American Univesity of Beirut

Graduate Studies

​The requirements for an MA degree in English
consist of 21 credit hours in courses numbered 300 or above, successful completion of a comprehensive examination, and a thesis along with any additional prerequisite courses determined by the department to make up for deficiencies in undergraduate preparation.

Students working for an MA degree in English Language must take English 301, 327, 341 or 342, and 345.  Two additional elective English Language graduate courses from among those offered in the department must be taken. Students must take a further graduate course, which may be from outside the English language course offerings, subject to departmental approval. 

Students working for the degree of MA i​n the Teaching of English as a Foreign Language (TEFL) should refer to the Department of Education catalogue section. Students working for the degree of MA in the Teaching of English as a Foreign Language (TEFL) should refer to the Department of Education catalogue section.

Students working for an MA degree in English Literature must complete English 301. In addition, they must take one course from each of the following three categories: Literary History, Comparative Literature, and Literary and Cultural Studies. Of the remaining three courses, two may be taken outside the Literature program, subject to departmental approval. 

For more information about graduate studies at AUB, check out the the AUB graduate catalogue and the following links: Online Graduate Application​; Graduate Council​.


For more information about the MA program in English Language and Literature, click here​. Also check out the MA Graduate flyer​.

Draft description of the graduate courses for Spring 2019 - 2020

ENGL301B: Int. Bibliog.& Research Method 
Professor Lina Choueiri


(course description will follow)

ENGL 305R :ST: American Death Trip
Professor Adam  Waterman

In 1973, the avant-garde historian and critic Michael Lesy compiled a series of photographs and newscopy from the rough and tumble frontier town of fin de siècle Black River Falls, Wisconsin. The resulting monograph—a collage of text and image mimicking the ambitious style of Walter Benjamin’s Arcades Project—was published under the title Wisconsin Death Trip. It captured a period of generalized madness—of anxiety and hysteria—in a syphilitic backwater of the United States jettisoned from the new socioeconomic arrangements of the early twentieth century; a place and a time in which speed and automation were transforming the ways people lived, and occasioning a widespread neurasthenic collapse. 
Inspired by Lesy’s work, American Death Trip will explore representations of madness in US American writing, especially as those accounts relate to questions of larger socioeconomic relationships and social structures. As a settler colonial formation, questions about isolation and disconnection will loom large as we attempt to grapple with legacies of anomie and paranoia in US literature and culture; even as we understand the conditions of labor under capital to be necessarily eviscerating, even when performed in tandem, and on intimate terms with others. From Modern Times, to Fight Club, to Blood Meridian, we will look to instances of individual and collective madness as a condition of ill-arranged social and economic relationships; and we will use those works to anatomize those arrangements.  


ENGL 307A: S: What & When was Postcolonial
Professor Alexander Fyfe

The emergence of “postcolonial studies” in the early 1990s marked a dramatic change in the intellectual environment of Anglo-American English departments and the challenge that this new intellectual formation purported to pose to existing canonical formations and critical methodologies continues to influence the shape of English studies today. This course surveys the conceptual development of postcolonial studies from the “colonial discourse analysis” popularized by Edward Said’s Orientalism in the late 1970s, through poststructuralist theories of “hybridity”, to the recent return to theories of “world literature” by scholars still concerned with the postcolonial. Classic texts will be paired with recent interventions and retrospective essays by key figures in the field, the point being not only to provide a strong grounding in key texts, but also to provide a basis from which we can engage with them substantively within the context of contemporary intellectual horizons. We will ask questions around the Foucauldian underpinnings of colonial discourse analysis; the political stakes of the postcolonialist recuperation of Fanon; the role of deconstruction in influencing “subaltern studies”; the numerous Marxist critiques of postcolonialism; and the disciplinary future of the field. Although the majority of our readings will be theoretical in nature, choice literary texts will also be included. The aim is to allow students to situate themselves vis-à-vis postcolonial studies and to provide them with the means to engage robustly with this field in their own work. 

​ENGL 310A: FROM ROMANTICISM TO MODERNITY: Texts on Arab Abstraction 
Professor Joshua Gonsalves

In this class, we will look at the texts (in French, English and Arabic; translated into English) in Modern Art in the Arab World: Primary Documents (Duke UP with Museum of Modern Art: MoMA; eds: Anneka Lenssen, Sarah Rogers, and Nada Shabout, 2018). The aim will be to contextualize, critique and allegorically interpret Arab Abstraction-texts (and other inter-related movements-texts) in relation to global infrastructures of capitalism—namely, 20th-century genealogies of the interaction between metropole (London/Berlin/NYC), emergent hubs (the Gulf), and sub-hubs (Egypt/ Istanbul/ Ramallah/Beirut). Defining Arab Abstraction historically via textual interpretation/translation is the intent of this course supplemented by a theoretical-practical focus on methodological concepts such as “text,” “archive” and “allegory”.

ENGL 345: Language Acquisition
Professor Kassim Shaaban​

The purpose of this course is to introduce students to the study of first and second language acquisition/learning and to provide them with training in the collection, analysis, and interpretation of representative learner language data in first and second language contexts. In addition to becoming familiar with the major theoretical issues​ and research data on language acquisition, students will become familiar with the key concepts that inform the study of first and second language acquisition through the review of relevant literature on these topics. Finally, the course will allow students to develop their own research projects that draw on language acquisition theory and research.

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