1. The Night We Set the Dead Kid on Fire by Ephraim
  2. The Historicism of Charles Brockden Brown by Mark L. Kamrath
  3. Drawing on the Victorians, edited by Anna Maria Jones
  4. The Terrible Wife by Terry Thaxton
  5. Writing for the Web: Composing, •Coding, and Constructing Web Sites
  6. Getaway Girl by Terry Thaxton
  7. Elegant Punk by Darlin Neal
  8. The Heaven of Animals by James Poissant
  9. The Year of Disappearances by Susan Hubbard
  10. Intercultural Communication by Houman Sadri and Madelyn Flammia
  11. The Season of Risks by Susan Hubbard
  12. As If, poems by Russ Kesler
  13. Collecte Writings of Charles Brockden Brown edited by Mark L. Kamrath
  14. Getaway Girl by Terry Thaxton
  15. Innocence, Heterosexuality, and the Queerness of Children’s Literature by Tison Pugh
  16. The Rhetorical Nature of XML by J.D. Applen and Rudy McDaniel
  17. Rattlesnakes and the Moon by Darlin Neal
  18. Marielitos, Balseros and Other Exiles by Cecilia Rodríguez Milanés
  19. Virtual Teams in Higher Education by Flammia
  20. Transversal Ecocritical Praxis by Patrick D. Murphy
  21. Problem Novels by Anna Maria Jones
  22. People Get Ready by Kevin Meehan
  23. Everyday Chica by Cecilia Rodríguez Milanés
  24. The Zero Theorem by Pat Rushin
  25. The Society of S by Susan Hubbard
  26. Crossing The Creek by Anna Lillios
  27. The Flight of the Kuaka by Donald Stap
  28. Lizard Man by David James Poissant
  29. Oye What I'm Gonna Tell You by Milanés
  30. Ecocritical Explorations in Literary and Cultural Studies by Patrick D. Murphy
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." Early American Women's Narratives and the Formation of Empire. Ed. Susan Clair Imparrato and Mary McAllen Balkun.  New York: Palgrave, 2015.

  • “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

2015. UCF Scholarship of Teaching and Learning Award.

Courses

Course Number Course Title Mode Date and Time Syllabus
19371 AML3031 American Literature Ⅰ Rdce Time M,W 1:30PM - 2:20PM Not Online
No Description Available
19373 AML3286 Early American Women's Words Rdce Time M,W 12:30PM - 1:20PM Not Online
No Description Available
Course Number Course Title Mode Date and Time Syllabus
81523 AML3031 American Literature Ⅰ Rdce Time M 4:30PM - 5:45PM 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 Rdce Time W 7:30PM - 9:00PM 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.
Course Number Course Title Mode Session Date and Time Syllabus
50745 LIT3383 Women in Literature Web B Web Not Online
LIT3383.BW61 Women in Literature
(Logan)

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

This course focuses on six contemporary novels, examining how women writers represent women and girls in narratives that interweave issues of identity with social justice. We will analyze how these novels uphold, resist, and/or complicate dominant cultural representations of women and girls. Online. Heavy reading (6 novels in 6 weeks); weekly quizzes, essay postings, and responses; final exam.

No courses found for Spring 2017.

No courses found for Fall 2016.

Course Number Course Title Mode Session Date and Time Syllabus
50762 LIT3383 Women in Literature Web A Web Not Online
LIT3383.AW59: Women in Literature
(Logan)

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

"And were the words of women are crying to be heard, we must each of us recognize our responsibility to seek those words our, to read them and share them and examine them in their pertinence to our lives." - Audre Lorde

Taking its inspiration from Audre Lorde's quote above, this course focuses on six contemporary novels, examining how women writers represent women and girls in narratives that interweave issues of female identity with social justice. We will analyze how these novels uphold, resist, and/or complicate dominant cultural representations of women and girls. Lorde notes that we have a "responsibility" to listen to the words of women in the context of our own lives; in Lorde's vision, reading women's literature is an act that renounces the history of women's silence and invisibility. Listening to women, in Lorde's vision, instigates social change.

We will use literary analysis and research methods to read closely and write critically about how these texts represent women and girls in relation to personal identity (voice, body, spirit, work, gender, ethnicity, race, socioeconomic class, age, sexuality) and to challenges we face in contemporary society (including our relationship to the earth and each other and the institutions that structure our interactions).

Updated: Sep 25, 2015

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