Spring 2026 Course Search

In this course, students will pursue advanced work in linguistics via topics and forms approved by their respective Plan committees.  The course will frame habitual and productive practices in the conduct and presentation of linguistic research, guide the growth of individual students' topical expertise, and present opportunities for the sharing and collaborative improvement of student work.  Through the pursuit of individual projects, students will develop and refine skills in the formulation of research questions and methods, the synthesis of existing scholarly literat

In her essay, Violence, director Anne Bogart writes, "Richard Foreman, perhaps the most intellectual of American directors, said that, for him, creation is one hundred percent intuitive. I have learned that he is right. This is not to say that one must not think analytically, theoretically, practically and critically. There is a time and a place for this kind of left-brain activity, but not in the heat of discovery in rehearsal and not in front of an audience. As soon as the door closes in rehearsal or as soon as the curtain goes up in performance, there is no time to think or reflect.

This two-credit course involves working on the conceptualization and editing of the national print literary magazine Bennington Review. Students will serve as Editorial Assistants for the magazine. The course will also engage students in how to approach fiction as an editor: from the selection process, macro edits, and micro edits—to the conversation with the writer.

According to "All Englang," Joan Acocella's essay in The New Yorker, Geoffery Chaucer, author of The Canterbury Tales, "was the freshest, clearest, and sweetest of the great English poets." She goes on to say that, living in the 14th century, he was also perhaps the first great English poet. Still.

This intensive advanced translation workshop focuses on student work. Meant for those who have taken Ethical Translation and learned the nuts and bolts of translation there – or otherwise have translation and/or extensive foreign language experience – here we dig into your longer translation projects. The aim of the course is to leave with a polished translation that is worthy of publication and a general audience.

Born to a multilingual family and culture, with connections to both India and Pakistan, and educated at Cambridge in the UK, Rushdie was already a celebrated writer when an Iranian clerical fatwa against him in 1989 launched him to another level of fame (or infamy). Iranian Supreme Leader Ayatollah Khomeini charged Rushdie with blasphemy in his novel, Satanic Verses, published the prior fall (1988), offering a bounty for his life. The fatwa was never repealed.

That writers of color earn less than their white peers in advances and fees is anecdotally well known. But we lack exhaustive data. Gearing up for such data collection the next few years in a faculty-driven project at Bennington, this course provides an overview of the broader ethical and social landscape around diversity, equity, and inclusion (DEI) in publishing. Major inquiries will include:

This two-credit course involves working on selecting and editing the content of Bennington’s recently relaunched national print literary magazine, Bennington Review. Students will serve as Editorial Assistants for the magazine, studying and practicing all aspects of magazine editing. The course will also engage students in discussions of contemporary print and digital literary culture, and of the history of literary magazines. Students will be selected in part based on their familiarity with contemporary literature, as well as for prior experience in editing or publishing.

We will spend the term immersed in in-depth reading and analysis of the plot, structure, and language, and cultural context of six Shakespeare tragedies: Titus Andronicus, Julius Caesar, Romeo and Juliet, Hamlet, King Lear, and Othello. We will focus on the themes of power, corruption, betrayal, revenge, despair, and madness, among others. We will also spend considerable time discussing representations of gender, race, and old age in Shakespeare.

This course is designed to equip students with the basic methodologies necessary to carry out linguistic fieldwork with speakers/users of un(der)documented languages. Students will be trained in the skills and tools of language documentation and description by working with a speaker of a language previously unknown to them.

In an interview with the Paris Review in 1984, James Baldwin spoke of creative writing as a means of "finding out": "When you’re writing, you’re trying to find out something which you don’t know. The whole language of writing for me is finding out what you don’t want to know, what you don’t want to find out. But something forces you to anyway." This is writing as a form of inquiry, so deep-seated that it's involuntary: the only real, consistently available means we have of gaining better purchase on the world around us, and on ourselves.

The captivity narrative is a uniquely American literary form, a distinct, adventure-driven offshoot of the Puritan spiritual autobiography--with affinities to the slave narrative--that has more in common with today's reality-based media programming that you might think. We'll spend the term looking closely at the captivity narratives that form the canon, beginning with the Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson (1682), and charting developments in the genre as it exploded with the so-called Indian wars between the U.S.

This course is a seminar focusing on films that were made by filmmakers and collectives which saw themselves as inaugurating a new kind of filmmaking modeled neither on the commercial American filmmaking, nor on the European “Auteur” Cinema, instead crafting a third position, a cinema that was implicated in anti-capitalist and anti-imperialist struggles of the time. These works challenged ideas of authorship, questioned the role of the filmmaker in political transformation, and proposed alternatives to the forms of production that filmmaking made use of.

This course examines the complex relationship between language, culture, and society through an interdisciplinary lens, incorporating perspectives from linguistic anthropology, sociolinguistics, and discourse analysis. Students will explore how linguistic practices both reflect and shape identities, power dynamics, cultural norms, and worldviews as we cover topics such as linguistic relativity, regional variation, racialization, politeness, and markers of gender and class.

“When I combine imagery and text, I'm really just trying to surprise myself,” writes poet Diane Khoi Nguyen. In fact, there are many pathways to surprise when we start to experiment with multimedia. Certainly the result must have been surprising when the late John Giorno, in 1968, developed the phone-based, poetry performance project, Dial-a-Poem.

Scholar and translator Elizabeth Gray traces the uncertain history of the ghazal in The Green Sea of Heaven: Fifty Ghazals from the Diwan of Hafiz: "Some believe that the classical Persian ghazal evolved from the nasib, the brief and often erotic prologue t

To be LGBTQIA and AAPI is to occupy two disparate, marginalized identities that seem to be be in constant flux. What might the literature of this intersection teach us about larger questions of community, belonging, and resistance? This 2000-level class attempts to locate a Queer Asian Pacific America through literature, from Chinese American lesbian poets of the 1980s to Fatimah Asghar's recent cross-genre coming-of-age novel; from David Henry Hwang’s reimagining of Madame Butterfly to queer Hawaiian reclamations of aloha; and beyond.

Drawing from news articles, interviews, archival materials, and more, writers throughout the 20th and 21st Centuries have sought to document the world through poetry.

What is the lyric? How did lyric poetry emerge as a genre, and how have reading practices evolved alongside it? This is a 2-credit survey class exploring theoretical engagements with the modern idea of the lyric, including readings in genre theory, new criticism, structuralism,  post-structuralism, and beyond.

How are language and thought connected, and does speaking multiple languages affect these connections?  Most people have had the experience of struggling to come up with a particular word or phrase, sometimes recalling it after a substantial delay.  This course will unpack the mental processes involved in that experience and explore the ways that cognitive psychology -- the study of thought -- has been broadened by investigations of monolingual and multilingual language use.

What do we remember about our lives, and how do these memories contribute to our sense of self?  This course will begin with an introduction to the scientific study of human memory to better understand how autobiographical memory brings episodic, semantic, and other types of memory together.  We will then explore what autobiographical memory has revealed about the development of memory in childhood at brain and behavioral levels.  Cross-cultural research has substantially reshaped the scientific understanding of autobiographical memory, and we will focus particularly on groun

The Holocaust is one of the most ethically challenging, traumatic, and consequential occurrences in modern history. This seminar aims to give students a granular understanding of the mass oppression, enslavement, and genocide that occurred in Europe in the 1930s and 1940s, in order to then consider how it has been represented in poetry, drama, fiction, and nonfiction both by survivors of the this historical humanitarian crisis and those who've followed.

The essay is an intellectual and an artistic endeavor, and work in the form means work in thinking—about life, values, our own ideas and the ideas of others. Good personal essays entertain, inform and move us through the rendering of, and reflection over, our own life experiences. Essays and stories by artists such as Virginia Woolf, E. B. White, Daniel Orozco, Annie Dillard, Alexander Chee, Alice Walker, and James Baldwin will provide students with a foundation for approaching and understanding their own stories.