1. Virtual Teams in Higher Education by Flammia
  2. Oye What I'm Gonna Tell You by Milanés
  3. The Heaven of Animals by James Poissant
  4. The Year of Disappearances by Susan Hubbard
  5. Drawing on the Victorians, edited by Anna Maria Jones
  6. The Flight of the Kuaka by Donald Stap
  7. The Society of S by Susan Hubbard
  8. Lizard Man by David James Poissant
  9. Everyday Chica by Cecilia Rodríguez Milanés
  10. Getaway Girl by Terry Thaxton
  11. The Season of Risks by Susan Hubbard
  12. Marielitos, Balseros and Other Exiles by Cecilia Rodríguez Milanés
  13. According to the Gospel of Haunted Women
  14. Elegant Punk by Darlin Neal
  15. Mud Song by Terry Thaxton
  16. Writing for the Web: Composing, •Coding, and Constructing Web Sites
  17. Innocence, Heterosexuality, and the Queerness of Children’s Literature by Tison Pugh
  18. Ecocritical Explorations in Literary and Cultural Studies by Patrick D. Murphy
  19. The Rhetorical Nature of XML by J.D. Applen and Rudy McDaniel
  20. The Zero Theorem by Pat Rushin
  21. Rattlesnakes and the Moon by Darlin Neal
  22. As If, poems by Russ Kesler
  23. Problem Novels by Anna Maria Jones
  24. Intercultural Communication by Houman Sadri and Madelyn Flammia
  25. People Get Ready by Kevin Meehan
  26. Crossing The Creek by Anna Lillios
  27. The Terrible Wife by Terry Thaxton
  28. Getaway Girl by Terry Thaxton
  29. Collecte Writings of Charles Brockden Brown edited by Mark L. Kamrath
  30. Transversal Ecocritical Praxis by Patrick D. Murphy
  31. The Historicism of Charles Brockden Brown by Mark L. Kamrath
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
11557 AML3031 American Literature Ⅰ Web Web 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 Face2Face W 6:00PM - 8:50PM Not Online

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; course requires regular internet access according to Canvas/Webcourses protocols; research intensive course.

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

Course Number Course Title Mode Date and Time Syllabus
81393 AML3031 American Literature Ⅰ Rdce Time M 4:30PM - 5:45PM 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 Rdce Time W 7:30PM - 9:00PM Not Online
No Description Available

No courses found for Summer 2018.

Course Number Course Title Mode Date and Time Syllabus
19371 AML3031 American Literature Ⅰ Rdce Time M,W 1:30PM - 2:20PM 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 Rdce Time M,W 12:30PM - 1:20PM 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 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.
81811 ENC3241 Writing for Technical Prof Face2Face M,W,F 9:30AM - 10:20AM Not Online
No Description Available
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.

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