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

No courses found for Summer 2018.

Course Number Course Title Mode Date and Time Syllabus
19371 AML3031 American Literature Ⅰ Mixed-Mode/Reduce Seat-Time(M) M,W 01:30 PM - 02:20 PM Not Online

AML 3031.0M01: American Literature (Logan)

Spring 2018

PR: Grade of C (2.0) or better required in ENC 1102

American Literature I surveys texts produced during western 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 shared and contested stories about “America” and “Americans.” Early American writers and readers wrestled with questions that might sound familiar to 21st-century readers, such as the definitions of "America" and "American" (Who gets to claim this category and how and why?). Heavy reading, weekly essay postings, weekly reading quizzes, two exams. Web-mediated; reduced seat time; counts for pre-1850 literature requirement.

19373 AML3286 Early American Women's Words Mixed-Mode/Reduce Seat-Time(M) M,W 12:30 PM - 01:20 PM Not Online

AML 3286.0001:  Early American Women’s Words (Logan)

Spring 2018

AML 3286 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; course requires regular internet access according to Canvas/Webcourses protocols; 5-7 pp. essay (midterm); in-class engagement; bi-weekly postings; in-class presentation; final project.

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

Counts toward pre-1865 literature requirement (English) and as an elective for Women’s Studies minor.



Course Number Course Title Mode Date and Time Syllabus
81523 AML3031 American Literature Ⅰ Mixed-Mode/Reduce Seat-Time(M) M 04:30 PM - 05:45 PM Not Online
AML 3031.0M01: American Literature
(Logan)

PR: Grade of C (2.0) or better required in ENC 1102

American Literature I surveys texts produced during western 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 shared and contested stories about “America” and “Americans.” Early American writers and readers wrestled with questions that might sound familiar to 21st-century readers, such as the definitions of "America" and "American" (Who gets to claim this category and how and why?). Heavy reading, weekly essay postings, weekly reading quizzes, two exams. Web-mediated; reduced seat time; counts for pre-1850 literature requirement.
81126 LIT6216 Issues in Literary Study Mixed-Mode/Reduce Seat-Time(M) W 07:30 PM - 09:00 PM Not Online
This course examines how female transgression is represented in early American literature and how early American women writers negotiated their "place" in their writing. Focusing on texts by and about female transgressors whose words or lives were extraordinary enough to escape the sentence of invisibility, we will consider how manuscript and print culture upheld, complicated, and/or resisted dominant cultural representations of women. We will cover multiple genres typical to early America, including trial transcripts, personal narratives, personal letters, sermons, speeches, and, of course, newspaper and narrative fiction. Two short essays, one conference-length essay, 1 presentation, and weekly web-mediated activities and assignments. 50% of course instruction is online.

Updated: Oct 29, 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