1. The Heaven of Animals by James Poissant
  2. The Flight of the Kuaka by Donald Stap
  3. Marielitos, Balseros and Other Exiles by Cecilia Rodríguez Milanés
  4. Getaway Girl by Terry Thaxton
  5. The Zero Theorem by Pat Rushin
  6. Problem Novels by Anna Maria Jones
  7. Crossing The Creek by Anna Lillios
  8. Ecocritical Explorations in Literary and Cultural Studies by Patrick D. Murphy
  9. Collecte Writings of Charles Brockden Brown edited by Mark L. Kamrath
  10. As If, poems by Russ Kesler
  11. The Rhetorical Nature of XML by J.D. Applen and Rudy McDaniel
  12. Transversal Ecocritical Praxis by Patrick D. Murphy
  13. Mud Song by Terry Thaxton
  14. The Historicism of Charles Brockden Brown by Mark L. Kamrath
  15. According to the Gospel of Haunted Women
  16. Intercultural Communication by Houman Sadri and Madelyn Flammia
  17. Lizard Man by David James Poissant
  18. Writing for the Web: Composing, •Coding, and Constructing Web Sites
  19. The Year of Disappearances by Susan Hubbard
  20. The Terrible Wife by Terry Thaxton
  21. Oye What I'm Gonna Tell You by Milanés
  22. Getaway Girl by Terry Thaxton
  23. Drawing on the Victorians, edited by Anna Maria Jones
  24. Virtual Teams in Higher Education by Flammia
  25. The Season of Risks by Susan Hubbard
  26. Everyday Chica by Cecilia Rodríguez Milanés
  27. Rattlesnakes and the Moon by Darlin Neal
  28. Elegant Punk by Darlin Neal
  29. Innocence, Heterosexuality, and the Queerness of Children’s Literature by Tison Pugh
  30. People Get Ready by Kevin Meehan
  31. The Society of S by Susan Hubbard
Lisa M Logan

Lisa M Logan, Ph.D.

Education

  • Ph.D. in English from University of Rochester (1993)

Research Interests

Early American literature; literature by women; personal narratives, including autobiography, diary, and memoir; early American captivity, crime, travel, and cross-dressing narratives; feminist theory; American novel; theories of space and place; manuscript and material culture approaches

Recent Research Activities

Logan is working on recovering 18th-century literary manuscripts by women using archives in the U.S., UK, and Ireland.

Selected Publications

Books

  • Resources for Teaching the Bedford Anthology of American Literature. Vol. 1. Boston: Bedford/St. Martin’s Press, 2008. Rev. 2nd ed., 2014.


Articles/Essays

  • Forthcoming "Territorial Agency:  Negotiations of Space, Place, and Empire in the Domestic Violence Memoirs of Abigail Abbot Bailey and Anne Home Livingston." Women's Narratives and the Early Americas and the Formation of Empire. Ed. Mary McAleer Balkun and Susan C. Imbarrato.  New York: Palgrave, 2016. 215-228.
  • “Thinking with Toni Morrison’s A Mercy.” (A Response to “Remembering the Past:  Toni Morrison’s Seventeenth Century in Today’s Classroom”). Early American Literature 48.1 (2013): 193-99.

  • “The Difference Teaching Equiano Makes: Notes on Teaching The Interesting Narrative in the Undergraduate American Literature Survey.”  Teaching Equiano’s Narrative: Pedagogical Strategies and New Perspectives. Ed. Eric LaMore.  Knoxville:  U of Tennessee P, 2012. 255-274.

  • “Blogging the Early American Novel.”  Transformations:  A Journal of Inclusive Scholarship and Pedagogy.  22.1 (Spring/Summer 2011):  119-123. 

  • "The Importance of Women to Early American Study." Early American Literature. 44.3 (2009): 641-48.
  • “Columbia’s Daughters in Drag; or, Cross-Dressing, Collaboration, and Authorship in Early American Novels.” Feminist Interventions in Early American Literature. Ed. Mary Carruth. Tuscaloosa: Univ. of Alabama P., 2006. 240-252.
  • “’And the Ladies in particular’: Constructions of Femininity in The Gentleman and Ladies Town and Country Magazine and Ladies Magazine, and Repository of Entertaining Knowledge.” Periodical Literature in Eighteenth-Century America. Ed. Sharon M. Harris and Mark L. Kamrath. Knoxville, Tennessee: U of Tennessee P, 2005. 277-306.
  • “’Cross-Cultural Conversations’: The Indian Captivity Narrative.” Blackwell Companion to the Literatures of Colonial America. Ed. Ivy T. Schweitzer and Susan Castillo. Oxford: Blackwell, 2005: 464-79.
  • “’Dear Matron—‘: Constructions of Women in Eighteenth-Century American Periodical Advice Columns.” Studies in American Humor. 3.11 (2004): 57-62.
  • “Race, Romanticism, and the Politics of Feminist Literary Study: Harriet Prescott Spofford’s “’The Amber Gods.’” Legacy: A Journal of American Women Writers 18.1 (2001). 35-51.
  • “Uncle Tom’s Cabin and Conventional Nineteenth-Century Domesticity.” Approaches to Teaching Stowe’s Uncle Tom’s Cabin. Ed. Elizabeth Ammons and Susan Belasco Smith. New York: MLA, 2000. 46-56.
  • “Encouraging Feminism: Teaching The Handmaid’s Tale in the Introductory Women’s Studies Classroom.” Teaching Introduction to Women’s Studies: Expectations and Strategies. Ed. Barbara Scott Winkler and Carolyn DiPalma. Westport: Bergin, 1999. 191-200.
  • “The Anxieties of Authorship: Gender, Agency, and Textual Production in Eighteenth-Century America.” Review 21 (1999): 257-64.
  • "'There is no home there': Captivity and Restoration in Spofford's 'Circumstance.'" Safe Space: Violence and Women’s Writing. Ed. Julie Tharp and Tomoko Kuribayashi. Albany: State U of New York P, 1997. 117-30.
  • Introduction. Critical Essays on Carson McCullers. Ed. Beverly Lyon Clark and Melvin Friedman. New York: Hall, 1996. 1-16.
  • "Nobody Knows Best: Carson McCullers' Plays as Social Criticism." Southern Quarterly 33. 2-3 (1995): 23-34. [Co-author: Brooke Horvath]
  • "Mary Rowlandson's Captivity and the 'Place' of the Woman Subject." Early American Literature 28.3 (1993): 255-77. [Honorable Mention, Richard Beale Davis Prize for Best Essay in EAL 1993]

Miscellaneous Publications

  • “Domestic Fiction.” American History Through Literature, 1820-1870. Ed. Janet Gabler-Hover, Robert D. Sattelmeyer. New York: Charles Scribners Sons (Thomson Gale), 2006.
  • “American Women’s Autobiography: Early Diarists and Memoirists.” Encyclopedia of Women’s Autobiography. Ed. Victoria Boynton and Jo Malin. Greenwood Press, 2005. 32-42.
  • “Bodies in Space: Reading Gender and Race in Context.” Early American Literature 38.3 (2003): 521-26.
  • "Julia Ward Howe." American Travel Writers, Volume II, 1851-1901. Ed. Donald Ross and James Schramer. Dictionary of Literary Biography. Vol. 189. Detroit: Bruccoli Clark Layman, 1998: 166-71.
  • "Mary Lewis Kinnan." American Women Prose Writers to 1820. Ed. Carla Mulford, et al. Dictionary of Literary Biography. Vol. 200. Detroit: Bruccoli Clark Layman, 1998: 217-20.

Awards

2018-2019 Davida Deutsch Fellowship in Women's History, Library Company of Philadelphia.
2016-2017. UCF Competitive Sabbatical Award.
2015. UCF Scholarship of Teaching and Learning Award.

Courses

Course Number Course Title Mode Date and Time Syllabus
18337 AML3031 American Literature Ⅰ World Wide Web (W) Not Online

American Literature I surveys texts produced during European colonial settlement through the mid-19th century in what is now the United States.  We will study how early American literature connected to readers through concepts of “America” and “Americans.”   Early American writers and readers wrestled with questions that might sound familiar to 21st-century readers:  Who are Americans, and what do they (and should they) look like? Can one become American just by moving here?  What rights and responsibilities accompany American citizenship, and how do we define—and balance—individual rights and the rights of others?   How should we balance our independence as individuals with our interdependence as members of a community, a democratic republic, and nation?  What is or should be our relationship to the land, our work, and each other?  Who are our heroes and why?  What stories do we tell about life in America and what is possible or expected here?   Did writers talk about the “American Dream”?  Is there really anything particularly American about this literature, and if so, what is it?    

Prereq: ENC 1102 with C or higher.

Course requirements: Regular access to internet browser that meets Canvas/Webcourses standard configuration requirements. 

20087 AML3286 Early American Women's Words Face to Face Instruction (P) W 06:00 PM - 08:50 PM Not Online

What did early American women write about? What traditions of writing did women—who were denied legal, political, and economic rights, and whose identities and destinies rested in their bodies’ reproductive capacities—put in place? What pretexts did they use to enter literary discourse, and how and why were they successful? How did they negotiate the boundaries between authorship and public spectacle? How did women from diverse socioeconomic and ethnic backgrounds negotiate these boundaries similarly or differently? 

To answer these questions, we will explore North American women’s writing produced during the colonial and early national periods, from 1630 (the founding of the Massachusetts Bay Colony) to the first decades of the nineteenth century. We will pay attention to the historical and cultural contexts in which women wrote, examine a variety of literary genres, and study the relationship between women’s “place” and works in early America. Students will also learn about material culture, including early American cookery, penmanship, manuscript culture, needlework, etc. 

Prerequisites: ENC 1102 or equivalent with "C" or higher. 

Course Number Course Title Mode Date and Time Syllabus
92844 LIT3383 Women in Literature World Wide Web (W) Not Online

This course focuses on twentieth and twenty-first century women writers who interweave representations of women and girls,  narratives about female identity, and social justice.  We will consider how these works uphold, resist, and/or complicate dominant cultural representations of women and girls and address social (in)justice. We will use literary analysis and research methods to read closely and write critically about these works. How do these works address challenges in contemporary society, including our relationship to the earth, each other, and the institutions that structure our daily interactions? Students will read one lengthy work approximately every two weeks. Midterm, final, bi-weekly quizzes and online discussions. 

90739 LIT6936 Studies in Lct Theory Face to Face Instruction (P) Tu 06:00 PM - 08:50 PM Not Online

LIT 6936/Logan/TOPIC: Women and/in Early American Cultural Studies

This course approaches (primarily 18thcentury) early American cultural and textual productions from a cultural studies perspective.  Using this approach, we will focus on women’s own words and works and on texts about or addressed to women; in each case we will consider how women represented themselves and were represented.  In taking a cultural studies approach, the course also privileges artifacts or objects associated with women and their representation in culture.  These artifacts and objects include books (almanacs, cookbooks, domestic, health, and conduct manuals), manuscripts (letters, commonplace books), and other productions, such as clothing, baskets, and needlework.  We will consider these artifacts in relation to the places where they were made and used, such as the kitchen, sickroom, drawing room, private closet, garden, classroom, public square, theater, museum, and wilderness.  Primary source materials draw heavily on digital archives, especially Evans Digital database(Early American Imprints, Ser.1). 

Students will develop their own areas of expertise through a 15-week research project culminating in a conference paper and presentation with an accompanying online research portfolio and undergraduate study guide.  In addition, students will complete two brief essays and lead one class presentation.

Course Number Course Title Mode Session Date and Time Syllabus
61890 LIT3383 Women in Literature World Wide Web (W) A Not Online

Prerequisite: ENC 1102

This course focuses on twentieth and twenty-first century women writers who interweave representations of women and girls, narratives about female identity, and social justice.  We will consider how these works uphold, resist, and/or complicate dominant cultural representations of women and girls and address social (in)justice. We will use literary analysis and research methods to read closely and write critically about these works. How do these works address challenges in contemporary society, including our relationship to the earth, each other, and the institutions that structure our daily interactions? Weekly quizzes, discussion postings, final exam, heavy reading.

Course Number Course Title Mode Date and Time Syllabus
11557 AML3031 American Literature Ⅰ World Wide Web (W) Not Online

American Literature I surveys texts produced during European colonial settlement through the mid-19th century in what is now the United States.  We will study how early American literature connected to readers through concepts of “America” and “Americans.”   Early American writers and readers wrestled with questions that might sound familiar to 21st-century readers:  Who are Americans, and what do they (and should they) look like? Can one become American just by moving here?  What rights and responsibilities accompany American citizenship, and how do we define—and balance—individual rights and the rights of others?   How should we balance our independence as individuals with our interdependence as members of a community, a democratic republic, and nation?  What is or should be our relationship to the land, our work, and each other?  Who are our heroes and why?  What stories do we tell about life in America and what is possible or expected here?   Did writers talk about the “American Dream”?  Is there really anything particularly American about this literature, and if so, what is it?    

Prereq: ENC 1102 with C or higher.

Course requirements: Regular access to internet browser that meets Canvas/Webcourses standard configuration requirements. 

11559 AML3286 Early American Women's Words Face to Face Instruction (P) W 06:00 PM - 08:50 PM Not Online

THIS COURSE WILL SHOW AN RI DESIGNATION ON YOUR TRANSCRIPT FOR RESEARCH INTENSIVE COURSE. 

Early American Women’s Words is a research intensive class that explores the following questions: What did early American women write about? What traditions of writing did women—who were denied legal, political, and economic rights, and whose identities and destinies rested in their bodies’ reproductive capacities—put in place? What pretexts did they use to enter literary discourse, and how and why were they successful? How did they negotiate the boundaries between authorship and public spectacle? How did women from diverse socioeconomic and ethnic backgrounds negotiate these boundaries similarly or differently? 

To answer these questions, we will explore North American women’s writing produced during the colonial and early national periods, from 1630 (the founding of the Massachusetts Bay Colony) to the first decades of the nineteenth century. We will pay attention to the historical and cultural contexts in which women wrote, examine a variety of literary genres, and study the relationship between women’s “place” and works in early America. Students will also learn about material culture, including early American cookery, penmanship, manuscript culture, needlework, etc. 

Requirements: Heavy reading and textual data analysis; seminar-style meetings; in-class presentations; three papers with research; final research project; research intensive designation.

Prerequisites: ENC 1102 or equivalent with "C" or higher. 

Course Number Course Title Mode Date and Time Syllabus
81393 AML3031 American Literature Ⅰ Mixed-Mode/Reduce Seat-Time(M) M 04:30 PM - 05:45 PM Not Online

   American Literature I surveys texts produced during European colonial settlement through the mid-19th century in what is now the United States.  We will study how early American literature connected to readers through concepts of “America” and “Americans.”   Early American writers and readers wrestled with questions that might sound familiar to 21st-century readers:  Who are Americans, and what do they (and should they) look like? Can one become American just by moving here?  What rights and responsibilities accompany American citizenship, and how do we define—and balance—individual rights and the rights of others?   How should we balance our independence as individuals with our interdependence as members of a community, a democratic republic, and nation?  What is or should be our relationship to the land, our work, and each other?  Who are our heroes and why?  What stories do we tell about life in America and what is possible or expected here?   Did writers talk about the “American Dream”?  Is there really anything particularly American about this literature, and if so, what is it?    

Prereq: ENC 1102 with C or higher.

Course requirements: Regular access to internet browser that meets Canvas/Webcourses standard configuration requirements. 

80814 ENG6950 Capstone Course Mixed-Mode/Reduce Seat-Time(M) W 07:30 PM - 09:00 PM Not Online

In this required course for the MA in Literary, Cultural, and Textual Studies, graduate students will learn about and implement professional practices in the discipline of Literary, Cultural, and Textual Studies.  These practices include developing and revising scholarly writing; preparing academic work for publication and presentation; applying productive strategies for research, writing, and collaborative work; evaluating academic writing (including our own) with honesty, rigor, and support; and strengthening and refining your professional voice. Students will prepare abstracts, research publication and presentation venues appropriate to their work, and compile bibliographies, curriculum vitae, and manuscript reviews. The skills learned in this course are vital to any profession that requires writing, editing, speaking, planning, deliberation, time management, and focus. This course is an "M" or mediated course, which means that it uses reduced seat time and an online component.

Updated: Dec 6, 2018

Department of English • College of Arts & Humanities at the University of Central Florida
Phone: 407-823-5596 • Fax: 407-823-3300 • English@ucf.edu