In our department, you will join a community of students and teachers who love reading and writing, appreciate the power of language, and embrace the pleasures of great literature.
The English department believes that skillful, self-aware reading, writing, and thinking provide a foundation for meaningful living. We seek to develop forms of analysis and expression that are both critical and creative and that help us comprehend the multiple cultural practices and values of the twenty-first century. In this endeavor, as described more fully in our Diversity Statement, we foreground diverse identities and ideas, which shape in complex ways the literary traditions we seek to understand and to teach.
Villanova English majors acquire a broad understanding of Anglophone literary history as well as familiarity with the major genres of the tradition. A department of accomplished scholars, we focus on undergraduate education and make our majors the center of our pedagogy. While preserving the value of literature as a cultural form, we cultivate in our students the analytical skills necessary for negotiating today’s rapidly changing world. Our presence is manifest across the university through the programs in Africana Studies, Gender and Women’s Studies, Irish Studies, and Writing and Rhetoric, in all of which English faculty are prominent, and in recent innovations such as the “Creativity on the Page” Learning Community.
Graduates with a Villanova English degree will possess rich expressive, analytic, and research skills.
They will be able to write analytically and creatively, and their work will be clear, persuasive, insightful, and well-organized.
They will be well-versed in Anglophone literary traditions and genres and will be able to employ the disciplinary vocabulary of English studies to interpret a wide variety of texts. In addition, they will be able to assess the historical contexts, ideological assumptions, and aesthetic values of the texts they encounter.
Finally, Villanova English graduates will be able to locate, incorporate and evaluate secondary sources (critical, theoretical and historical) in their literary analyses.
The English Department recognizes diversity as an imperative. Because diverse identities and ideas shape in complex ways the literary traditions we seek to understand and to teach, we cannot do justice to the texts we read without foregrounding diversity itself. We define diversity broadly, as the presence of difference among faculty and students and within course content, especially but not limited to race and ethnicity, socioeconomic status, national origin, sex, gender, gender expression, sexual orientation, body style, age, ability, religious affiliation, and legal status.
Our approach builds upon the most influential developments in literary criticism in the last fifty years, which have featured a dramatic expansion of the literary canon beyond white male authors, the rise of multifaceted structures of analysis based upon evolving theories of identity and difference, and special attention to the history of subordinated subjects within national literatures. Diversity and its counterpart, inclusion, constitute an ethos and a set of principles that we can use to organize our teaching and our work with one another. Inclusion requires not merely that differences be present, but that we affirm those differences and oppose systems of oppression based on them. Rather than a goal to be achieved, we see diversity and inclusion as a process in which we must all be engaged. We can expect to make mistakes in our work to cultivate diversity, and we acknowledge that success requires us to remain committed to learning from each other and from our students. While we see demographic statistics—about our faculty, our students, and the authors and topics covered in our courses—as useful tools for measuring diversity, we also recognize that our commitment to diversity must go beyond them.