

ENGL 5380 Major Renaissance Writers

This is a monographic course, which may be on Spenser, Milton, or other major figures of the period. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5400 Topics in 18th Century British Literature

This course covers topics in 18th Century British literature. Its emphasis varies with instructor. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5410 Topics in Cultural History

Topic for Fall 2021: Making and Marking Time.

Also Offered As: ARTH 5870 , COML 5410 , GRMN 5410

ENGL 5415 Orientalisms

This course surveys the scholarly and real-world life of Edward Said's 1978 monograph, Orientalism. Topics may include Said's primary source material, theories of Orientalism applied to eighteenth-century literature, earlier and later forms of Orientalism, and the impact of Said's work on postcolonial studies.

Also Offered As: COML 5415

ENGL 5430 Environmental Humanities: Theory, Method, Practice

Environmental Humanities: Theory, Methods, Practice is a seminar-style course designed to introduce students to the trans- and interdisciplinary field of environmental humanities. Weekly readings and discussions will be complemented by guest speakers from a range of disciplines including ecology, atmospheric science, computing, history of science, medicine, anthropology, literature, and the visual arts. Participants will develop their own research questions and a final project, with special consideration given to building the multi-disciplinary collaborative teams research in the environmental humanities often requires.

Also Offered As: COML 5430 , ENVS 5410 , GRMN 5430 , SPAN 5430

ENGL 5440 18th-century Visual Cultures of Race & Empire

This course approaches the Western history of race and racial classification (1600-1800) with a focus on visual and material culture, natural history, and science that connected Atlantic and Pacific worlds. Across the long eighteenth century, new knowledges about human diversity and species distinctions emerged alongside intensifications of global trade with Asia. The course will include case studies of chinoiserie textiles, portraits of consuming individuals, natural history prints and maps, Chinese export porcelain and furnishings, and "blackamoor" sculpture. Objects of visual and material culture will be studied alongside readings on regional and world histories that asserted universal freedoms as well as hierarchies of human, animal, and plant-kind. Keeping in mind that the idea of race continues to be a distributed phenomenon - across color, gender, class, religion, speech, culture - we will explore changing vocabularies of difference, particularly concerning skin color, across a range of texts and images. Knowledge often does not take written or literary form, and for this reason, we will study examples of visual and material culture as well as forms of technology that were critical to defining human varieties, to use the eighteenth-century term. Although we will be reading texts in English, some in translation, we will also account for European and non-European knowledge traditions - vernacular, indigenous - that informed scientific and imaginative writings about the globe. Topics may include cultural and species distinction, global circulations of commodities between the East and West Indies, the transatlantic slave trade, the casta system of racial classification in the Americas, religious and scientific explanations of blackness and whiteness, and visual representations of non-European people.

Also Offered As: ARTH 5680 , COML 5041

ENGL 5450 Eighteenth-Century Novel

A survey of the major novelists of the period, often beginning with Defoe and a few of the writers of amatory fiction in the early decades of the century and then moving on to representative examples of the celebrated novels by Richardson, Fielding, and others of the mid-century and after. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5480 English Literature and Culture, 1650-1725

English 5480 studies the literature of this period in the context of the artistic and cultural milieu of the later seventeenth and early eighteenth centuries. Texts usually include works by Dryden, Rochester, Swift, Pope, and Defoe. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5500 Topics in Romanticism

This class explores the cultural context in which the so-called Romantic Movement prospered, paying special attention to the relationship between the most notorious popular genres of the period (gothic fiction and drama) and the poetic production of both canonical and emerging poets. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5530 British Women Writers

A study of British women writers, often focusing on the women authors who came into prominence between 1775 and 1825. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5560 Topics in 19th-Century British Literature

This course covers topics in ninteenth-century British Literature, its specific emphasis varying with the instructor. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5600 The Novel

This course will provide an intensive introduction to the study of the novel, approaching the genre from a range of theoretical, critical, and historical perspectives. It may examine conflicting versions of the novel's history (including debates about its relationship to the making of the individual, the nation-state, empire, capital, racial and class formations, secularism, the history of sexuality, democracy, print and other media, etc.), or it may focus on theories of the novel, narratology, or a particular problem in novel criticism. It may attend to a specific form or subgenre of fiction, or it may comprise a survey of genres and texts. See the English Department's website at: www.english.upenn.edu for a complete description of the current offerings.

ENGL 5640 British Modernism

An introduction to British Literary Modernism. Specific emphasis will depend on instructor. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5690 Topics in 20th-Century American Literature

This course covers topics in 20th-century literature, its emphasis varying with instructor. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5700 Topics in Afro-Diasporic Literature and Culture

This course treats some important aspect of African American and Afro-Diasporic literature and culture. Some recent versions of the course have focused on the emergence of African-American women writers, on the relation between African-American literature and cultural studies, and on the Harlem Renaissance. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: AFRC 5701 , COML 5700

ENGL 5720 Topics in African Literature

This course is based on a selection of representative texts written in English, as well as a few texts in English translation. It involves, a study of themes relating to social change and the persistence of cultural traditions, followed by an attempt at sketching the emergence of literary tradition by identifying some of the formal conventions of established writers in their use of old forms and experiments with new. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5725 Songs of Dissent: African American Poetry in the 21st Century

This course explores how poetry and poetics figure into the effort to theorize the African American subject in the 21st Century. Different instructors may emphasize difference aspects of the topic. Please see English.upenn.edu for a full list of course offerings.

Also Offered As: AFRC 5725 , COML 5725

ENGL 5730 Topics in Criticism & Theory: Object Theory

Topics vary annually

Also Offered As: ARTH 5730 , CIMS 5730 , COML 5730 , GRMN 5730 , REES 6683

ENGL 5735 Topics in Criticism: What is Poetics?

What is poetics? How does it differ from other forms of criticism in terms of both attitude or posture and method? In terms of practices of art and politics, What is its relationship to poieis and ethics -- what is poethics? -- as articulated by such varied thinkers as Joan Retallack, Denise Farreira Da Silva and R.A. Judy? What’s to be observed about the current turn of black studies toward poetics? For the seminar, let’s think about the above as matters of a) critical inquiry b) art practice and c) professional discipline. It may be possible to triangulate by way of “critique” and “aesthetics.” Proposing the inseparability of critical inquiry and writing practice, the final assignment will be deemed experimental since the monograph-ish essay won’t be presumed. Consequently, we will discuss the institutional state/status of what participants will have made. Possible readings incoude Michel Foucault, What is Critique?; Gilles Deleuze and Felix Guatarri, What is Philosophy?; Hortense Spillers, Black, White & in Color (selections); Joan Retallack, The Poethical Wager; Denise Ferreira Da Silva, Unpayable Debt; Boris Groys, Going Public ; Rachel Zolf, No One’s Witness; Leslie Scalapino, Objects in the Terrifying Tense/Longing from Taking Place.

Also Offered As: COML 5735

ENGL 5740 Introduction to Bibliography

This course offers an introduction to the principles of descriptive and analytic bibliography and textual editing. The history of authorship, manuscript production, printing, publishing, and reading will be addressed as they inform an understanding of how a particular text came to be the way it is. Diverse theories of editing will be studied and put into practice with short passages. The course is generally suitable for students working in any historical period, but particular emphases specified in the current offerings on the English website. www.english.upenn.edu

ENGL 5745 Material Texts

This course offers an introduction to the relationship of texts to their production, circulation, and physical forms, including the history of textual production and reproduction. Students will gain technical expertise and experience through a series of hands-on exercises in bibliographical analysis, but will mainly practice a "way of seeing" material texts that can be brought to bear on literary criticism, cultural or media studies, and historiography, beyond the technical work of bibliography. Different instructors will emphasize different aspects of this topic. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5790 Provocative Performance

Also Offered As: GSWS 5790 , THAR 5790

ENGL 5820 American Literature to 1810

In this course we shall examine the ways various voices--Puritan, Indian, Black, Female, Enlightened, Democratic--intersect with each other and with the landscape of America to produce the early literature(s) of America. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5840 Environmental Imaginaries

This seminar considers the interplay of narrative and environment. Through primary and secondary readings we’ll consider environment as, variously, object and subject of narration, event, condition, and actant in plot. Different instructors may emphasize different aspects of the fields. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: COML 5841

ENGL 5850 Topics in Indigenous Studies

This course is a critical exploration of recent literature and theory related to Indigenous studies, potentially including topics related to land treaties, residential schools, adoption and foster care system, oral histories, indigenous community justice, and indigenous feminisms. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5890 Twentieth-Century American Poetry

See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5900 Recent issues in Critical Theory

This course is a critical exploration of recent literary and cultural theory, usually focusing on one particular movement or school, such as phenomenology, psychoanalysis, the Frankfurt School, or deconstruction. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: COML 5901

ENGL 5910 Russian and Soviet Cultural Institutions

In this seminar, we will study Russian and Soviet culture through the history of its institutions, in the broader social-institutional context of land-based European empire and state socialism. The course will include material from the eighteenth to the twenty-first centuries, but attention will be focused disproportionately on the twentieth century. Each unit will focus on a specific social institution of culture, yet will also require the reading/viewing of canonical texts and films. Topics will include: reading publics and education; authorship and professionalization; cultural management of social, ethnic, gender and national diversity (including via institutions of translation); journals and publishing houses; genres; the Union of Soviet Writers; censorship and unofficial dissemination; the film industry; cultural history and memory (jubilee celebrations); the culture industry.

Also Offered As: COML 6530 , REES 6150

ENGL 5920 20th-Century Literature and Theory

This course treats some aspect of literary and cultural politics in the 20th-Century with emphasis varying by instructor. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: CIMS 5920 , COML 5921

ENGL 5930 Classical Film Theory

At a moment when contemporary film and media theory has become increasingly interested in how earlier film theories can help us understand our moment of transition, this course will give students the opportunity to read closely some of those key early texts that are preoccupied with questions and problems that include: the ontology of film, the psychology of perception, the transition to sound, the politics of mass culture, realism, and ethnography. Course requirements: ; completion of all readings and screenings; participation in class discussion; weekly online responses; 20-25 page paper.

Also Offered As: ARTH 5930 , CIMS 5930 , COML 5930 , GSWS 5930

ENGL 5931 Contemporary Film Theory

In this course, we will dig in to a variety of contemporary film theory debates in the context of earlier texts with which they engage or against which they define themselves. We will also watch films weekly and consider the relationship between theory and practice.Course requirements: ; completion of all readings and screenings; participation in class discussion; weekly online responses; 20-25 page paper.

Also Offered As: ARTH 5931 , CIMS 5931 , GSWS 5931

ENGL 5932 The Place of Film and Media Theory

Taking its title from a recent special issue in the journal Framework, this seminar will engage the where of film and media theory. At a moment when this discourse, often presumed to have roots in Anglo and Western European traditions, is purportedly undergoing a global turn, we will consider how some of film and media theory's key terms and preoccupations including realism, documentary, genre, identity, sound, spectatorship, nation, auteur, and screens are being inflected by expanded geographic, linguistic, aesthetic and cultural frames. We will grapple with some of the logistical challenges, motivations, resistances, and questions that scholars encounter as they attempt to shift film and media theory's borders; compare contemporary efforts to broaden the discourse's geographic horizon with earlier efforts to do the same; and consider what happens to the viewer's sense of space and place in different media environments. Course requirements: full participation in readings, screenings, discussion, and class presentations; 20-25 page research paper + annotated bibliography.

Also Offered As: ARTH 5932 , CIMS 5932 , GSWS 5932

ENGL 5933 Cinema and Media Studies Methods

This proseminar will introduce a range of methodological approaches (and some debates about them) informing the somewhat sprawling interdisciplinary field of Cinema and Media Studies. It aims to equip students with a diverse—though not comprehensive—toolbox with which to begin conducting research in this field; an historical framework for understanding current methods in context; and a space for reflecting on both how to develop rigorous methodologies for emerging questions and how methods interact with disciplines, ideologies, and theories. Students in this class will also engage scholars participating in the Cinema and Media Studies colloquium series in practical discussions about their methodological choices. The course’s assignments will provide students with opportunities to explore a particular methodology in some depth through a variety of lenses that might include pedagogy, the conference presentation, grant applications, the written essay, or an essay in an alternative format, such as the graphic or video essay. Throughout, we will be trying to develop practical skills for the academic profession. Although our readings engage a variety of cinema and media objects, this course will be textually based. No prior experience needed. The course is open to upper-level undergraduates with relevant coursework in the field by permission of instructor only. Course Requirements: Complete assigned readings and actively participate in class discussion: 20%; Reading responses: 10%; Annotated bibliography or course syllabus on a particular methodology: 20%; SCMS methodology-focused conference paper proposal according to SCMS format: 10%; Research paper, grant proposal, or essay in an alternative format using the methodology explored in the syllabus or bibliography: 40%.

Also Offered As: ARTH 5933 , CIMS 5933 , COML 5940 , GSWS 5933

ENGL 5935 Art/Work and the Question of Autonomy

This seminar aims to get a handle on the often suspect concept of autonomy, partly by examining the relationship between art and work. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5940 Theories of Nationalism

You cannot build a wall to stop the free flow of literary and creative ideas. But in constructing narratives of national identity, states have long adopted particular texts as "foundational." Very often these texts have been epics or romances designated "medieval," that is, associated with the period in which specific vernaculars or "mother tongues" first emerged. France and Germany, for example, have long fought over who "owns" the Strasbourg oaths, or the Chanson de Roland; new editions of this epic poem, written in French but telling of Frankish (Germanic) warriors, have been produced (on both sides) every time these two countries go to war. In this course we will thus study both a range of "medieval" texts and the ways in which they have been claimed, edited, and disseminated to serve particular nationalist agendas. Particular attention will be paid to the early nineteenth century, and to the 1930s. Delicate issues arise as nations determine what their national epic needs to be. Russia, for example, needs the text known as The Song of Igor to be genuine, since it is the only Russian epic to predate the Mongol invasion. The text was discovered in 1797 and then promptly lost in Moscow's great fire of 1812; suggestions that it might have been a fake have to be handled with care in Putin's Russia. Similarly, discussing putative Mughal (Islamic) elements in so-called "Hindu epics" can also be a delicate matter. Some "uses of the medieval" have been exercised for reactionary and revisionist causes in the USA, but such use is much more extravagant east of Prague. And what, exactly, is the national epic of the USA? What, for that matter, of England? Beowulf has long been celebrated as an English Ur-text, but is set in Denmark, is full of Danes (and has been claimed for Ulster by Seamus Heaney). Malory's Morte Darthur was chosen to provide scenes for the queen's new robing room (following the fire that largely destroyed the Palace of Westminster in 1834), but Queen Victoria found the designs unacceptable: too much popery and adultery. Foundations of literary history still in force today are rooted in nineteenth-century historiography: thus we have The Cambridge History of Italian Literature and The Cambridge History of German Literature, each covering a millennium, even though political entities by the name of Italy and Germany did not exist until the later nineteenth century. What alternative ways of narrating literary history might be found? Itinerary models, which do not observe national boundaries, might be explored, and also the cultural history of watercourses, such as the Rhine, Danube, or Nile. The exact choice of texts to be studied will depend in part on the interests of those who choose to enroll. Faculty with particular regional expertise will be invited to visit specific classes.

Also Offered As: COML 5904 , ITAL 5940

ENGL 5945 Nationalism, Globalism, and Literary Form

This course will survey national epics and related critical theory from a range of national traditions. Emphasis will on globalization, nationalism, and literary form. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: COML 5945

ENGL 5950 Post-Colonial Literature

This course covers topics in Post-Colonial literature with emphasis determined by the instructor. The primary focus will be on novels that have been adapted to film. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5960 Marxism

This course will focus on Marxist thought as it has developed around the world from the 19th century to the present. Different instructors may emphasize difference aspects of Marxism and its legacy. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: COML 5960

ENGL 5970 Modern Drama

This course will survey several basic approaches to analyzing dramatic literature and the theatre. The dramatic event will be broken into each of its Aristotelian components for separate attention and analysis: Action (plot), Character, Language, Thought, Music and Spectacle. Several approaches to analysing the dramatic text will be studied: phenomenological, social-psychological, semiotic, and others. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 5980 Theories of Gender & Sexuality

This course addresses the history and theory of gender and sexuality. Different instructors will emphasize different aspects of the topic. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: COML 5980 , GSWS 5980

ENGL 5991 Media, Platform, Experience

This graduate seminar explores processes and sites of production, distribution, and consumption of audio-visual contents in the contemporary media environment with a focus on both platform logics and user interaction experiences. While “new” media, such as social media, cellphone apps, streaming platforms, video games, and drones increasingly dominate everyday life, “old” media including film, television, and books do not disappear but continue to be consumed and transformed in a new media ecology. Crossing the old/new divide, this course seeks to delineate a fuller picture of the choices, constraints, and experiences available for contemporary media users situated in both the Global North and South. We will attend to both the infrastructures and platforms shaping the circulatory dynamics of the current global media landscape as well as the phenomenological dimensions of media consumption by combining broad discussions of interface, algorithms, temporality, screen, and post-cinema, etc., with case studies that examine specific platforms (e.g. Netflix, Bilibili) and media forms (e.g. GIFs, reaction videos, etc.).

Also Offered As: ARTH 5940 , CIMS 5940

ENGL 5995 Digital Humanities Praxis

This course puts digital and material archives into productive conversation by working collaboratively on existing and in-progress digital collections, maps, and exhibits. Through hands-on experience digitizing and researching these materials, students will learn how to formulate a digital (or public) humanities research question, devise a research plan, curate digital assets, present a digitally-based research project to a variety of audiences, and develop the infrastructures necessary to sustain a web-based digital collection or archive.

Also Offered As: CIMS 5995

ENGL 5999 Internship: Community Archiving in Theory and Praxis

This course covers theoretical and practical aspects of archiving materials from community organizations. It discussions of theoretical readings on the history, praxis, and ethics of community archiving with practical hands-on experience archiving materials owned community partners. Students also learn from and work with curators, librarians, and conservationists at the Kislak Center for Special Collections.

ENGL 6000 Proseminar

Literary studies continue to be reconfigured by a variety of theoretical and methodological developments. Various forms of Marxist and post-structuralist enquiry, as well as the often confrontational debates between theoretical and political positions as varied as Deconstruction, New Historicism, Cultural Materialism, Feminism, Queer Studies, Minority Discourse Theory, Colonial and Post-colonial Studies, Cultural Studies, and Ecological Studies, have altered disciplinary agendas and intellectual priorities for students embarked on the professional study of literature. In this course we will study key texts, statements and debates that define these issues, and ask what it means to read in depth, on the surface, or somewhere in-between.

ENGL 6120 Hannah Arendt: Literature, Philosophy, Politics

The seminar will focus on Arendt's major work, The Origins of Totalitarianism (and its three parts, Anti-Semitism, Imperialism, Totalitarianism). We will also discuss the reception of this work and consider its relevance today.

Also Offered As: COML 6120 , GRMN 6120 , JWST 6120 , PHIL 5439

ENGL 6160 Approaches to Literary Texts

Most seminars focus on literary texts composed during a single historical period; this course is unusual in inviting students to consider the challenges of approaching texts from a range of different historical eras. Taught by a team of literary specialists representing diverse periods and linguistic traditions and conducted as a hands-on workshop, this seminar is designed to help students of literature and related disciplines gain expertise in analysis and interpretation of literary works across the boundaries of time, geography, and language, from classic to modern. Students will approach literature as a historical discipline and learn about key methodological issues and questions that specialists in each period and field ask about texts that their disciplines study. The diachronic and cross-cultural perspectives inform discussions of language and style, text types and genres, notions of alterity, fictionality, literariness, symbolism, intertextuality, materiality, and interfaces with other disciplines. This is a unique opportunity to learn in one course about diverse literary approaches from specialists in different fields.

Also Offered As: CLST 7601 , COML 6160 , EALC 8290 , REES 6450 , ROML 6160

ENGL 6400 Franz Kafka and J. M. Coetzee

This seminar will listen attentively to the echoes of Franz Kafka in the novels of J.M. Coetzee. Building on Gilles Deleuze and Felix Guattari's concept of a minor literature, elaborated on the example of Kafka's oeuvre, we will situate Kafka against the backdrop of the German-speaking Jewish community of Habsburg-era Prague and read Coetzee within the context of apartheid and his native South Africa. Beyond an investigation of empire and its aftermath, this course will consider the arguably posthuman ethics of these authors, examining them through the lens of animal studies and the environmental humanities in order to reveal how they anticipate and participate in current thinking on the Anthropocene. Reading Kafka's fables beside Coetzee's allegorical narratives, the seminar will follow the twisted course taken by literary justice from the Josef K. of Kafka's Trial to Coetzee's Life and Times of Michael K. Alongside these two towering figures, the influence of and affinities with other German-language authors (Heinrich von Kleist, Hugo von Hofmannsthal, Robert Walser) and Anglophone contemporaries (Samuel Beckett, Nadine Gordimer, Cormac McCarthy) will also be considered. Other works to be read will include Kafka's Castle, In the Penal Colony, Metamorphosis and late animal stories as well as Coetzee's In the Heart of the Country, Waiting for the Barbarians and Elizabeth Costello. Advanced undergraduates may enroll with the permission of the instructor. Readings and discussions in English.

Also Offered As: COML 5400 , GRMN 5400

ENGL 6490 Socialist and Post-Socialist Worlds

In 1989-1991, a whole world, perhaps many worlds, vanished: the worlds of socialism. In this graduate seminar we will investigate key cultural works, theoretical constructs and contexts spanning the socialist world(s), focused around the USSR, which was for many the (not uncontested) center of the socialist cosmos. Further, we will study the cultural and political interrelationships between the socialist world(s) and anticolonial and left movements in the developing and the capitalist developed nations alike. Finally, we will investigate the aftermaths left behind as these world(s) crumbled or were transformed beyond recognition at the end of the twentieth century. Our work will be ramified by consideration of a number of critical and methodological tools for the study of these many histories and geographies. The purview of the course is dauntingly large - global in scale - and therefore "coverage" will of necessity be incomplete. In addition to the lead instructor, a number of guest instructors from Penn and from other institutions will join us to lead our investigations into specific geographies, moments and areas. Additionally, four weeks have been left without content, to be filled in via consensus decision by the members of the seminar.

Also Offered As: COML 6149 , REES 6149

ENGL 6770 Black Speculative Futures

Why do black cultural producers turn to the speculative? What, in turn, is speculative about blackness? These questions frame this seminar s exploration of how black artists, theorists, and activists imagine different futures, often in the service of critiquing power asymmetries and creating radical transformation in the present. We will explore how the speculative works differently across black literature, visual culture and performance. Additionally, inspired by the multi-disciplinary work that we encounter in the course, we will experiment with crafting our own embodied speculative art in order to better understand its function as both art practice and politics. The course will be divided between discussions centered on close reading of primary and secondary material and creative writing/movement exploration (no previous movement experience necessary). Occasional guest lectures with visiting artists will provide additional fodder for our critical and creative work.

Also Offered As: AFRC 6770 , ANTH 6770

ENGL 6800 Studies in the 20th Century

Topics will vary. Please see the French department's website for current course description: https://www.sas.upenn.edu/french/pc

Also Offered As: FREN 6800

ENGL 6840 The French Novel of the 20th Century

Topics vary. Please check the French department's website for the course description. https://www.sas.upenn.edu/french/pc

Also Offered As: FREN 6840

ENGL 7050 Interdisciplinary Approaches to Literature

This course will explore one or more interdisciplinary approaches to literature. Literary relationships to science, art, or music may provide the focus. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7052 Form, Figure, Metaphor

This course will explore the tensions and overlaps between three concepts in literary studies: form, figure, and metaphor. Through readings of works in literary theory, literature, and literary criticism, we will ask what it means to pay attention to the form of a literary text, whether at the micro scale of its literary figures or the macro scale of its overarching structure. We will historicize the shifting relations between our three key terms by exploring their role in ancient rhetoric, Victorian aesthetic theory, Russian formalism, the New Criticism, and deconstruction, among other literary-critical schools. Special attention will be paid to the notion of metaphor as it operates across genres and disciplines. While our focus will be on modern European and American literary theory, students will come away with interpretive tools beneficial to the study of literature of any period or genre.

Also Offered As: COML 6860

ENGL 7060 Ancient and Medieval Theories and Therapies of the Soul

This seminar focuses on premodern conceptions of the 'soul', the force felt to animate and energize a human body for as long as it was considered alive, and to activate virtually all aspects of its behavior through time. Premodern concepts of the soul attempted to account for a person's emotions and desires, perceptions, thoughts, memory, intellect, moral behavior, and sometimes physical condition. The course will trace the various ancient theories of the soul from the Presocratics, Plato, Aristotle, Stoic thought in Greek and Latin, medical writers (Hippocratics, Hellenistic doctors, Galen), and Neoplatonists, to the medieval receptions and transformations of ancient thought, including Augustine and Boethius, Avicenna's interpretation of Aristotle and its medieval influence, and Aquinas and other later medieval ethicists. These premodern conceptions of the soul have a surprisingly long afterlife, reaching into the literary cultures and psychological movements of early modernity and beyond. Knowledge of Greek or Latin not required, but see the following: The seminar will meet for one two-hour session per week, and a separate one-hour 'breakout' session during which students who have registered for GREK 7203 will meet to study a selection texts in Greek, and students who have registered for COML/ENGL will meet to discuss medieval or early modern texts relevant to their fields of study.

Also Offered As: COML 6100 , GREK 7203

ENGL 7080 Cultural and Literary Theory of Africa and the African Diaspora

This course introduces students to the theoretical strategies underlying the construction of coherent communities and systems of representation and how those strategies influence the uses of expressive culture over time. Topics vary. See the Africana Studies Department's website at https://africana Studies.sas.upenn.edu for a description of the current offerings.

Also Offered As: AFRC 7080 , COML 7080

ENGL 7150 Middle English Literature

This seminar will study a number of selected Middle English texts in depth. Attention will be paid to the textual transmission, sources, language, genre, and structure of the works. Larger issues, such as the influence of literary coventions (for example, "courtly love"), medieval rhetoric, or medieval allegory will be explored as the chosen texts may require. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7155 Boethius from Late Antiquity to the Early Modern Period

This seminar will explore the medieval and early modern reception of Boethius' Consolation of Philosophy, through literary imitations and translations, commentaries, and literary responses. To study the fortunes of the Consolation is to come to terms with one of the greatest informing influences on medieval and early modern European poetic thought. We will spend the first few weeks reading and digesting the Consolation itself, working between the Latin text and an English translation (probably using the Loeb edition). Knowledge of Latin is not required for the course, but the readings will provide ample opportunities for you to work on and with Latin as you wish. When we have read the Consolation we will explore its reception history. This will include medieval vernacular receptions (moving from early texts such as the Old English Boethius to its many appearances in Old French and Middle French, in Middle English especially in the form of Chaucer's Boece, and in any other language traditions that students want to cover); some of the remarkable commentaries on the text, and the later medieval literary apotheosis of the Consolation in Chaucer's Troilus and the "Boethian lyrics," in Thomas Usk's Testament of Love, in Hoccleve's Regiment of Princes, and in early modern texts, including--spectacularly--the translation of the Consolation by Queen Elizabeth 1. I encourage you to bring your own interests in the Consolation to the course and suggest some reception directions for the group to take.

Also Offered As: CLST 7714 , COML 7714

ENGL 7177 The Quest for a Universal Language

This seminar is an exploration in European intellectual history. It traces the historical trajectory, from antiquity to the present day, of the idea that there once was, and again could be, a universal and perfect language among humanity. The tantalizing question of the possibility of such a language has been a vital and thought-provoking inquiry throughout human history. If recovered or invented, such a language has the potential to explain the origins, physical reality, and meaning of human experience, fostering universal understanding and world peace. Greek philosophers grappled with the capacity of names to correctly denote things. In Judaic and Christian traditions, the notion that the language spoken by Adam and Eve perfectly expressed the nature of the physical and metaphysical world captivated the minds of intellectuals for nearly two millennia. In defiance of the biblical myth of the confusion of languages and peoples at the Tower of Babel, they persistently endeavored to overcome divine punishment and rediscover the path to harmonious life. In the 19th century, Indo-Europeanist philologists perceived an avenue to explore the early stages of human development by reconstructing a proto-language. In the 20th century, romantic idealists like the inventor of Esperanto, Ludwik Zamenhof, constructed languages to further understanding among estranged nations. For writers and poets of all times, from Cyrano de Bergerac to Velimir Khlebnikov, the concept of a universal and perfect language has served as an inexhaustible source of inspiration. Today, this idea reverberates in theories of universal and generative grammars, in the approach to English as a global language, and in various attempts to devise artificial languages, including those intended for cosmic communication. Each week, we examine a particular period and a set of theories to explore universal language projects. But above all, at the core of the course lies an examination of what language is and how it is used in human society.

Also Offered As: COML 6177 , REES 6177

ENGL 7210 Medieval Poetics

This course may include some of the following fields: studies of medieval stylistic practices, formal innovations, and theories of form; medieval ideas of genre and form; medieval thought about the social, moral, and epistemological roles of poetry; interpretive theory and practice; technologies of interpretation; theories of fiction (fabula) and allegory; sacred and secular hermeneutics; theories of language and the histories of the language arts; vernaular(s) and Latinity; material texts. See the English Department's website at www.english.upenn.edu for a complete description of the current's offerings.

ENGL 7215 Medieval Poetics: Europe and India

This is a comparative course on medieval stylistic practices, formal innovations, and especially theories of form. Our common ground will be the theories that were generated in learned and pedagogical traditions of medieval literary cultures of Europe and pre-modern India (with their roots in ancient thought about poetic form). See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: CLST 7701 , COML 7210

ENGL 7220 Vernacular Epistemologies

This seminar considers the ways of knowing, the epistemologies, that were particular to vernacular cultures in medieval Europe, c.1100-1500. See the English Department's website at www.english.upenn.edu for a complete description of the current's offerings.

Also Offered As: CLST 7713 , COML 7220

ENGL 7300 Topics in 16th-Century History and Culture

This is an advanced course treating topics in 16th Century history and culture particular emphasis varying with instructor. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7310 Renaissance Poetry

An advanced seminar in English poetry of the early modern period. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7340 Renaissance Drama

This is an advanced course in Renaissance drama which will include plays by non-Shakespearean dramatists such as Marlowe, Jonson, and Middleton. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7350 Premodern Trans Studies

This seminar revisits the question of gender before modernity in light of new expansions and developments within gender and sexuality studies, particularly trans studies. Different instructors may emphasize different aspects of the topic. Please see English.upenn.edu for a full list of course offerings.

Also Offered As: COML 7350 , GSWS 7350

ENGL 7360 Renaissance Studies

This is an advanced topics course treating some important issue in contemporary Renaissance studies. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7390 Milton

An examination of Milton's major poetry and prose with some emphasis on the social and political context of his work. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7450 Restoration and 18th-Century Fiction

This is an advanced course in the fiction of the Restoration and the 18th-Century, the period of "The rise of the novel". See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7480 Studies in the Eighteenth Century

This course varies in its emphases, but in recent years has explored the theory of narrative both from the point of view of eighteenth-century novelists and thinkers as well as from the perspective of contemporary theory. Specific attention is paid to issues of class, gender, and ideology. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7530 Victorian British Literature

An advanced seminar treating some topics in Victorian British Literature, usually focusing on non-fiction or on poetry. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7600 Realisms Seminar--19th Century to Contemporary

An advanced graduate seminar focused on Realism and spanning several centuries. This two-part course will consider the literary history of realism and will take on some fundamental epistemological questions entailed by the novel’s attempts to represent the real. We will read major theories of realism alongside canonical and marginal realist fiction. Emily Steinlight will address the variously formal, aesthetic, political, and epistemological status of realism in nineteenth-century novels and in theories old and new; some discussion will focus on the concept of totality and on the uneven histories and revitalized uses of realism across contexts. Heather Love will address the relation between classical realism, hyperrealism, and modernist/avant-garde departures in the 20th and 21st centuries, with special attention paid to the role of observation and description in literature and the social sciences. The range of readings may include novels by Honoré de Balzac, George Eliot, Leo Tolstoy, George Gissing, Mariano Azuela, Virginia Woolf, Patricia Highsmith, Nicholson Baker, Georges Perec, Karl Ove Knausgaard, and Rachel Cusk, as well as critical and theoretical work by Viktor Schklovsky, Georg Lukács, Ian Watt, Roland Barthes, Catherine Gallagher, Fredric Jameson, Elaine Freedgood, Anna Kornbluh, Colleen Lye, the Warwick Research Collective, and others.

Also Offered As: COML 7600

ENGL 7610 British Modernism

This course treats one or more of the strains of British modernism in fiction, poetry, or the arts. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7640 Marx and Freud

This seminar will be a broad survey of Marx and Freud, with attention to each thinker as well as to how their theories supplement one another. Different instructors may emphasize different aspects of marxism and psychoanalysis, as well as the historical contexts of the two theorists. See English.upenn.edu for full course offerings.

Also Offered As: COML 7640 , FIGS 6640

ENGL 7680 Genres of Writing

Please check the department's website for the course description: https://www.english.upenn.edu. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7690 Feminist Theory

Specific topic varies. The seminar will bring together the study of early modern English literature and culture with histories and theories of gender, sexuality and race. Contact with 'the East' (Turkey, the Moluccas, North Africa and India) and the West (the Americas and the Caribbean) reshaped attitudes to identity and desire. How does this history allow us to understand, and often interrogate, modern theories of desire and difference? Conversely, how do postcolonial and other contemporary perspectives allow us to re-read this past? See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7700 Afro-American Literature

An advanced seminar in African-American literature and culture. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7710 Textual Production

This course is based on library work and is intended as a practical introduction to graduate research. It addresses questions of the history of the book, of print culture, and of such catagories as "work," "character," and "author," as well as of gender and sexuality, through a detailed study of the (re)production of Shakespearean texts from the seventeenth to the twentieth century. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7730 Modernism

An interdisciplinary and international examination of modernism, usually treating European as well as British and American modernists.

Also Offered As: COML 7670

ENGL 7740 Postmodernism

An advanced seminar on postmodernist culture. Recently offered as a study of relationship between poetry and theory in contemporary culture, with readings in poststructuralist, feminist, marxist, and postcolonial theory and in poets of the Black Mountain and Language groups. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7750 African Literature

An advanced seminar in anglophone African literature, possibly including a few works in translation. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7760 Partition in South Asia

This course examines the ways in which imaginative literature and film have addressed the difficult sociopolitical issues leading up to, and following from, the independence and partition of British India. Looking to theoretical and political debates, novels, short stories, poetry, and some films, this course will acknowledge the continuing role played by the events of Partition in shaping the cultural, social, and political realities of contemporary South Asia.

Also Offered As: COML 7760 , SAST 7760

ENGL 7780 20th-Century Aesthetics

This course explores notions that have conditioned 20th century attitudes toward beauty among them ornament, form, fetish, the artifact "women", the moves to 20th century fiction, art manifestos, theory, and such phenomena as beauty contests and art adjudications. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7785 Topics in Post-45 Literature, Cold War

This course considers the literature and culture of the Cold War period (1945-1991). Different instructors will emphasize different topics within these fields. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7830 Major American Author

A seminar treating any one of the major American Writers. Past versions have focused on Melville, Whitman, Twain, James, Pound, Eliot, and others. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7900 Recent Issues in Critical Theory

ENGL 7901 Recent Issues in Critical Theory Related to Gender & Sexuality

This course will provide an overview of critical theory related to the study of gender and/or sexuality. Different instructors will emphasize different topics within these fields. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: COML 7901 , GSWS 7901

ENGL 7903 Recent Critical Issues in Archival Theories

This seminar examines the literary, historical, and visual matter of the archive in order to generate new method of analysis in cultural studies. Different instructors may emphasize different aspects of the field. Please see the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: AFRC 7903 , COML 7903

ENGL 7904 New Directions in Black Thought and Literature

This course explores contemporary Black thought through a set of literary, visual, and theoretical texts. Our theoretical repertoire will include concepts like love, quiet, fabulation, and gaze to explore Black interiority in relation to political movements, aesthetic experimentation, gender and sexual identity, and African continental and diasporic practices. The course will draw on a range of genres (including films, photo portraits, personal essays, and criticism) and also take a comparative approach (including works from Africa, the Caribbean, and the United States). See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

Also Offered As: AFRC 7904 , COML 7904 , GSWS 7904

ENGL 7905 Modern Literary Theory and Criticism

This course will provide an overview of major European thinkers in critical theory of the 20th and 21st centuries. We will pay particular attention to critical currents that originated in Eastern European avant-garde and early socialist contexts and their legacies and successors. Topics covered will include: Russian Formalism and its successors in Structuralism and Deconstruction (Shklovsky, Levi-Strauss, Jakobson, Derrida); Bakhtin and his circle, dialogism and its later western reception; debates over aesthetics and politics of the 1930s (Lukacs, Brecht, Adorno, Benjamin, Radek, Clement Greenberg); the October group; Marxism, new Left criticism, and later lefts (Althusser, Williams, Eagleton, Jameson, Zizek).

Also Offered As: COML 6050 , ENGL 6050, FREN 6050 , GRMN 6050 , ITAL 6050 , REES 6435

ENGL 7920 Study of a Genre: The Manifesto

If ubiquity confers significance, the manifesto is a major literary form, and yet it has been relatively marginalized in genre studies, where attention to the manifesto has been largely devoted to anthologies. In this seminar we will focus on the manifesto as a genre by exploring its histories, rhetorics, definitions and reception from a Black Studies framework. Associated with politics, art, literature, pedagogy, film, and new technologies, the manifesto involves the taking of an engaged position that is tied to the moment of its enunciation. The manifesto's individual or collective authors seek to provoke radical change through critique and the modeling of new ways of being though language and images. Included on the syllabus will be anticolonial, anti-racist, feminist, LGBTQ manifestos of the 18th through 21st centuries from throughout the Black world . In addition to leading class discussion, students will be responsible for a seminar paper or a final project to be developed in consultation with the instructor.

Also Offered As: AFRC 7920 , COML 7920

ENGL 7940 Postcolonial Literature

An advanced seminar treating a specific topic or issue in Postcolonial Literature. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7950 Topics in Poetics

Topics in poetics will vary in its emphasis depending on the instructor. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 7971 Afro-Latin America

In-depth analysis of the black experience in Latin America and the Spanish, French and English-speaking Caribbean, since slavery to the present. The course opens with a general examination of the existence of Afro-descendants in the Americas, through the study of fundamental historical, political and sociocultural processes. This panoramic view provides the basic tools for the scrutiny of a broad selection of literary, musical, visual, performance, and cinematic works, which leads to the comprehension of the different ethical-aesthetic strategies used to express the Afro-diasporic experience. Essential concepts such as negritude, creolite, and mestizaje, as well as the most relevant theories on identity and identification in Latin America and the Caribbean, will be thoroughly examined, in articulation with the interpretation of artistic works. Power, nationalism, citizenship, violence, religious beliefs, family and community structures, migration, motherhood and fatherhood, national and gender identities, eroticism, and sexuality are some of the main issues discussed un this seminar.

Also Offered As: AFRC 6971 , LALS 6971 , SPAN 6971

ENGL 7990 Topics in American Literature

An advanced topics course in American literature, with the curriculum fixed by the instructor. Recently offered with a focus on American Literature of Social Action and Social Vision. See the English Department's website at www.english.upenn.edu for a complete description of the current offerings.

ENGL 8000 Teaching of Literature and Composition

A course combining literary study with training in teaching. These courses will normally be taken by students in their first semester of teaching.

ENGL 8500 Field List

Students work with an adviser to focus the area of their dissertation research. They take an examination on the field in the Spring and develop a dissertation proposal.

ENGL 8510 Dissertation Proposal

A continuation of ENGL 8500 .

ENGL 9000 The Short Story

A workshop course devoted to the craft of short fiction. Assignments will include informal exercises as well as formal crafted pieces.

Also Offered As: MLA 5000

ENGL 9001 Fiction Workshop

A workshop course in the craft of fiction.

Also Offered As: MLA 5001

ENGL 9002 Memoir Workshop

A creative writing workshop devoted to the craft of memoir. Students will work with some of the forms of memoir, including personal narrative, dialogue, description, and character development, and will explore how memoir can expand our understanding of truth, imagination, memory, and why a story matters.

Also Offered As: MLA 5002

ENGL 9005 Finding Voice: Perspectives on Race, Class and Gender

This writing workshop explores the influence of identity, primarily race, class, gender, and sexuality, on the ways we convey our personal truths to the world.

Also Offered As: AFRC 9005 , GSWS 9005 , MLA 5005 , URBS 9005

ENGL 9006 Learning from James Baldwin

This class will examine the intellectual legacy that James Baldwin left to present-day writers such as Toni Morrison, Charles Johnson, Ta-Nehisi Coates, Thulani Davis, Caryl Phillips, and others. We will spend time reading and discussing Baldwin's novels, short stories, plays and essays, and students will research subjects of their own choosing about Baldwin's life and art.

Also Offered As: AFRC 9006 , GSWS 9006 , MLA 5006 , URBS 9006

ENGL 9007 Writing through Music

This writing workshop will focus on the provocative interchanges between music and creative writing. We will consider music of all kinds, all genres (jazz, classical, hip-hop, ambient, folk, electronic, experimental, etc.), as a springboard for the imagination, as a counterpoint to forms of language, and as a tool for cultivating creative writing practices.

Also Offered As: MLA 5007

ENGL 9008 Writing Experiments

A workshop course devoted to cultivating experimental approaches in your writing. Practitioners of prose, poetry, and mixed-genre writing--as well as students who are new to any of these genres--are all welcome. We will test the boundaries of form and language as we hone our skills, experiment with new tools, read a number of writings by authors who break the rules, and explore what taking risks can teach us about our craft.

Also Offered As: MLA 5008

ENGL 9009 Creative Research: A Writer's Workshop

Many writers think of research as a “task” that is somehow separate from writing. In truth, it’s as much a part of the process as waiting for le mot juste. Research is much more than gathering material and filling in the blanks. It is the process of discovering your material at its deepest source. Students in this course will adopt a mindset of discovery and playfulness as we explore a variety of innovative research methods and hone the fine art of looking right under your nose.

Also Offered As: MLA 5009

ENGL 9010 Writing for Young Readers

A creative writing workshop devoted to writing for young readers. Young adult, middle-grade, and other kinds of writing will be addressed.

Also Offered As: MLA 5010

ENGL 9011 Screenwriting

This creative writing workshop is devoted to writing scripts for film, video, and television.

Also Offered As: MLA 5011

ENGL 9012 Journalistic Writing

This course is devoted to the art of journalistic writing and will address genres such as straight news, narrative longform, interviews, profiles, criticism, features, and more, as well as writing for a range of platforms, including newspapers, magazines, and websites.

Also Offered As: MLA 5012

ENGL 9013 Memoir Writing

This memoir workshop will shine light on the human experience as viewed through your personal lens. We’ll see how memoir can illuminate larger cultural themes - from the inhumanity of war, to racism, misogyny, and economic inequality - as viewed through lived experiences.

Also Offered As: GSWS 9013 , MLA 5013 , URBS 9013

ENGL 9015 Writing and Place

In this creative writing workshop we will consider how writing about place - geography, architecture, landscape, cities, and so on - opens up both our imaginations and our ideas about literary form. Course offerings may include workshops devoted to poetry, fiction, travel writing, and cross-genre writing.

Also Offered As: MLA 5015

ENGL 9016 Being Human: A Personal Approach to Race, Class & Gender

In this workshop, we will address the ways race, class, and gender impact our lives, our work, and our culture. As a class, we will create connection and community by practicing deep listening, daily writing, deep reading, and the sharing of ideas and observations.

Also Offered As: AFRC 9016 , GSWS 9016 , MLA 5016 , URBS 9016

ENGL 9017 Considering Race, Class and Punishment in the American Prison System

This writing seminar will sharpen and expand our writing, while bringing to our hearts and minds a deeper understanding of the reality of imprisonment in the United States. This system never goes away. This year it is locking up more than 2,300,000 men, women and children—the highest per-capita rate of imprisonment in the world. Even when we know the statistics and watch shows about crime and jail on TV, what do we really know about life behind bars? For a year? Ten years? Life? As a young journalist, I saw how the criminal justice system was used to suppress Black leadership. I felt drawn to teach creative writing at Holmesburg Prison, to eventually investigate the state prison system, interview prisoners, make friendships, write a newspaper series, magazine articles, and my first book on the subject. For nearly five decades, I’ve observed the human cost of a prison system that connects and damages all of our lives and keeps people from poverty in place. In this course, we will seek insights in books and stories written from prisoners’ personal experiences. We’ll also read scholars—Michelle Alexander, Bryan Stevenson, Angela Davis and others—who shed light on the historical repetitions and political exploitations. Guest speakers will include public defenders, parolees, former prisoners, and those fighting for prisoners’ rights and re-entry. Students will gain a more intimate understanding of how the legacies of slavery, racism, the prejudices of class, caste, and misogyny intersect and determine who goes to prison and who does not. Students will free-write for ten minutes a day, every day, and write personal reflections on readings, films, and guest speakers. Responses will lead to essays or stories that students write and present for class discussion. These key pieces may draw from observation, facts and imagination, and may traverse literary nonfiction, memoir, fiction, or poetry. We will present the best of your work in a reading at the end of the semester.

Also Offered As: AFRC 9017 , GSWS 9017 , MLA 5017 , URBS 9017

ENGL 9998 Independent Reading

Open only to candidates who have completed two semesters of graduate work.

1-4 Course Units

ENGL 9999 Independent Study

Open to students who apply to the graduate chair with a written study proposal approved by the advisor. The minimum requirement is a long paper. Limited to 1 CU.

Fall, Spring, and Summer Terms

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Nuclear Major Power Geopolitical Clashes Jeopardizing the Global Arms Control Regime: Reassessing Priorities, Searching for Approaches in a New Era of Nuclear Tripolarity

Basic page sidebar menu perry world house, january 19, 2024 by sharyl cross | perry world house.

Sharyl Cross is Distinguished Professor of International Politics and Former Director of the Kozmetsky Center of Excellence at St. Edward’s University.  The views presented are the author’s own and not the positions of the institutions or associations where she has been employed or affiliated.

The strategic arms control regime—which provides the foundation for global stability between the world’s two largest nuclear powers—is in jeopardy. Even during the Cold War, the United States and Soviet Union were able to avoid nuclear confrontation by maintaining reliable communication channels, routine diplomatic engagement on arms control, and establishing mutually agreed safeguards to avoid escalation of clashes beyond a given threshold, accidents, or misperception.

The experience of the Cuban Missile Crisis that brought the United States and Soviet Union to the brink of nuclear war heightened appreciation for the importance of cultivating a robust nuclear arms control regime to deter U.S. and Soviet/Russian leadership from resorting to the use of nuclear weapons. Since the 1970s, the Soviet Union/Russia and the United States have concluded a series of strategic arms agreements ensuring transparency and reliable mutual verification protocols. Along with introducing transformational reforms of glasnost and perestroika on the domestic front, Soviet leader Mikhail Gorbachev was able to accomplish tremendous strides working with U.S. President Ronald Reagan to achieve major bilateral nuclear arms reductions. The fact that many fewer nations have acquired nuclear capabilities and the international community avoided clashes involving the use of nuclear weapons must be attributed for the most part to the stable core foundations of the U.S.-Soviet/Russia nuclear security regime.

The Strategic Arms Reduction Treaty (New START) that was set to expire in 2026 has been halted. Russia’s war in Ukraine and its severing of relationships with the United States and its Western allies and the collapse of U.S.-Russian strategic dialogue and engagement on arms control, coupled with China’s accelerated drive toward nuclear expansion and escalating tensions in the U.S.-China bilateral relationship, have ushered in a new period of instability and risk for arms control and proliferation. U.S. President Joe Biden has acknowledged that we have reached an “inflection point” that will determine the future security for our allies and partners and the world community for decades ahead, but the circumstances require careful assessment of strategic options and consequences of policy choices. Innovative approaches will be required to prevent catastrophic nuclear escalation and proliferation of weapons of mass destruction as the world system transitions from an era of bipolar nuclear stability to a more complex three major power nuclear configuration.

Ukraine War, Derailing U.S.-Russia Strategic Nuclear Collaboration, Risk of Nuclear Response

In the past, it has been the expectation that the United States and Soviet Union/Russia could compartmentalize differences to prevent other contentious issues in the bilateral relationship from interfering with the critical areas of nuclear security and arms control. However, the fact that Ukraine has been defined as an “existential” security priority for Russia’s leadership suggests that it is no longer a safe assumption that Moscow will separate clashes on Ukraine from collaboration with the United States on nuclear security. While the United States and the Soviet Union/Russia were able to manage competition and differences in the past on Angola, Ethiopia, Central America, Afghanistan, and, more recently ,in the Middle East (Iraq, Libya, Syria) without undermining strategic arms control, Ukraine’s location bordering the Russian Federation with a large Russian-speaking population and extensive historical, cultural, and geostrategic ties elevates its importance to a level of being associated by Russia’s leadership with survival of the state.

In January 2023, the U.S. State Department reported that it was no longer possible to verify that Russia was complying with New START due to the Kremlin’s unwillingness to allow for on-site inspections. Russia’s President Vladimir Putin announced his decision to suspend New START in February 2023, linking resumption of the treaty with an end to Western military support for Ukraine. The Biden administration responded by expressing interest in engaging Russia to manage nuclear risks and develop a post-2026 arms control framework. While Kremlin spokesperson Dmitri Peskov described the suggestion of the U.S. administration as “important and positive,” Deputy Foreign Minister Sergei Ryabkov reiterated that unless “Washington and the West as a whole do not radically revise their anti-Russian policy… productive negotiations on arms control will hardly be possible.”

Although Russia has a no-first use nuclear policy, since unleashing the “special military operation” in Ukraine in February 2022, Putin has not ruled out the use of nuclear weapons in the event that the survival of the Russian Federation was threatened. For Putin, Russia’s territory includes those areas annexed from Ukraine since 2014 (Crimea, Donetsk, Luhansk, Kherson, and Zaporizhzhia). At the time of launching Russia’s incursion into Ukraine, Putin placed Russia’s nuclear forces on alert and warned that those interfering with Russia’s operation in Ukraine would face consequences on a scale “you have never seen in your entire history.”  In September 2022, after annexing four Ukrainian oblasts to Russia, Putin stated, “In the event of a threat to the territorial integrity of our country and to defend Russia and our people, we will certainly make use of all weapon systems available to us. This is not a bluff.”

Russia’s military forces seized control the Zaporizhzhia nuclear power plant which is the largest in Europe early on in the war generating concerns about possible nuclear disaster. In March 2023, Putin announced that Russia would station tactical nuclear weapons in Belarus contending this was no different than the United States positioning nuclear assets among allied nations in Europe.

Putin’s remarks at the St. Petersburg Economic Forum in July 2023 seemed to dial back concerns about nuclear responses in Ukraine. Putin justified moving tactical nuclear weapons to Belarus as an “element of deterrence” for those “thinking about inflicting strategic defeat” of Russia. Following recounting setbacks in Ukraine’s counteroffensive, Putin reiterated that Russia’s official doctrine allows for the use of nuclear weapons in situations where the survival of the nation was threatened but then implied that this option was not necessary at this point.

In mid-August 2023, the United States announced approval for the Netherlands and Denmark to provide F16 fighter jets to Ukraine. Russia has been targeted with a series of drone strikes on military installations and buildings in civilian areas over the past months attributed to Ukrainians operating within the Russian Federation. Following announcement in August 2023 that the Biden administration would provide the 45 tranche of military assistance in Ukraine, including additional ammunition for High Mobility Artillery Rocket Systems (HIMARS), Javelin and anti-armor rockets, Hydra 70 rockets, and 3 million rounds of small arms ammunition, the head of Russia’s space agency ROSCOSMOS Yuri Borisov stated that the Sarmat MIRV equipped intercontinental ballistic missile had been placed into service—a weapon that Putin had said would make Moscow’s enemies “think twice.”

Deputy Chairman of the Russian Security Council Dmitry Medvedev has issued periodic warnings about a nuclear scenario stating that “loss of a nuclear power in a conventional war can provoke the outbreak of nuclear war” and that Russia may be forced to use a nuclear weapon if Ukraine’s counteroffensive succeeds.  On August 28, 2023, Medvedev posted on Telegram that Ukraine’s approval from Western nations for missile strikes throughout Russia or to attack Crimea unfortunately indicates that the “prophecies of the Apocalypse” were closer .

Statements from Russia’s leadership on willingness to resort to the use of nuclear weapons over Ukraine have been echoed by discussions taking place among leading defense experts. Sergei Karaganov, former presidential advisor and dean of the Higher School of Economics in Moscow, published an article in June 2023 calling for Russia to undertake preemptive nuclear strikes against several European countries as a way to end the war in Ukraine.  While Karaganov acknowledged that this would be a “terrible choice” on a moral level, he contends that it is necessary to prevent the West from leading the world to a final “full-scale” and “last world war for humanity." Karaganov’s article prompted a series of responses among other leading analysts of Russia’s foreign policy community contending that employing a nuclear strike would not “sober up the West” or that Karaganov’s position “underestimates the willingness of Western elites’ determination to climb the escalation ladder with Russia, and, if necessary ahead of it...” Former head of the Carnegie Moscow Center Dmitry Trenin affirmed that nuclear weapons have been “on the table” from the outset and that basing U.S. strategy on the “belief that the Russian leadership will not dare use nuclear weapons in the current conflict” was an “extremely dangerous misperception.”  Russia’s channel 1 and other state-sponsored media networks have hosted programs with pundits, analysts, and legislative leaders calling for nuclear responses over Ukraine.

U.S. President Biden cautioned at the outset of the Ukraine conflict that a direct U.S.-Russia war must be avoided because of nuclear risks. In October 2022, Biden warned that the risk of nuclear “armageddon” was the highest it had been since the 1962 Cuban Missile Crisis.  Biden has said that there was no way to use tactical nuclear weapons on a battlefield without it ending in Armageddon.  In June 2023, he stated that the threat issued by Putin to use nuclear weapons was “real” and that deployment of tactical nuclear weapons in Belarus was “absolutely irresponsible.”  U.S. officials have warned of “catastrophic consequences” for nuclear use, but Biden has remained ambiguous in spelling out scenarios and likely U.S. responses, which have traditionally been essential for deterrence.

Several analysts have tended to downplay threats of the use of nuclear weapons coming from Moscow as “bluffing,” but others have not dismissed the possibility or even certainty.  Although Putin has referenced the doctrinal foundation and taken steps to prepare for employing a nuclear response, he must weigh the consequences in loss of life, destruction of the environment and infrastructure, and damage to existing significant international partnerships. China, India, and other valuable partner nations for Russia have emphasized that nuclear weapons should not be used in the Ukraine war. There are options available to Russia in the conventional, cyber, or other domains that would not entail the costs of using nuclear weapons.  At the same time, there is a high risk that the war in Ukraine could escalate involving neighboring nations evoking an Article V response from the North Atlantic Treaty Organization (NATO) and the potential for unleashing a nuclear response should not be ruled out.  The longer the war in Ukraine continues the greater the risk of miscalculation and accidents that could result in a nuclear confrontation.

Russia had supported Washington and Beijing in containing North Korea’s nuclear development, but the fact that Putin has turned to Kim Jong-un as a source for ammunition for the Ukraine war with the prospect for Russia-North Korea cooperation in the nuclear sphere represents a setback for managing nuclear security and proliferation.  Russia’s military cooperation with Iran in the wake of the war in Ukraine with Tehran providing lethal drone technology and Moscow offering diplomatic support to Iran poses further complications for nuclear safeguard compliance.

The suspension of the U.S.-Russia New START, threats of resorting to the use of nuclear weapons and shifting geopolitical alignments resulting from clashes over Ukraine has destabilized the global nuclear security order. The issue of perhaps highest priority on the U.S.-Russia security agenda, ongoing collaboration among the two nations holding the world’s largest nuclear arsenals, is now in question.

NATO Enlargement, Failed Diplomacy, Costs and Risks of Military Engagement

Moscow’s invasion of the sovereign nation of Ukraine has come at enormous cost, but the West also made strategic choices that contributed to provoking conflict with Russia. Russia’s leadership, defense, and foreign policy community consistently expressed opposition to expansion of the Western security alliance. George F. Kennan, architect of America’s post-World War II Soviet containment strategy, had warned that expansion of NATO would be “the most fateful error of American policy in the entire post-Cold War era.” Moscow tolerated the first rounds of NATO enlargement in the Baltics and Eastern Europe, but claimed that NATO’s military involvement in Ukraine’s aspirations to join NATO crossed a line constituting a serious immediate and long-term potential threat to Russia.

Moscow’s leadership had broached proposals to develop a European security architecture that would take account of Russia’s interests. In 2008, Dmitry Medvedev, then serving as president of the Russian Federation, advanced a proposal for a new European security order followed by additional proposals prior to the invasion of Ukraine that were not afforded serious consideration among Western nations.

Suggestions in the aftermath of the unraveling of the Soviet Union and Warsaw Pact that NATO was dead or had no purpose were unfounded. NATO provided a platform for bringing nations together to strengthen capacity for addressing a broad range of significant security challenges including promoting collaboration in managing weapons of mass destruction, countering terrorism, cyber and maritime cooperation, providing disaster support, and much more.  Together with the EU, NATO offered assistance to Soviet successor nations in Europe and Eurasia for democratic reform, defense transformation, and capacity building. The NATO-Russia Council fostered practical security cooperation and consultation until Moscow’s annexation of Crimea in 2014, but, for Russians, NATO enlargement was considered a betrayal of pledges on the part of the United States and its allies that NATO would not expand and the possibility of Ukraine engaging in military collaboration with the Western security alliance or Ukraine joining NATO became a defining red-line for the Kremlin.

The reality is that Ukraine was not a likely candidate for NATO membership in the foreseeable future, but Western involvement in the Euro-Maidan uprising that contributed to unseating Ukraine’s pro-Russian President Viktor Yanukovych prompted Moscow’s annexation of Crimea. The collapse of the Minsk peace process and lack of commitment in finding a workable diplomatic solution for resolving differences between Kyiv and Moscow on Crimea and Russian-speaking communities in Donbas escalated into the devastating war witnessed today.  The disclosure by former German Chancellor Angela Merkel revealing that Germany and other Western nations were not sincere about reaching a diplomatic settlement between Russia and Ukraine, but only sought to gain time for Ukraine to enhance NATO military collaboration and presence in Ukraine has done nothing to enlist confidence that a diplomatic settlement would be possible.

The Russia-Ukraine war has cost thousands of lives, displaced much of the Ukrainian population, destabilized the European and Eurasian security and economic orders, and disrupted global energy and food supplies. Had Ukraine been willing to forego NATO membership remaining neutral, this war would likely have been averted. Dedicated commitment on the part of all involved to pursue diplomatic channels toward developing alternative approaches for the post-Cold War European security structure would certainly have been preferable to suffering the tragic losses in Ukraine. There is no reason that Ukraine should not have been able to maintain ties with Russia and other Eastern European neighbors while simultaneously benefitting from cooperation with the Euro-Atlantic community.

Moscow’s leadership contends that this is not simply a conflict between Russia and Ukraine, but that the West wants to destroy Russia. The perception that the West seeks strategic defeat of the Russian state is not unfounded.  U.S. Defense Secretary Lloyd Austin’s public statement that the United States intends to “weaken Russia” by providing military support to Ukraine and frequent comments on prospects for regime change in Moscow by Western policy officials and analysts reinforces the Kremlin’s assessments regarding U.S./Western intentions. Any strategy aimed to destabilize and drive a major world nuclear power into a rogue nation status is obviously misguided and dangerous.

Russia is still a European power and stabilizing Moscow’s relationships with nations of the transatlantic community will remain consequential for European and wider global security. Ukraine’s most recent June 2023 counteroffensive has been unsuccessful and it should be understood that Ukraine can not win a war with a much larger committed nuclear power. Anticipating the difficulties ahead for the Ukrainian military in re-taking occupied territories, Chairman of the Joint Chiefs of Staff Mark Milley had said in late 2022 after successes in Kharkiv and Kherson that it might be time to consider entering into discussions on a political settlement. This suggestion was widely rejected, and the Biden administration has been clear that decisions on ending the war in Ukraine would rest with Ukraine’s President Volodymyr Zelensky and the Ukrainian population. However, the setbacks in Ukraine’s most recent June 2023 counteroffensive has generated consideration among some in the administration about the need for an exit strategy. The current period of geopolitical upheaval in Europe and Eurasia is fraught with risks and at a minimum it will be important for the United States and its allies to support Ukraine in re-building and to stabilize relationships with Russia in order to prevent a wider Russia-NATO or world war.

It is important to recognize that a consequence of the choices that have been made over Ukraine present major obstacles for continuation of a central U.S. security priority that has ensured global stability over the past decades, the U.S.-Russian nuclear arms regime. If the war in Ukraine continues to grind on for years or becomes a “forever war,” the prospects for negotiating a new START agreement before it expires in 2026 may be over, ending an era of cooperation in arms control and proliferation. This should be a major motivating factor for resuming dialogue and diplomacy toward ending the war in Ukraine avoiding further loss of life and devastation and setting a foundation for a return to normalcy in managing nuclear arms and proliferation of weapons of mass destruction.

Russia-China Strategic Partnership and Prospects for Tripartite Major Power Nuclear Engagement

Although the history of the Sino-Russian relationship has not been without clashes, the two countries have become more closely aligned over the past decade forging a burgeoning “strategic partnership” described by Russia’s President Vladimir Putin and China’s President Xi Jinping as a “partnership without limits.” Following escalation of tensions with the West over Russia’s annexation of Crimea, Moscow moved to further strengthen its relationship with Beijing. Moscow continued to turn to China to offset stringent economic sanctions imposed by the United States and its European allies in response to Russia’s military incursion in Ukraine. Beijing attributes the Russo-Ukraine war to Western meddling in Ukraine’s domestic politics and NATO’s tendency to remain locked in a Cold War mindset insisting on expansion of the alliance.

Russia and China find common ground in resisting U.S. global hegemony and challenging American leadership of the rules-based liberal international order. Both Moscow and Beijing believe that they should be entitled to have greater influence in shaping world order in the contemporary multipolar system. Though the two countries no longer share ideological affinity, both Vladimir Putin and Xi Jinping are concerned about protecting security of the state and have been united in opposing Western intervention to advance democracy which they contend has resulted in chaos and destabilizing societies. Moscow and Beijing want to ensure that the kind of domestic turmoil that fueled the color revolutions in Eurasia and upheavals in the Middle East will never pose threats of regime change in their respective nations.

Cultivation of relationships on the part of Russia and China with nations of the Global South is another means of counterbalancing the influence of the United States and its Western allies. Both countries issue narratives emphasizing legacies of Western imperialism, moral decadence, and claims of exceptionalism invoking calls for respecting the diversity of world civilizations and traditions. Offering investment without imposing domestic requirements has contributed to China surpassing U.S. economic presence throughout much of the world. The significant expansion of numbers of nations that would like to join BRICS threatens the preeminence of U.S. currency and influence in global finance and economic development over the long term.

Russia and China have expanded military-to-military cooperation and have held routine large-scale military exercises since 2018 in Asia, the Baltics, and the Mediterranean, and Russia has sold some of its most advanced military equipment to China. While China’s economy far exceeds that of Russia, Russia as one of the world’s two largest nuclear powers can offer support to China in accelerating nuclear development. During the visit of Xi Jinping to Russia in March 2023, Putin announced that Russia’s state atomic energy corporation Rosatom and China’s Atomic Energy Agency had entered into a long-term contract that would include exporting plutonium from Russia to China for use in nuclear reactors potentially contributing to more rapid expansion of China’s nuclear arsenal.

China and Russia do not yet have an “alliance,” but the two countries have been driven closer as a result of tensions with the United States. While the conflict over Ukraine has led to collapse of the initial post-Soviet rapprochement between the United States and Russia, the U.S.-China bilateral relationship is quite strained over Taiwan, competition for influence in the South China Sea and wider Asia, economic reprisals in the technology sphere, and more.

The Russia-China strategic partnership has advanced too far to hope that the United States would be able to drive a wedge between the two countries. The Biden administration’s identification of the struggle between democracy and autocracy as the guiding vision for American foreign policy presents additional difficulties for enlisting cooperation in nuclear security and other critical areas or to avoid uniting Russia and China against American interests. 

In considering approaches to arms control in the current conflictual and rapidly shifting geopolitical circumstances, U.S. policy officials should understand that both Moscow and Beijing will expect an equal say in setting terms for engagement. Major regional concerns for both countries including Ukraine for Russia and Taiwan for China stand as impediments to advancing cooperation in nuclear security.

Toward a Tripartite Nuclear Framework for the 21st Century Global Security Environment

Concepts for policies of the past that were effective in containing geopolitical and ideological clashes among nuclear rivals such as “peaceful coexistence” and “détente” or aspirations for building U.S.-Russian “strategic partnership” in the early post-Soviet period no longer exist. There is much greater focus today on what is perceived as inevitable peer or near-peer major power confrontation rather than considering ways nations of different historical experience, cultures, values, and core interests might co-exist and cooperate to ensure strategic security. Policymakers of the three nations confront an emerging global security environment that is more daunting not only because of transition from a bipolar to a tripolar major power nuclear order, but also because protecting nuclear security has become more problematic because of new developments in areas such as space, cyber, or artificial intelligence.

If the United States and Russia are not able to establish a framework for continued collaboration in arms control after the expiration of START in 2026 and China is not engaged in nuclear arms control, the global community will face unprecedented circumstances of unconstrained nuclear arms competition. Beijing is on track to have 1,500 nuclear warheads by 2035 and has been exceeding predictions in terms of the pace of development in nuclear capacity, but China has traditionally been unwilling to participate in arms control believing that this would only provide advantages to nations with much larger nuclear arsenals. While the prospects for forging a tripartite nuclear regime appear quite limited in the current geopolitical/strategic circumstances, it is simply too important for global security not to make every effort to preserve longstanding cooperation with Russia in arms control and proliferation and to foster nuclear security cooperation with Beijing.

Prior to the Ukraine war, we suggested that the U.S. administration might boldly propose a tripartite security dialogue with Russia and China to manage nuclear challenges and other security issues of shared concern . This approach would underscore U.S. recognition of the major power status of both countries and the importance of engaging in a constructive and pragmatic spirit to address issues impacting citizens of all three countries and the world community. The U.S. administration should understand the risks of driving Russia and China closer and explore ways to engage with both countries so as to diffuse the perception that the United States sees no alternative to future major power war.

In the past, relationships among Presidents have been pivotal in advancing the U.S.-Soviet/Russia arms control agenda. The fact that the U.S. and Russian presidents do not communicate and China’s president has been reluctant to meet with the U.S. president presents a major obstacle for advancing an arms control agenda. U.S. Secretary of State Antony Blinken’s visit to China in June 2023 was promising in terms of generating dialogue on the U.S.-China bilateral agenda, but Biden’s reference to Xi as a “dictator” upon Blinken’s return from China elicited angry reactions from Beijing. 

Presuming that it might be possible to resume dialogue and negotiations on nuclear security at some point, it would of course be important to approach discussions with realistic aspirations and low expectations. This is a process that will require highly skilled diplomats with commitment, patience, and capacity to recognize the stakes and risks of failure.

All parties must appreciate that there is no winning a war among nuclear powers and the United States, Russia, and China would benefit by strengthening commitment to exhausting all diplomatic options for avoiding conflict and rapid termination of kinetic clashes. Pledges like “fighting until the last Ukrainian” or promulgating protracted wars will not bode well for nuclear arms control and avoiding catastrophic loss of life that should be unacceptable to all. 

Engaging in discussions on crisis avoidance, crisis management, and implementing safeguards to prevent misperceptions that could result in nuclear use would be obvious priorities. Reliable communication channels among the three nations will be essential for managing clashes and ensuring that intentions are clear in any crisis situation.

In current circumstances in which nuclear threats have been issued over the conflict in Ukraine, the risk of a regional conflict escalating to nuclear use should be clear. Perhaps considering a tripartite no first-use option would provide an objective that the three nations could work to accomplish.

Recent serious U.S. bilateral clashes with both Russia and China only underscore the importance for continually reviewing arms control and deterrence strategies to adjust to rapidly shifting geopolitical circumstances. Entering into dialogue on nuclear security would help the three parties to gain better understanding of the capabilities and intentions of the others. Russia has agreed to abide by the New START limits on numbers of deployed long-range nuclear forces.  The United States and Russia might consider agreeing to reductions in order to incentivize China’s cooperation.

Destabilization of major nuclear power collaboration will undermine successes of the nuclear non-proliferation regime as several nations will only be more determined to acquire nuclear capacity in response to changing and strained geopolitical circumstances. In the past, although the United States has been able to collaborate with Russia and China on issues such as engaging Iran in nuclear negotiations, reigning in the North Korean nuclear threat, and achieving successes in nuclear nonproliferation, the risk of uncontrolled proliferation among both state and non-state actors will only increase if the three countries are not able to manage geopolitical strains.

Given the longstanding U.S.-Soviet/Russia experience and prior successes in nuclear arms control, it would be wise to build on this foundation and experience while reaching out to bring China into a major nuclear power triad. Simultaneously, it would be important to strengthen multilateral negotiations in nuclear security among P5 countries while perhaps broadening dialogue with other nuclear nations regarding safeguards necessary for developments in artificial intelligence and other areas.

These measures toward preventing a nuclear arms race, proliferation of weapons of mass destruction, and avoiding nuclear first use will certainly be difficult to implement at this juncture. However, such steps would serve the interests of the United States, Russia, and China and enhance security of the global community and should be among the highest priorities for the world’s leading nuclear powers.

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Rebellion and Revolution in African American Literature

A special issue of Humanities (ISSN 2076-0787)

Website : https://www.mdpi.com/journal/humanities/special_issues/6L757WY6UC

Call For Papers

Rebellion and revolution have been a part of African American literature from its inception with the 19th century slave narratives that were used in the abolitionist movement to end chattel slavery and counter pro-slavery arguments.  These two themes were also prevalent during the Black Arts Movement of the 20th century when Black Arts Movement writers rebelled against the status quo and sought a revolution to center blackness by producing art for, by, and about Black people that complemented the Black Power Movement’s efforts to build economic, social, educational, and political independence for Black people.

While rebellion and revolution are distinct features of these two periods in African American literature where literature and politics melded together, the theme of rebellion and revolution are not exclusive to these periods. Works of literature by African American writers in the century between these two periods, as well as in the post -1970s and into the current millennium, have had rebellion and revolution as a major theme. The very presence of African American literature is an act of resistance especially against status quo, mainstream (i.e. white-authored) literary arts norms, canons and “classics”.  

In this special issue of  Humanities , we invite submissions on the theme of rebellion and revolution from any period and genre within the African American literary tradition.  Indeed, the central concepts of rebellion and revolution are expansive and complex theories, each multifaceted and often overlapping.  For our purposes here, rebellion implies a formidable, but temporary or reactive resistance, either individual or collective, against conditions of oppression, and revolutionentails an activity, movement, or shift in paradigm designed to effect long-standing changes to combat oppression and promote equality.  Revolution, then, often follows rebellion, but is more proactive.

             Some possible questions for consideration include the following:  

• How are contemporary Black American writers defining revolution and rebellion in their literary production, and how do these definitions reiterate, reject, or re-envision themes of rebellion/revolution at the onset of the Black American literary tradition?

• How does the trope of rebellion/revolution get interwoven into works by African American writers?

• In terms of our capitalist economy, what are some of the social paradoxes represented in rebellion/revolution literature, and what are some of the suggested ways writers encourage readers to unpack and resolve the paradoxes of liberation and empowerment?

• What seems to be the link between rebellion/revolution and collective African American cultural and socio-historical experience?  

• What are the ways in which Black American literature galvanizes and transforms theories of rebellion/revolution into a meaningful action? • What, according to African American literature have been the foremost struggles confronting Black people since their 17th Century forced arrival in the United States?

• What have been the most effective mechanisms/devices/tools (protest, …) implemented by Black Americans to combat those struggles?

• What are the ways in which literature reflects or represents the specific, on-going struggles confronting Black existence in the United States?

• Who have been the most prescient literary voices advocating for rebellion/revolution to ensure the well-being of African Americans?

• How might we talk about Black American literature as a form of activism?

Keywords:  

​African American, Literature, Rebellion, Revolution 

Manuscript Submission Information

 Manuscripts should be submitted online at  www.mdpi.com  by  registering  and  logging in to this website . Once you are registered,  click here to go to the submission form . Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the  Instructions for Authors  page.  Humanities  is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the  Instructions for Authors  page before submitting a manuscript. The  Article Processing Charge (APC) for publication in this  open access  journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's  English editing service prior to publication or during author revisions.

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Driskell and friends.

The Arthur Ross Gallery presents the work of artist, scholar, and curator David Driskell and explores his relationships with other artists. Friends include: Romare Bearden, Elizabeth Catlett, Jacob Lawrence, Keith Morrison, James Porter, and Hale Woodruff.

6:00 a.m. - 1:00 p.m.

Arthur Ross Gallery, 220 S. 34th St.

Sense of Place: Japan

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Present Futures

The Forum at the Annenberg School for Communication, 3620 Walnut St.

Kelly Writers House and Perry World House collaborate in writer-in-residence program

Kelly Writers House  and  Perry World House , neighbors side-by-side on Locust Walk, are now connected by a writer-in-residence program for journalists who are under threat and working in crisis conditions. The partnership is expected to become an annual collaboration.

“More than proximity, we have something essentially in common: we are spaces devoted to gathering people from all corners of the campus and Philadelphia and beyond to come together for good, intense conversation about key current issues,” said Al Filreis , faculty director of Kelly Writers House and the Kelly Family Professor of English.

The inaugural writer-in-residence was Russian journalist Yevgenia Albats, editor-in-chief of the independent political weekly  The New Times and the anchor of the independent radio station Echo Moskvy. The winner of several journalism awards and fellowships worldwide, she is the author of four books, including  The State Within a State: KGB and Its Hold on Russia Past, Present and Future . Albats is also a professor at the Higher School of Economics in Moscow.

“Yevghenia Albats is the perfect first journalist-in-residence. No one is bolder in her country. No one has greater credibility as an opposition journalist,” said Filreis.

Albats is in danger in her pursuit of independent journalism in Moscow. The bolts on her car tires were unscrewed last year, and her mechanic once found plastic explosives under the hood. In the fall, a correspondent at her radio station was stabbed in the neck.

“I come from a very hostile environment. It is not very comfortable position to be opposition journalist in Moscow,” she said.

During her week-long residency at Penn in November, Albats spoke with groups large and small, public and private. She discussed President Vladimir Putin, the role of the Kremlin in the 2016 American presidential election and the reaction in Russia to the current United States administration.

At Perry World House, she had a conversation with PWH Director William Burke-White before an overflow crowd. At Kelly Writers House, she spoke with Philadelphia Inquirer foreign affairs columnist Trudy Rubin on one day, and on another with Dick Polman of Penn’s Center for Programs in Contemporary Writing.

Albats also spoke one-on-one with students when she visited classes, including those of Kevin Platt , professor of Russian and East European Studies, and Monroe Price , a professor at Penn’s Annenberg School of Communication.

​​​​​​​​​​​​​​The writer-in-residence program, funded by a grant from the Provost’s Interdisciplinary Arts Fund, was created through conversations between Filreis and Burke-White, as well as LaShawn Jefferson, deputy director of Perry World House, and Jessica Lowenthal, director of Kelly Writers House.​​​​​​​​​​​​​​"Our collaboration,” Jefferson said, “allowed us to do a deep dive around a series of critical questions related to sovereignty, attacks on elections and other democratic institutions, the weaponization of social media, the importance of journalism in the world, freedom of expression and other human rights in Russia and Russia's evolving role in the destabilization of democracies.”

Filreis said the team has a “long list of possible invitees” for next year.

“The goal ultimately is to emphasize the critical importance of a free press,” Lowenthal said, “in particular the conversion of journalism and international policy studies. We really want to engage students in the importance of journalism.”

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To Penn’s Class of 2024: ‘The world needs you’

The University celebrated graduating students on Monday during the 268th Commencement.

Class of 2025 relishes time together at Hey Day

An iconic tradition at Penn, third-year students were promoted to senior status.

Arts, Humanities, & Social Sciences

Picturing artistic pursuits

Hundreds of undergraduates take classes in the fine arts each semester, among them painting and drawing, ceramics and sculpture, printmaking and animation, photography and videography. The courses, through the School of Arts & Sciences and the Stuart Weitzman School of Design, give students the opportunity to immerse themselves in an art form in a collaborative way.

Penn celebrates operation and benefits of largest solar power project in Pennsylvania

Solar production has begun at the Great Cove I and II facilities in central Pennsylvania, the equivalent of powering 70% of the electricity demand from Penn’s academic campus and health system in the Philadelphia area.

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Separate Attacks Near Ukraine-Russia Border Kill Civilians, Officials Say

Five people were killed in a Russian town, the local authorities said, while Ukraine reported three dead in a mortar and drone attack.

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By Matthew Mpoke Bigg

Shelling by Ukrainian forces has killed five civilians in a Russian town near the border, the region’s governor said on Sunday, and local authorities in Ukraine said that three people were also killed in Ukraine by Russian attacks.

The deaths of civilians in areas near the border provide further evidence that the two warring countries have kept up their cross-border fire nearly three weeks into a Ukrainian offensive into Russia’s Kursk region.

The shelling in the small Russian town of Rakitnoye, which is in the Belgorod region and around 15 miles from the border, left 12 people wounded in addition to the five killed, the regional governor, Vyacheslav Gladkov, said in a post on the Telegram messaging app. “A difficult night for the whole region,” he said.

In northeastern Ukraine, Russian forces pounded the Sumy region with more than 74 artillery, mortar and drone strikes over the past 24 hours, the region’s military administration said on social media in a daily report. Three people were killed and nine others were wounded.

There was no independent confirmation of either of the reports.

Daily cross-border shelling in northeastern Ukraine has been a constant backdrop of the war, taking a deadly toll on villages, according to officials from both sides who rarely acknowledge attacks by their own forces. But the military situation has become more acute since Aug. 6, when Ukrainian troops and armored vehicles stormed into the Kursk region of western Russia, swiftly pushing through Russian defenses and capturing several villages.

That offensive was partly aimed at diverting Russian forces from the eastern front in the Donetsk region, the part of the long front line that has been most active this year, but it has slowed in recent days.

President Volodymyr Zelensky of Ukraine said that one aim of the incursion was to demonstrate that President Vladimir V. Putin of Russia was more interested in retaining territory Moscow has occupied in Ukraine than defending Russian villages.

Russia illegally annexed Ukraine’s Crimean Peninsula in 2014 and since its full-scale invasion of Ukraine began in February 2022, it has occupied and illegally annexed parts of the Zaporizhzhia region in southern Ukraine as well as a substantial part of Ukraine’s east.

Mr. Putin “is still thinking about how to keep the occupied territories and does not think about how to protect his people,” Mr. Zelensky said during a news conference on Saturday with the leaders of Poland and Lithuania. He also said that the incursion aimed to stop Moscow’s own plans to launch an offensive in northern Ukraine and to occupy Sumy region.

Matthew Mpoke Bigg is a London-based reporter on the Live team at The Times, which covers breaking and developing news. More about Matthew Mpoke Bigg