Lucia Pawlowski portrait

Lucia Pawlowski

Assistant Professor of English / Affiliated Faculty of American Culture & Difference
Degree
Ph.D., University of Minnesota-Twin Cities
M.A., University of Missouri-Columbia
B.A., St. Vincent College (Latrobe, PA)
At St. Thomas since 2012
Office
JRC 317
Hours
(Fall 2017) For an appointment, please go to: http://luciapawlowski.youcanbook.me/
Phone
(651) 962-5619
CV

I am "Dr. P," as I like to be called.  I specialize in "literary theory" and "writing studies." What "literary theory" means for me is how 20th and 21st century ideas about language, personhood, and texts have revolutionized the way we think about society, political systems and political revolution. What "writing studies" means for me is the study of how written work has changed and can change our world, especially what I call "community writing." As an example of community writing, in my ENGL 304 class, my upper division students partner with social justice organizations like the Domestic Abuse Partnership, the Council on Crime and Justice, the Legal Rights Center, the Aliveness Project, the Alexandra House, and Aeon to write blog pieces, staff profiles, fundraising materials, newsletter editorials, persuasive social media appeals, and first-person volunteer narratives on behalf of these organizations. 

My job as a "Writing Studies" professor means I also research best practices in how to teach what you learn in your 1st-year writing course at the University of St. Thomas! You know what employers report they most want from college graduates? Critical thinking skills. And yet this is the skill that employers say that too many college graduates lack. In your writing courses, you get the best chance to work on your critical thinking skills. Yes, English is one of the most practical majors on the job market today.  This is why I love Writing Studies so much.  I am very passionate about making social change happen, learning about how the history of thought has led to social change, and finding ways to have writing be a part of that change now.

 

Fall 2017 Courses

Fall 2017 Courses
Course - Section Title Days Time Location
ENGL 110 - PW1 Intensive Writing M - W - F - - 0935 - 1040 MHC 211
CRN: 40088 4 Credit Hours Instructor: Lucia Pawlowski The course provides students with intensive practice in writing, enabling them to adapt to the demands of differing rhetorical contexts. Emphasis on understanding writing processes and learning to respond thoughtfully to writing at various stages. Critical reading will be practiced as an integral part of the writing process. Prerequisite: participation in the Academic Development Program

Schedule Details

Location Time Day(s)
ENGL 204 - W01 Race/Gender/Sexuality & Lang. M - W - F - - 1055 - 1200 OEC 208
CRN: 42694 4 Credit Hours Instructor: Lucia Pawlowski Do men and women speak differently? Do gay men still find a need to “code” their language? How do lesbians resist the negative connotations of “coming out?” Why do we need a word for “cis?” How does African-American Vernacular English have roots in West African languages? How is hip hop part of the African-American oral tradition? Why would a Chicana writer “code-mesh” (write in both English and Spanish) in her writing? Why would English be resisted if it’s a “global” language? How did Native American boarding schools threaten Native American languages? We live in a nation of languages--and this diversity of languages represents not a mere array of diversity, but power dynamics, histories of struggle, and warring values amongst different groups in America. We will read about the language variations of various minority groups: women, African-Americans, gay men, lesbians, Latinas, and Native Americans in colloquial and literary speech, and examine the power negotiations involved in these variations. The writing load for this course is a minimum of 15 pages of formal revised writing. This course satisfies the Writing Across the Curriculum Writing Intensive requirement.

Schedule Details

Location Time Day(s)
ENGL 204 - W05 Race, Gender, Sexuality & Lang M - W - F - - 1335 - 1440 MHC 201
CRN: 43332 4 Credit Hours Instructor: Lucia Pawlowski Do men and women speak differently? Do gay men still find a need to “code” their language? How do lesbians resist the negative connotations of “coming out?” Why do we need a word for “cis?” How does African-American Vernacular English have roots in West African languages? How is hip hop part of the African-American oral tradition? Why would a Chicana writer “code-mesh” (write in both English and Spanish) in her writing? Why would English be resisted if it’s a “global” language? How did Native American boarding schools threaten Native American languages? We live in a nation of languages--and this diversity of languages represents not a mere array of diversity, but power dynamics, histories of struggle, and warring values amongst different groups in America. We will read about the language variations of various minority groups: women, African-Americans, gay men, lesbians, Latinas, and Native Americans in colloquial and literary speech, and examine the power negotiations involved in these variations. The writing load for this course is a minimum of 15 pages of formal revised writing. This course satisfies the Writing Across the Curriculum Writing Intensive requirement.

Schedule Details

Location Time Day(s)

J-Term 2018 Courses

J-Term 2018 Courses
Course - Section Title Days Time Location

Spring 2018 Courses

Spring 2018 Courses
Course - Section Title Days Time Location
ENGL 204 - W01 Race/Gender/Sexuality & Lang. M - W - F - - 1055 - 1200 OEC 209
CRN: 22376 4 Credit Hours Instructor: Lucia Pawlowski Do men and women speak differently? Do gay men still find a need to “code” their language? How do lesbians resist the negative connotations of “coming out?” Why do we need a word for “cis?” How does African-American Vernacular English have roots in West African languages? How is hip hop part of the African-American oral tradition? Why would a Chicana writer “code-mesh” (write in both English and Spanish) in her writing? Why would English be resisted if it’s a “global” language? How did Native American boarding schools threaten Native American languages? We live in a nation of languages--and this diversity of languages represents not a mere array of diversity, but power dynamics, histories of struggle, and warring values amongst different groups in America. We will read about the language variations of various minority groups: women, African-Americans, gay men, lesbians, Latinas, and Native Americans in colloquial and literary speech, and examine the power negotiations involved in these variations. The writing load for this course is a minimum of 15 pages of formal revised writing. This course satisfies the Writing Across the Curriculum Writing Intensive requirement.

Schedule Details

Location Time Day(s)
ENGL 204 - W02 Race/Gender/Sexuality & Lang. M - W - F - - 1215 - 1320 OEC 209
CRN: 22377 4 Credit Hours Instructor: Lucia Pawlowski Do men and women speak differently? Do gay men still find a need to “code” their language? How do lesbians resist the negative connotations of “coming out?” Why do we need a word for “cis?” How does African-American Vernacular English have roots in West African languages? How is hip hop part of the African-American oral tradition? Why would a Chicana writer “code-mesh” (write in both English and Spanish) in her writing? Why would English be resisted if it’s a “global” language? How did Native American boarding schools threaten Native American languages? We live in a nation of languages--and this diversity of languages represents not a mere array of diversity, but power dynamics, histories of struggle, and warring values amongst different groups in America. We will read about the language variations of various minority groups: women, African-Americans, gay men, lesbians, Latinas, and Native Americans in colloquial and literary speech, and examine the power negotiations involved in these variations. The writing load for this course is a minimum of 15 pages of formal revised writing. This course satisfies the Writing Across the Curriculum Writing Intensive requirement.

Schedule Details

Location Time Day(s)
GENG 507 - 01 Teaching College English - - - R - - - 1800 - 2100 JRC 481
CRN: 21709 3 Credit Hours Instructor: Lucia Pawlowski What is English studies for—to appreciate art, develop empathy, construct self or national identity, make social change? Given that, how do we teach it? This seminar will explore the debates and controversies in the research on teaching English at the university level. We will hone in on key terms and threshold concepts in both Composition Studies and Literary Studies (including literacy studies, cultural studies, literary theory, pedagogy, and rhetoric), and translate what we learn in these debates to actual classroom practices that reflect both our evolving pedagogical values, and the current research in English studies pedagogy. In their assignments, 507 students will explore and apply concepts to classroom practice. This course is designed to prepare future university professors in English as well as current high school English teachers who teach in the College in the Schools program.

Schedule Details

Location Time Day(s)