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
(Spring 2016) By appointment through http://luciapawlowski.youcanbook.me
Phone
(651) 962-5619

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.

 

Spring 2016 Courses

Spring 2016 Courses
Course - Section Title Days Time Location
ENGL 204 - W02 Race/Gender/Sexuality & Lang. M - W - F - - 0935 - 1040 OEC 212
CRN: 21912 4 Credit Hours Instructor: Lucia Pawlowski 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 variation of African-Americans, gays, and females in colloquial and literary speech, and examine power negotiations involved in these variations. We will likely read Joe Goodwin's MORE MAN THAN YOU'LL EVER BE: GAY FOLKLORE AND ACCULTURATION IN MIDDLE AMERICA, Gloria Anzaldua's BORDERLANDS/LA FRONTERA: THE NEW MESTIZA, Deborah Tannen's YOU JUST DON'T UNDERSTAND: WOMEN AND MEN IN CONVERSATION, Alice Walker's "In Search of Our Mother's Gardens," August Wilson's THE PIANO LESSON, poetry by Tillie Olson, Amiri Baraka, Sonia Sanchez, Sarah Jessica Moore, and a local zine by Mike Pudd'nhead titled WAGES SO LOW YOU'LL FREAK. 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 OEC 210
CRN: 21916 4 Credit Hours Instructor: Lucia Pawlowski 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 variation of African-Americans, gays, and females in colloquial and literary speech, and examine power negotiations involved in these variations. We will likely read Joe Goodwin's MORE MAN THAN YOU'LL EVER BE: GAY FOLKLORE AND ACCULTURATION IN MIDDLE AMERICA, Gloria Anzaldua's BORDERLANDS/LA FRONTERA: THE NEW MESTIZA, Deborah Tannen's YOU JUST DON'T UNDERSTAND: WOMEN AND MEN IN CONVERSATION, Alice Walker's "In Search of Our Mother's Gardens," August Wilson's THE PIANO LESSON, poetry by Tillie Olson, Amiri Baraka, Sonia Sanchez, Sarah Jessica Moore, and a local zine by Mike Pudd'nhead titled WAGES SO LOW YOU'LL FREAK. 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 304 - EW1 Analytical/Persuasive Writing M - W - F - - 1055 - 1200 OEC 212
CRN: 21189 4 Credit Hours Instructor: Lucia Pawlowski Writing is not just about describing our world, but changing our world, and in ENGL 304: Analytical and Persuasive Writing, we will use "community writing" to change our world. In this course, students will write for social justice by partnering with one of four non-profit organizations in the Twin Cities to make this change. Are you committed to fighting misogyny, racism, heterosexism, and cycles of poverty? If so, ENGL 304 is for you. Students who write for the Domestic Abuse Project will interview and write profiles of therapists and advocates in the organization. Other students will write blog entries for Aeon, an organization committed to affordable housing; or use social media writing to find ambassadors for the Dining Out for Life event on April 24 hosted by the Aliveness Project, an organization that provides community and programs to those affected by HIV/AIDS; or write a “Mythbuster” web page for Jeremiah’s Hope for Change, an anti-bullying organization. Throughout the semester, students will read scholarship to see examples of writing throughout the 20th century that forged social change (such as Rachel Carson's SILENT SPRING, Betty Friedan's THE FEMININE MYSTIQUE, and Michelle Alexander's THE NEW JIM CROW: MASS INCARCERATION IN THE AGE OF COLORBLINDNESS); students will interrogate their own privilege (class, race, gender, and sexuality) in the service learning situation; and finally, students will gain basic interpersonal skills (emailing, scheduling meetings, following-up, etc.) to work in the non-profit world. Students should not expect this course, even given its service learning component, to exceed the amount of time they would regularly spend on a rigorous 300-level class; that is, although students will need to make 2-3 site visits to their service learning site over the course of the semester, the service learning component is fully integrated into the course and not an extra requirement added on to the 4 credit course load. This course counts towards the writing distribution requirement for English majors and satisfies the core curriculum Writing Across the Curriculum Writing Intensive requirement. Please be advised that this course does not count towards the UST core literature and writing requirement. Prerequisite: ENGL 201, 202, 203, or 204.

Schedule Details

Location Time Day(s)

Summer 2016 Courses

Summer 2016 Courses
Course - Section Title Days Time Location

Fall 2016 Courses

Fall 2016 Courses
Course - Section Title Days Time Location
ENGL 204 - W01 Race/Gender/Sexuality & Lang. M - W - F - - 0935 - 1040
CRN: 42466 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 - - 1055 - 1200
CRN: 42467 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 - W03 Race/Gender/Sexuality & Lang. M - W - F - - 1335 - 1440
CRN: 42538 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)