thesis for body image

The body image in psychological perspective and theories

• University of Tehran
• This person is not on ResearchGate, or hasn't claimed this research yet.

Abstract and Figures

Discover the world's research

• 25+ million members
• 160+ million publication pages
• 2.3+ billion citations

• A.E. Andersen
• L. DiDomenico
• J AM DIET ASSOC
• S. L. Anderson

• G. P. Syler
• INT J EAT DISORDER
• Arthur G. Blouin Ph.D. Director of Psychology

• Annalisa Xaiz

• Recruit researchers
• Join for free
• Login Email Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google No account? Sign up

•   Institutional Repository Home
• Electronic Theses and Dissertations

The impact of social media on body image and eating behaviors

Files in this item.

This item appears in the following collection(s):

Your vanderbilt.

• Current Students
• Faculty & Staff
• International Students
• Parents & Family
• Prospective Students
• Researchers
• Sports Fans
• Visitors & Neighbors

Support the Jean and Alexander Heard Libraries

Gifts to the Libraries support the learning and research needs of the entire Vanderbilt community. Learn more about giving to the Libraries.

Quick Links

• Staff Directory
• Accessibility Services
• Vanderbilt Home
• Privacy Policy

Social Media Use and Its Impact on Body Image: The Effects of Body Comparison Tendency, Motivation for Social Media Use, and Social Media Platform on Body Esteem in Young Women

Add to collection, downloadable content.

• October 19, 2021
• Affiliation: Hussman School of Journalism and Media, Mass Communication Graduate Program
• The purpose of this study was to examine the effects of social media use on body esteem in young women. Through a self-report survey of college women (n=339), it was found that body comparison tendency was negatively correlated with body esteem and positively correlated with the motivation to use social media for body comparisons (both p<.01). This study also provided an exploratory investigation (n=58) of the impact that different social media platforms have on body satisfaction. Of the platforms examined, Facebook showed the largest negative correlation with body satisfaction (r=-.204). Participants who engaged in higher levels of Facebook use also displayed significantly lower body satisfaction than those with lower Facebook use (p<.05). This study suggests that social media is a new avenue for individuals to engage in maladaptive body comparison processes, creating a need for health communication and behavior change interventions that address this issue, especially among vulnerable populations.
• body esteem
• Public health
• Communication
• body comparison
• social media
• body satisfaction
• body dissatisfaction
• https://doi.org/10.17615/f0zw-xf26
• Masters Thesis
• In Copyright
• Lazard, Allison
• Widman, Laura
• Master of Arts
• University of North Carolina at Chapel Hill Graduate School

This work has no parents.

Select type of work

Master's papers.

Deposit your masters paper, project or other capstone work. Theses will be sent to the CDR automatically via ProQuest and do not need to be deposited.

Scholarly Articles and Book Chapters

Deposit a peer-reviewed article or book chapter. If you would like to deposit a poster, presentation, conference paper or white paper, use the “Scholarly Works” deposit form.

Undergraduate Honors Theses

Deposit your senior honors thesis.

Scholarly Journal, Newsletter or Book

Deposit a complete issue of a scholarly journal, newsletter or book. If you would like to deposit an article or book chapter, use the “Scholarly Articles and Book Chapters” deposit option.

Deposit your dataset. Datasets may be associated with an article or deposited separately.

Deposit your 3D objects, audio, images or video.

Poster, Presentation, Protocol or Paper

Deposit scholarly works such as posters, presentations, research protocols, conference papers or white papers. If you would like to deposit a peer-reviewed article or book chapter, use the “Scholarly Articles and Book Chapters” deposit option.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Psychol Belg
• v.61(1); 2021

Towards a Comprehensive Understanding of Body Image: Integrating Positive Body Image, Embodiment and Self-Compassion

Diana burychka.

1 Department of Personality, Evaluation and Psychological Treatment, University of Valencia, Spain

2 Polibienestar Institute, University of Valencia, Valencia, Spain

Marta Miragall

3 CIBER Fisiopatología Obesidad y Nutrición (CIBEROBN), Instituto Carlos III, Spain

Rosa M. Baños

Body image (BI) disturbance is a relevant factor in the etiology and treatment of eating disorders (ED). Although progress has been made in recent decades in understanding BI and its relationship with ED, the efficacy of BI disturbance prevention and intervention programs is still limited. In order to reach deeper understanding of BI disturbance and clarify the interactions between some protective and risk factors related to this construct, we carried out a literature review on some specific BI-related factors that so far have been analyzed independently. We specifically examined positive and negative BI; embodiment and its role in the development of positive and negative BI; and self-compassion as a protective factor that promotes positive embodiment (vs. disembodiment) and protection against body shame. We conclude that integrating the available evidence on these factors into BI models may be used to enhance our understanding of BI and improve the efficacy of prevention and intervention programs to help fight negative BI (by reducing body shame and disembodiment) and promote positive BI (by increasing self-compassion and positive embodiment).

Body Image (BI) is a multidimensional concept that involves people’s positive and negative perceptions, thoughts, behaviors, and attitudes about their body and appearance ( Gardner, 1996 ; Garner & Garfinkel, 1982 , Grogan, 2016 ). The term was coined by Paul Schilder ( 1935 ), who defined BI as the mental representation of one’s body that everyone develops. The BI development process is dynamic, and it is influenced not only by the physical (e.g., body size or shape) or psychological (e.g., perfectionism, low self-esteem) characteristics of the individual, but also by the socio-cultural context (e.g., cultural ideal of beauty, media pressure to achieve an ideal of beauty) ( Cash, 2002 ; Wertheim & Paxton, 2011 ). Moreover, BI is linked to the multifaceted psychological experience of embodying one’s body ( Cash, 2004 ). Hence, BI is not only related to the way people perceive their body, but it also influences the way they interact with the world through that body ( Piran & Teall, 2012 ).

BI disturbance (BID) has been identified as a key factor in the development and maintenance of eating disorders (ED) in general ( Glashouwer et al., 2019 ; Mora-Giral et al., 2004 ; Stice & Shaw, 2002 ) and anorexia nervosa ( Dakanalis et al., 2016 ) and bulimia nervosa ( Degortes et al., 2018 ; Sattler et al., 2019 ), in particular. Furthermore, BID is also a crucial factor in the relapse and poor prognosis of these disorders ( Bachner-Melman et al., 2006 ; Carter et al., 2004 ; Glashouwer et al., 2019 ), as well as their increasing prevalence ( Mitchison et al., 2020 ), especially in the adolescent and young adult population ( Treasure et al., 2010 ). Furthermore, even in the absence of an ED, BID is a risk factor that impacts the individual’s quality of life ( Hosseini & Padhy, 2019 ).

Despite the large amount of research being conducted in the field, the efficacy of BI-focused interventions in ED remains limited ( Alleva et al., 2015 ; Ziser et al., 2018 ). Particularly, interventions targeting BI only, lead to small improvement, highlighting the need for enhancing current therapeutic strategies ( Alleva et al., 2015 ; Linardon et al., 2017 , 2018 ; Linardon & Wade, 2018 ). Additionally, there is evidence that BID persists in patients with ED once the intervention is finished ( Engel & Keizer, 2017 ; Eshkevari et al., 2014 ). Thus, it is necessary to consider other relevant BI-related protective and risk factors that may help improve existing assessment and intervention ED programs. For instance, there is evidence on the relationship between lower BID and higher level of positive embodiment ( Cook-Cottone, 2015 ; Homan & Tylka, 2014 ) and higher levels of self-compassion ( Braun et al., 2016 ). However, although over the last years these protective factors have gained prominence in the positive BI field ( Braun et al., 2016 ), they have been explored independently (i.e., have not been integrated in explicative models of BID). Integrating these factors in more comprehensive explicative models may increase our understanding on the origin and maintenance of BID in patients with ED.

The aim of this paper was to carry out a narrative review of the existing literature on key protective and risk factors that are being related to higher positive BI and lower negative BI (i.e., sense of embodiment, self-compassion, and body shame). Specifically, this study will review: (1) positive and negative BI, (2) embodiment and its role in the development of positive and negative BI, and (3) self-compassion as a protective factor that promotes positive embodiment (vs disembodiment) and protects against body shame. Analysis of these factors may provide further insights into the complex construct of BI and help us to better understand their role in ED.

In this narrative review, we first analyze the traditional perspective, which is focused on negative BI. However, we also highlight the importance of positive BI (e.g., body acceptance), as well as its associated protective and risk factors. Thus, we first consider positive embodiment (vs. disembodiment ) -a positive connection with one’s body- as a protective factor of positive and negative BI ( Cook-Cottone, 2018 ). Embodiment, although considered for decades as relevant in this field ( Cash, 2004 ), has been long overlooked and requires reconsideration to reach a more comprehensive understanding of BI. Second, we examine body shame ‒a self-conscious emotion that can disturb the connection to one’s body‒ ( Piran & Neumark-Sztainer, 2020 ), a specific risk factor of negative BI in patients with ED and non-clinical ED samples (e.g., Ferreira et al., 2013 ; Duarte et al., 2015 ). Finally, we explore the role of self-compassion ‒the experience of understanding one’s own pain in a non-judgmental way and seeing suffering as a part of a shared human experience‒ ( Neff, 2003 ), given its role in cultivating connection to one’s own body (positive embodiment) and positive BI ( Braun et al., 2016 ). Self-compassion has emerged as a protective factor against body shame and disembodiment, and is one of the most effective intervention techniques in this field to reduce BID ( Braun et al., 2016 ).

This review proposes that the integration of dimensions from positive and negative BI will result in a more comprehensive approach to BI. Therefore, the incorporation of factors associated to positive BI (i.e., positive embodiment, self-compassion), together with the extensively studied factors associated to negative BI (e.g., disembodiment, body shame), may improve not only the theoretical understanding of BI, but also lead to a development of specific therapeutic strategies to improve the intervention of BID and ensure long-lasting outcomes.

The classic view of BI: negative BI and its dimensions

The BI construct seems to be composed of two dimensions: negative BI and positive BI. To date, research has focused primarily on the study of the negative dimension ( Smolak & Cash, 2011 ; Tylka, 2011 ), characterized by BID. As noted above, BID is a key element in the expression of ED and one of the more common characteristics in anorexia nervosa and bulimia nervosa ( Cash & Deagle, 1997 ; Cornelissen et al., 2013 , 2015 ), as well as a key component in its development, maintenance, and relapse ( Stice & Shaw, 2002 ; Treasure et al., 2020 ). Moreover, BID can also be found in the non-clinical population ( McCabe et al., 2006 ; Stice & Whitenton, 2002 ), making its study and understanding even more relevant.

Regarding negative BI, the research has focused on the extensive examination of two independent subdimensions that can be disturbed ( Garner & Garfinkel, 1982 ): (a) the perceptual dimension (which refers to the estimation of one’s body size and weight); and (b) the affective-attitudinal-cognitive dimension (which involves feelings, attitudes, and thoughts about one’s body size and weight) ( Bulik et al., 2006 ). Perceptual disturbance is manifested as an underestimation or overestimation of body size or weight, whereas disturbance in the affective dimension is characterized mainly by body dissatisfaction and/or overvaluation of body size and weight ( Cornelissen et al., 2013 ; Dakanalis et al., 2016 ). Therefore, disturbance can be found in one or both BI dimensions.

Most studies have prioritized the exploration of perceptual dimension disturbance. Currently, there is enough evidence to state there is a trend in patients with anorexia nervosa to be impaired in this dimension, characterized by greater overestimation of their perceived body size in comparison to control groups with no history of ED ( Brown et al., 2021 ; Hagman et al., 2015 ; Gardner & Brown, 2014 ; Mölbert et al., 2017 ). This overestimation is likely to persist over time despite demanding diets and significant weight loss, which usually occurs in these patients ( Riva et al., 2015 ). In the past few decades, the underlying mechanisms of this disturbance have been investigated in order to develop effective interventions to readjust body size estimation ( Cornelissen et al., 2013 ).

Regarding the affective dimension of BI, several authors have emphasized its relevance, as well as its relationship with the perceptual dimension ( Mölbert et al., 2018 ; Preston & Ehrsson, 2014 , 2016 ). Overall, the evidence suggests that people with ED experience higher body dissatisfaction, greater concerns about body weight and/or size, an increased drive for thinness, and a lower desired weight, compared to people with no history of ED ( Cash & Deagle, 1997 ; Moscone et al., 2017 ). In addition, studies have found that high levels of body dissatisfaction are associated with greater inaccuracy in one’s body size perception ( Keizer et al., 2011 ), and that an increased drive for thinness is associated with greater overestimation of one’s body size ( Hagman et al., 2015 ). Similarly, Gardner and Bokenkamp ( 1996 ) concluded that body dissatisfaction could be a causal factor in overestimating body size. Thus, there is a large body of research on the psychopathological symptoms associated with BI (e.g., Smolak, 2012 ; Thompson et al., 1999 ). In short, latest studies ( Hagman et al., 2015 ; Mölbert et al., 2018 ) point out the importance of studying in depth the affective dimension of BI (e.g., body shame) to understand perceptual BID (e.g., body overestimation).

Additionally, although most of these studies have focused on the negative BI, new explanatory models of ED have recently been developed. The need to study the “positive” side of BI has emerged, leading to a better understanding of both the risk factors and the possible protective factors in the development of ED ( Tylka, 2012 ).

Positive BI: A necessary dimension for the comprehensive understanding of BI

Positive BI was initially defined as an opposite concept to negative BI ( Smolak, 2012 ; Tylka, 2011 , 2012 ), so that a reduction in BID was associated with an increase in positive BI characteristics ( Tylka & Wood-Barcalow, 2015 ). Based on this approach, BI was originally considered a continuum with negative and positive BI situated at opposite ends ( Webb et al., 2015 ). However, a growing body of evidence indicates that negative and positive BI are not opposite ends of the same continuum, but rather two different constructs that are negatively correlated ( Avalos et al., 2005 ; Tylka, 2011 , 2018 ; Tylka & Wood-Barcalow, 2015 ). Thus, interventions in negative BI would not necessarily promote positive BI (e.g., an individual with high levels of body appreciation can still experience body dissatisfaction) ( Tiggemann & McCourt, 2013 ; Tylka & Wood-Barcalow, 2015 ).

Positive BI is characterized by the acceptance, appreciation, and respect for one’s body ( Tylka, 2013 ). More specifically, according to Avalos et al. ( 2005 ), positive BI has four components: (1) favorable opinions about the body; (2) acceptance of the body with its imperfections, regardless of weight or body shape; (3) respect for the body by attending to its needs and engaging in healthy behaviors; and (4) protecting the body by rejecting unrealistic BIs portrayed in the media (e.g., positive media information is internalized, whereas negative media information is denied or reformulated).

Several studies state that positive BI is associated with healthy behaviors ( Andrew et al., 2013 ; Gillen, 2015 ). According to Avalos et al. ( 2005 ), developing positive feelings towards the body can result in increased psychological well-being. Hence, positive BI is associated with lower development of ED symptoms ( Wood-Barcalow et al., 2010 ) through its (1) direct influence on psychological well-being ( Avalos et al., 2015 ); (2) indirect influence on reducing the impact of contextual influences (e.g., appearance-centered media) ( Swami et al., 2008 ); and (3) promotion of protective cognitive styles (e.g., rejecting messages of criticism regarding one’s weight or interpreting ambiguous appearance-related messages as positive ones) and, as a result, higher resistance to the effects of appearance-centered media ( Halliwell & Diedrichs, 2012 ).

In the past few years, mainly from the field of Positive Psychology, acceptance and appreciation of the body have been promoted as therapeutic targets for building a more positive BI. Programs designed to encourage body acceptance (e.g., not worrying about or exhibiting vanity about one’s appearance, rejecting socio-cultural ideals of beauty) can be more effective than programs that do not focus on this component ( Stice et al., 2007 ). In addition, body appreciation ‒which implies an attitude of kindness, respect, and gratitude toward one’s bodily characteristics, functions, and physical condition‒ has been identified as a key protective factor of positive BI in young women ( Wood-Barcalow et al., 2010 ). It promotes body acceptance by rejecting unrealistic ideals of beauty and enhancing individual psychological well-being by engaging in healthy behaviors ( Avalos et al., 2005 ). In addition, body appreciation has been negatively related to risk factors associated with ED, such as body shame, body surveillance, and drive for thinness ( Avalos et al., 2005 ).

In conclusion, positive BI stands out as a key dimension in BI that should be considered in the prevention and intervention of ED. Increasing positive BI by promoting body appreciation and recognition of one’s body needs goes beyond decreasing negative BI ( Tylka, 2015 ). Promoting positive BI may have effective long-lasting effects and counteract the experience of disconnection from one’s body (i.e., disembodiment) ( Tylka & Wood-Barcalow, 2015 ). Therefore, focusing on positive BI may help prevent BID intervention in individuals with ED ( Piran, 2015 ; Tylka & Piran, 2019 ) by developing acceptance and respect towards their body ( Avalos et al., 2005 ). However, more studies are needed to identify factors that enhance positive BI.

Embodiment: considering the way we inhabit our body as a protective factor of positive BI

As noted above, BI is not an easily defined concept. Cash ( 2004 ) defined BI as a multifaceted psychological experience of embodying a body that involves self-perceptions, attitudes, thoughts, beliefs, feelings, and behaviors. Despite this complexity, the concept of embodiment has hardly been included in explanatory theories of BI. Nevertheless, as the latest research suggests that difficulty in embodying one’s body could contribute to the explanation of BID in ED.

According to her developmental theory of Embodiment ( Piran, 2016 ), which integrates Buddhist psychology and mindfulness, the experience of positive embodiment includes five processes: (1) positive connection with the body, manifested by feeling comfortable and “at home” when embodying one’s body and interacting with the world from it; (2) experience of agency and functionality of one’s body (e.g., physical ability or body functions); (3) perception and awareness of bodily needs (e.g., hunger or sexual desire); (4) self-care in response to perceived internal needs (e.g., resting when tired or eating when hungry); and (5) embodying or “inhabiting” one’s body in the first person (as opposed to an objective or third-person perspective).

Although the concept of embodiment and positive BI dimensions may overlap ( Menzel & Levine, 2011 ; Tylka, 2019 ) due to their focus on a positive connection with the body ( Tylka & Piran, 2019 ), both constructs are different ( Cook-Cottone, 2016 ). Developing a positive BI comes hand-in-hand with having a healthy, embodied awareness of internal and external aspects of self ( Cook-Cottone, 2015 ). Positive embodiment promotes the growth of positive BI, as it involves a constructive connection with one’s body, which leads to caring for it with acceptance and non-judgment ( Cook-Cottone, 2015 ; Piran, 2015 ), simultaneously encompassing all processes of the developmental theory of embodiment ( Piran, 2016 ). In this regard, positive embodiment has been associated with mindfulness practice and, more specifically, the practice of self-compassion ( Cook-Cottone, 2006 , 2015 ; Tylka, 2012 ). Mindfulness practice has shown positive outcomes for variables that are negatively correlated with positive embodiment, such as body shame ( Goldsmith et al., 2014 ; Woods & Proeve, 2014 ) and self-objectification ( Cox et al., 2016 ).

In contrast, disembodiment implies the interruption of the connection with the body (the way it feels as well as its functions) ( Tylka & Wood-Barcalow, 2015 ), which leads the person to perceive the body from an observer’s perspective (i.e., experience the body from a third-person perspective) ( Menzel & Levine, 2011 ). Disembodiment has been positively associated with a lack of interoceptive awareness and a sense of disconnection from one’s body ( Piran, 2015 , 2016 ). According to Piran ( 2016 ), the lack of connection with the body could constitute an avoidance strategy that emerges in situations of discomfort where others can observe the body. Therefore, disembodiment, or the experience of adopting an observer’s perspective of one’s body by being an “object for others”, has been suggested as an altered mechanism in ED, a risk factor for negative BI. In this regard, disembodiment seems to be closely related to the concept of self-objectification. Self-objectification refers to the perception of oneself in the third person: the person perceives him/herself as an object that others evaluate based on physical appearance rather than on the body’s functionality or psychological qualities ( Fredrickson & Roberts, 1997 ). Bodily self-objectification has been associated with increased body shame and decreased interoceptive awareness ( Ainley et al., 2013 ), and it has been identified as an obstacle to body appreciation ( Augustus-Horvath & Tylka, 2011 ). On the contrary, positive embodiment has been associated with less objectified body consciousness ( Avalos et al., 2005 ; Menzel et al., 2011 ).

Lastly, another recent research area in the field of disembodiment focuses on studying mechanisms that underlie the experience of disconnection from the body in the ED patients. In recent years, research on the induction of perceptual illusions of ownership ‒mainly of a rubber hand ( Botvinick & Cohen, 1998 ) or a full-body using visuo-tactile stimulation ( Keizer et al., 2016 )‒ has been carried out to induce the sense of embodiment with a false limb or a virtual avatar. This research area promotes the study of the basic components of embodiment (i.e., ownership, agency, and location of the body) in the disturbance of body representation. Findings indicate that patients with ED who show interoceptive deficits and self-objectification ( Eshkevari et al., 2012 ; Herbert, 2020 ; Schaefer & Thompson, 2018 ), are more likely to detach (or experience disembodiment) from their body and embody another body or part of the body (e.g., a rubber hand) ( Eshkevari et al., 2012 , 2014 ; Keizer et al., 2014 ). That is, the fact of experiencing greater capability of embodying any other body, different from its own body, constitutes a sign of disembodiment in individuals with ED. This malleability of the bodily self persists even after ED recovery ( Eshkevari et al., 2014 ). Therefore, a deeper understanding of the basic components of embodiment could promote long-lasting changes in the key mechanisms of BID by adjusting distorted body representations. For instance, the induction of bodily illusions by embodying a body that is thinner than one’s own results in lower body overestimation in women with AN ( Keizer et al., 2016 ; Serino et al., 2019 ), as well as higher body satisfaction ( Preston & Ehrsson, 2014 ; van der Hoort et al., 2011 ). Thus, induction of perceptual illusions that aim to manipulate the individual’s perception of the body -by making it thinner or fatter- is a promising alternative in the assessment and intervention of BID.

In conclusion, embodiment ‒or the way we inhabit or embody our body and the connection we establish with it‒ could be associated with our level of positive or negative BI. Therefore, assessing the experience of positive embodiment (or disembodiment) could contribute to a more comprehensive understanding of BI.

Body shame: A risk factor associated with disembodiment and negative BI

Body shame is an emotion that is increasingly being addressed in recent studies of BID in ED ( Cesare et al., 2016 , Duarte et al., 2016 , Mustapic et al., 2015 , 2016 ). According to Gilbert ( Gilbert, 2003 ; Gilbert & Miles, 2002), shame is a painful and self-conscious emotion that arises during the process of social competition as a warning sign that certain personal characteristics, attributes, or behaviors may be perceived as undesirable and, consequently, be judged negatively by others. The concept of shame has been divided into two dimensions: external shame and internal shame ( Duarte et al., 2015 ; Gilbert, 2003 ). On the one hand, external shame arises when the individual perceives that s/he could be judged negatively by others ( Gilbert & Miles, 2014 ; Tangney & Dearing, 2002 ). On the other hand, internal shame arises when the individual internalizes the negative judgment of others and, therefore, becomes her/his own judge ( Gilbert, 2003 ).

More specifically, body shame has been studied within the affective dimension of negative BI ( Menzel et al., 2011 ). It refers to a painful emotion that consists of cognitive, behavioral, affective, and social components related to appearance and body-related functions ( Gilbert, 2003 ). The experience of body shame has mainly been associated with two theories that have attempted to explain the development and maintenance of ED symptoms.

On the one hand, the social comparison theory ( Festinger, 1954 ) states that individuals, mainly women, tend to compare themselves with people from their social context. An unfavorable evaluation, experienced as inferiority, results in increased negative affect and reduced self-esteem. In this regard, evidence shows that social comparison has a negative impact on the level of body satisfaction ( Myers & Crowther, 2009 ) because self-surveillance ‒or the act of observing oneself‒ is directly associated with appearance anxiety ( Fredrickson & Roberts, 1997 ). Similarly, the anxiety experienced in exposure tasks using images of thin bodies has been shown to increase body dissatisfaction through the process of social comparison ( Friederich et al., 2007 ). Therefore, this theory suggests that increased body dissatisfaction may be related to a higher tendency to observe anxiety-inducing body parts ( Jansen et al., 2005 ).

On the other hand, the self-objectification theory posits that body shame arises from comparing one’s body to an internalized socio-cultural ideal ( Fredrickson & Roberts, 1997 ). In other words, according to this theory, self-objectification has its origins in the internalization of the ideal of socio-cultural beauty, which entails the constant tendency to self-monitor the body and observe it from a third-person perspective. This process of self-monitoring and self-objectification leads to increased body shame, greater appearance anxiety, poor interoceptive awareness, increased negative affect ( Miner-Rubino et al., 2002 ), and increased depressive symptoms ( Muehlenkamp & Saris-Baglama, 2002 ; Szymanski & Henning, 2007 ). A negative self-evaluation in this context leads individuals to perceive themselves as inferior, unattractive, or unwanted ( Duarte et al., 2015 ; Gilbert & Miles, 2014 ).

Both theories coincide in that a negative evaluation of one’s physical appearance resulting from social comparison leads to increased body shame ( Cook-Cottone et al., 2008 ). Body shame is one of the most frequent consequences of the internalization of the Western body ideal ( Lamont, 2019 ). In addition, body shame is one of the most common emotional states associated with negative BI in ED ( Goss & Gilbert, 2014 ; Hayaki et al., 2002 ; Pinto-Gouveia et al., 2014 ), and it can be found in both clinical and non-clinical populations ( Dakanalis et al., 2014 ; Doran & Lewis, 2011 ).

Furthermore, body shame is an emotion associated with the experience of disembodiment or disconnection from one’s body ( Piran, 2016 ; Piran & Neumark-Sztainer, 2020 ). Therefore, it is important to identify strategies to reduce the experience of body shame. In this regard, self-compassion is emerging as a variable that protects against body shame and improves women’s BI ( Halliwell, 2015 ). Some findings show that individuals with higher self-compassion levels have lower levels of body shame ( Breines et al., 2014 ; Ferreira et al., 2019 ; Liss & Erchull, 2015 ). Hence, practice of self-compassion could constitute an intervention strategy to enhance positive embodiment ‒or a better way to inhabit or interact with one’s body‒.

Self-compassion: A protective factor that promotes positive embodiment and positive BI?

Self-compassion, a concept derived from Buddhist psychology, involves an openness to perceiving one’s suffering as part of the human experience, without avoiding it or distancing oneself from it, and the desire to alleviate it with kindness and without judgment ( Neff, 2003 ). The self-compassion construct consists of three main components ( Neff, 2003 ): (1) mindfulness (vs over-identification), defined as the ability to observe thoughts and feelings, including body-related ones, without judgment or over-identification with them; (2) common humanity (vs isolation), defined as the ability to understand and identify one’s life experience as human and feel connected to others by identifying the experience as common (e.g., worrying about weight or not fulfilling the ideal of beauty); (3) self-kindness (vs self-criticism), defined as the ability to understand and be kind to oneself, take care of oneself, and accept one’s mistakes (e.g., being understanding when gaining weight).

Some evidence shows that self-compassion is a predictor of positive affect and happiness ( Neff et al., 2007 ; Neff & Vonk, 2009 ). In a recent meta-analysis, self-compassion was identified as an adaptive emotional regulation strategy ( Turk & Waller, 2020 ) associated with alleviating shame and self-criticism ( Gilbert, 2010 ; Leary et al., 2007 ; Neff, 2003 ; Neff & Vonk, 2009 ). More specifically, the self-kindness component would prevent negative self-evaluations involving shame, whereas the mindfulness component would prevent generalizing errors to the whole self through the ability to maintain thoughts and feelings without over-identifying with them (e.g., the person can regard a mistake made as something transitory, without over-identifying with it) ( Neff, 2003 ). Furthermore, the self-kindness component has been associated with understanding oneself during situations of stress and danger ( Neff, 2003 ). Therefore, in stressful situations related to BI (e.g., viewing advertisements that include bodies that meet the ideal of beauty), an individual with higher levels of self-compassion will be better able to counteract the discomfort caused by these situations (e.g., less self-criticism related to body size and weight) ( Webb et al., 2014 ). In the case of negative BI, the evidence suggests that self-compassion is associated with a decrease in concern about body size and weight, body shame, self-objectification, and the influence of internalizing the ideal of beauty ( Braun et al., 2016 ; Ferreira et al., 2013 ; Wasylkiw et al., 2012 ).

In addition to its role in decreasing negative BI, self-compassion is considered a protective variable associated with the development and maintenance of positive BI ( Braun et al., 2016 ; Neff, 2003 ; Siegel et al., 2020 ; Wasylkiw et al., 2012 ). The evidence suggests that there is a link between increased BI flexibility ‒defined as a compassionate response in accepting aversive body-related thoughts and feelings ( Sandoz et al., 2013 ), increased acceptance of negative BI-related experiences ( Daye et al., 2014 ; Kelly et al., 2014 ; Mosewich et al., 2011 ; Wasylkiw et al., 2012 ), and greater body appreciation ( Ferreira et al., 2013 ). Therefore, high levels of self-compassion seem to contribute to lower negative BI and higher positive BI.

In this regard, Altman et al. ( 2017 ) developed the Body Compassion Scale to assess self-compassion related to one’s body. It combines the constructs of self-compassion (from Buddhist psychology) and BI (explained from the cognitive-behavioral approach). The scale has three dimensions: (1) defusion (e.g., “When I am frustrated with my body’s lack of ability to do something, I tend to feel alienated and isolated from others”); (2) common humanity (e.g., “When I am frustrated with some aspect of my appearance, I try to remind myself that most people feel this way all the time”); and (3) acceptance (e.g., “I accept my appearance as it is”). The scale is designed to assess individuals’ relationship with their body (e.g., presence of BID or positive BI) using an acceptance and mindfulness-based approach. Nonetheless, it is unclear whether body compassion (versus self-compassion) is a protective variable that explains more variance in the reduction of negative BI and the increase in positive BI, and whether body compassion (versus self-compassion) should have a more significant role in the assessment and treatment of BID.

Self-compassion focused interventions could contribute to increasing the connection with the body and decreasing self-objectification ( Piran, 2015 ). These interventions try to modify individuals’ relationships with their appearance by fostering acceptance and appreciation of body size and weight, with the ultimate goal of promoting positive embodiment (vs disembodiment). They are aimed at promoting both body appreciation and self-care, buffering the tendency to compare oneself with others or with certain ideals ( Avalos et al., 2005 ). The studies by Albertson et al. ( 2015 ) and Toole and Craighead ( 2016 ) analyzed the effectiveness of online interventions based on self-compassion in samples of undergraduate female students with high negative BI concerns. The results showed that the intervention programs were effective in increasing body appreciation and decreasing body shame and body dissatisfaction, among other effects. Similarly, self-compassionate letter writing is an effective intervention to promote treatment-seeking motivation in patients with anorexia nervosa ( Kelly & Waring, 2018 ) and improve body satisfaction in undergraduate women ( Stern & Engeln, 2018 ). Consequently, we can determine that the practice of self-compassion seems to be a promising area of intervention, not only for decreasing negative BI, but also for enhancing positive BI.

Conclusions and future research directions in the study of BI

We carried out a narrative review of several protective and risk factors related to positive and negative BI (i.e., positive embodiment/disembodiment, body shame, and self-compassion) in order to understand this construct from a comprehensive perspective. We think this perspective should be taken into consideration in the assessment and intervention of BID in ED. Nonetheless, there are still many questions on this path that need to be clarified.

First, evidence points out the need to consider the positive (and not only the negative) dimension of BI for a comprehensive understanding of BID in patients with ED. To this end, additional and independent research on each of the specific components of positive BI (e.g., appreciation of body appearance or body functionality) is required in order to: (1) develop specific instruments (for both trait and state positive BI); and (2) integrate the BI positive components (e.g., body appreciation) into theoretical models that can explain the associations between these variables and the negative BI variables (e.g., body dissatisfaction).

Second, this review also highlights a long-neglected issue in the assessment and treatment of BI: the experience of embodiment. Although this aspect is included in some of the well-known definitions of BI, such as Cash’s ( 2004 ), it has not been thoroughly studied. This research field may provide novel experimental paradigms to explore the underlying mechanisms of positive embodiment (e.g., self-compassion) in patients with ED. More specifically, deeper understanding of how embodiment is developed may help improve prevention and intervention programs for BID by enhancing the psychological processes responsible for positive connections to one’s own body.

In addition, following the positive embodiment model incorporated in the developmental theory of Embodiment ( Piran, 2015 ), discussed in this paper, there is a need (1) to conduct more studies related to activities that promote positive embodiment (e.g., yoga or exercise) and have benefits for body awareness or the experience of self-objectification, among others; (2) to develop instruments to delimit the different dimensions of positive embodiment; (3) to explore how risk factors (e.g., disembodiment) interact with protective factors of BI (e.g., positive embodiment) ( Piran, 2016 ); and, finally, (4) to define underlying mechanisms of the association between the concepts of positive embodiment and self-compassion, as well as disembodiment and body shame.

Third, in recent years, the need to integrate body shame assessment as part of the impairment in the BID affective dimension has been highlighted. This variable appears to be associated with disembodiment, and through this interaction, body shame could lead to negative BI. Additionally, along with body shame, this review indicates the relevance of self-compassion because it can play a relevant role in fostering positive BI by cultivating positive embodiment. Therefore, it is necessary (1) to identify the mechanisms of action of self-compassionate practice and its effect on the decrease in body shame, as well as the promotion of positive BI, (2) to establish the role of the constructs of body self-compassion versus self-compassion in promoting positive embodiment and healthy BI, and finally, (3) to design effective interventions that integrate self-compassion to reduce body shame, increase positive embodiment, and consequently, increase positive BI and reduce negative BI.

Inclusion of these protective and risk factors in theoretical BI models has the potential to provide a comprehensive perspective of this complex concept and may allow using strategies and instruments to improve BI assessment, prevention, and treatment in patients with ED. Hence, more studies are required to establish the protective role of positive embodiment and self-compassion in the development, maintenance, and relapse of ED. Moreover, a shift in future study designs is needed to better understand the variables described in this review: greater diversity in the samples and the implementation of longitudinal studies. It is necessary to strive for greater heterogeneity among the participants because most of the published studies have been conducted on young, white, heterosexually oriented adult women with significant concerns about BI and no physical disabilities ( Atkinson & Wade, 2016 ; Toole & Craighead, 2016 ). To develop effective BID-related interventions in ED, full understanding of the BI construct is required considering positive BI (e.g., body functionality, body flexibility) and negative BI (e.g., body disgust, “feeling fat”) dimensions. In this regard, it is essential to explore different populations to capture all risk and protective factors involved in BID. Therefore, future studies should include a representative sample of diverse cultural groups, different age groups (especially children and the elderly), and the male population.

In addition to increasing sample diversity, a thorough examination of life transition periods (e.g., adolescence, pregnancy, or menopause) is required due to their impact on BI development and modification ( Piran, 2015 ). Studying the impact of time on the different components of BI and the embodiment experience could lead to the development of specific interventions that may address specific protective and risk factors during each period. For example, the prevalence of negative BI in adolescents indicates the relevance of prevention programs for this age group by identifying specific variables that would facilitate the promotion of healthy BI, such as body acceptance. Likewise, there is a need to conduct longitudinal studies in order to examine the causal relationships between the aforementioned variables. The results of these studies could be incorporated into the theoretical models of the psychological processes involved in the development and maintenance of positive BI and prevention of BID in ED. Moreover, dismantling studies (e.g., Roehrig et al., 2006 ) would help to determine the role of the components of the BI dimensions and their relationships, in addition to designing interventions with specific components for healthy BI development.

In conclusion, this review emphasizes the importance of considering new protective and risk factors -and the links they maintain with each other- of BI conceptualization, to continue to advance in its understanding. Inclusion of the positive dimension of BI, and considering positive embodiment and self-compassion as protective factors -opposed to the disconnection from our body and body shame- will allow us to reach a deeper and more comprehensive understanding of the BI construct. This perspective may lead to a more suitable approach for researching and developing future prevention and intervention programs focusing not only on reducing negative BI (through decreasing body shame and disembodiment), but also on positive BI connection with one’s own body (through increasing self-compassion and positive embodiment).

Funding Statement

This work was supported by the Ministry of Science, Innovation and Universities of Spain under AN-BODYMENT (PSI2017-85063-R) and the grant “Programme for the Training of Researchers” (Formación de Personal Investigador, FPI), with the reference number PRE2018-084882, as well as, CIBEROBN, an initiative of ISCIII (CB06/0052).

Funding Information

Competing interests.

The authors have no competing interests to declare.

Spring 2025 Semester

Undergraduate courses.

Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.

• 100-200 level

ENGL 201.ST2 Composition II: The Mind/Body Connection

Dr. sharon smith.

In this online section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the body, the mind, and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the psychological effects of self-objectification; and the unique mental and physical challenges faced by college students today, including food insecurity and stress.

English 201 S06 and S11: Composition II with an emphasis in Environmental Writing

S06: MWF at 10–10:50 a.m. in Yeager Hall Addition 231

S11: MWF at 12–12:50 p.m. in Crothers Engineering Hall 217

Gwen Horsley

English 201 will help students develop skills to write effectively for other university courses, careers, and themselves. This course will provide opportunities to further develop research skills, to write vividly, and to share their own stories and ideas. Specifically, in this class, students will (1) focus on the relationships between world environments, land, animals and humankind; (2) read various essays by environmental, conservational, and regional authors; and (3) produce student writings. Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives, and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations, and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in Literature and the Environment and other sources. They will use The St. Martin’s Handbook to review grammar, punctuation, mechanics, and usage as needed.

Required Text: Literature and the Environment: A Reader On Nature and Culture. 2nd ed., edited by Lorraine Anderson, Scott Slovic, and John P. O’Grady.

LING 203.S01 English Grammar

TuTh 12:30-1:45 p.m.

Dr. Nathan Serfling

The South Dakota State University 2023-2024 Undergraduate Catalog describes LING 203 as consisting of “[i]nstruction in the theory and practice of traditional grammar including the study of parts of speech, parsing, and practical problems in usage.”

“Grammar” is a mercurial term, though. Typically, we think of it to mean “correct” sentence structure, and, indeed, that is one of its meanings. But Merriam-Webster reminds us “grammar” also refers to “the principles or rules of an art, science, or technique,” taking it beyond the confines of syntactic structures. Grammar also evolves in practice through application (and social, historical, economic changes, among others). Furthermore, grammar evolves as a concept as scholars and educators in the various fields of English studies debate the definition and nature of grammar, including how well its explicit instruction improves students’ writing. In this course, we will use the differing sensibilities, definitions, and fluctuations regarding grammar to guide our work. We will examine the parts of speech, address syntactic structures and functions, and parse and diagram sentences. We will also explore definitions of and debates about grammar. All of this will occur in units about the rules and structures of grammar; the application of grammar rhetorically and stylistically; and the debates surrounding various aspects of grammar, including, but not limited to, its instruction.

ENGL 210 Introduction to Literature

Jodi andrews.

Readings in fiction, drama and poetry to acquaint students with literature and aesthetic form. Prerequisites: ENGL 101. Notes: Course meets SGR #4 or IGR #3.

ENGL 222 British Literature II

TuTh 9:30-10:45 a.m.

This course serves as a chronological survey of the second half of British literature. Students will read a variety of texts from the Romantic period, the Victorian period, and the twentieth and twenty-first centuries, placing these texts within their historical and literary contexts and identifying the major characteristics of the literary periods and movements that produced them.

ENGL 240.ST1 Juvenile Literature

Randi l. anderson.

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature.

ENGL 240.ST1 Juvenile Literature: 5-12 Grade

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the 5th-12th grade level.

Readings for this course include works such as Night, Brown Girl Dreaming, All American Boys, Esperanza Rising, Anne Frank’s Diary: A Graphic Adaptation, Animal Farm, Fahrenheit 451, The Giver, The Hobbit, Little Women, and Lord of the Flies . These readings will be paired with chapters from Reading Children’s Literature: A Critical Introduction to help develop understanding of various genres, themes, and concepts that are both related to juvenile literature, and also present in our readings.

In addition to exploring various genres of writing (poetry, non-fiction, fantasy, historical, non-fiction, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race, rebellion and dissent, power and oppression, gender, knowledge, and the power of language and the written word. Students’ understanding of these works and concepts will be developed through readings, discussion posts, quizzes and exams.

ENGL 240.ST2 Juvenile Literature Elementary-5th Grade

April myrick.

A survey of the history of literature written for children and adolescents, and a consideration of the various genres of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 242.S01 American Literature II

TuTh 11 a.m.-12:15 p.m.

Dr. Paul Baggett

This course surveys a range of U.S. literatures from about 1865 to the present, writings that treat the end of slavery and the development of a segregated America, increasingly urbanized and industrialized U.S. landscapes, waves of immigration, and the fulfilled promise of “America” as imperial nation. The class will explore the diversity of identities represented during that time, and the problems/potentials writers imagined in response to the century’s changes—especially literature’s critical power in a time of nation-building. Required texts for the course are The Norton Anthology of American Literature: 1865 to the Present and Toni Morrison’s A Mercy.

WMST 247.S01: Introduction to Women, Gender and Sexuality Studies

As an introduction to Women, Gender and Sexuality studies, this course considers the experiences of women and provides an overview of the history of feminist thought and activism, particularly within the United States. Students will also consider the concepts of gender and sexuality more broadly to encompass a diversity of gender identifications and sexualities and will explore the degree to which mainstream feminism has—and has not—accommodated this diversity. The course will focus in particular on the ways in which gender and sexuality intersect with race, class, ethnicity, and disability. Topics and concepts covered will include: movements for women’s and LGBTQ+ rights; gender, sexuality and the body; intersectionality; rape culture; domestic and gender violence; reproductive rights; Missing and Murdered Indigenous Women (MMIW); and more.

ENGL 283.S01 Introduction to Creative Writing

MWF 1-1:50 p.m.

Prof. Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve creative research projects. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

English 284: Introduction to Criticism

This course introduces students to selected traditions of literary and cultural theory and to some of the key issues that animate discussion among literary scholars today. These include questions about the production of cultural value, about ideology and hegemony, about the patriarchal and colonial bases of Western culture, and about the status of the cultural object, of the cultural critic, and of cultural theory itself.

To address these and other questions, we will survey the history of literary theory and criticism (a history spanning 2500 years) by focusing upon a number of key periods and -isms: Greek and Roman Classicism, The Middle Ages and Renaissance, The Enlightenment, Romanticism, Realism, Formalism, Historicism, Political Criticism (Marxism, Post-Colonialism, Feminism, et al.), and Psychological Criticism. We also will “test” various theories we discuss by examining how well they account for and help us to understand various works of poetry and fiction.

• 300-400 level

ENGL 330.S01 Shakespeare

TuTh 8-9:15 a.m.

Dr. Michael S. Nagy

This course will focus on William Shakespeare’s poetic and dramatic works and on the cultural and social contexts in which he wrote them. In this way, we will gain a greater appreciation of the fact that literature does not exist in a vacuum, for it both reflects and influences contemporary and subsequent cultures. Text: The Riverside Shakespeare: Complete Works. Ed. Evans, G. Blakemore and J. J. M. Tobin. Boston: Houghton Mifflin, 1997.

ENGL 363 Science Fiction

MWF 11-11:50 a.m.

This course explores one of the most significant literary genres of the past century in fiction and in film. We will focus in particular on the relationship between science fiction works and technological and social developments, with considerable attention paid to the role of artificial intelligence in the human imagination. Why does science fiction seem to predict the future? What do readers and writers of the genre hope to find in it? Through readings and viewings of original work, as well as selected criticism in the field, we will address these and other questions. Our reading and viewing selections will include such artists as Ursula K. LeGuin, Octavia Butler, Stanley Kubrick and Phillip K. Dick. Students will also have ample opportunity to introduce the rest of the class to their own favorite science fiction works.

ENGL 383.S01 Creative Writing I

MWF 2-2:50 p.m.

Amber Jensen

Creative Writing I encourages students to strengthen poetry, creative nonfiction, and/or fiction writing skills through sustained focus on creative projects throughout the course (for example, collections of shorter works focused on a particular form/style/theme, longer prose pieces, hybrid works, etc.). Students will engage in small- and large-group writing workshops as well as individual conferences with the instructor throughout the course to develop a portfolio of creative work. The class allows students to explore multiple genres through the processes of writing and revising their own creative texts and through writing workshop, emphasizing the application of craft concepts across genre, but also allows students to choose one genre of emphasis, which they will explore through analysis of self-select texts, which they will use to deepen their understanding of the genre and to contextualize their own creative work.

ENGL 475.S01 Creative Nonfiction

Mondays 3-5:50 p.m.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 485.S01 Writing Center Tutoring

MW 8:30-9:45 a.m.

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops, and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations and develop a richer sense of writing as a complex and negotiated social process.

ENGL 492.S01 The Vietnam War in Literature and Film

Tuesdays 3-5:50 p.m.

Dr. Jason McEntee

In 1975, the United States officially included its involvement in the Vietnam War, thus marking 2025 as the 50th anniversary of the conclusion (in name only) of one of the most chaotic, confusing, and complex periods in American history. In this course, we will consider how literature and film attempt to chronicle the Vietnam War and, perhaps more important, its aftermath. I have designed this course for those looking to extend their understanding of literature and film to include the ideas of art, experience, commercial products, and cultural documents. Learning how to interpret literature and movies remains the highest priority of the course, including, for movies, the study of such things as genre, mise-en-scene (camera movement, lighting, etc.), editing, sound and so forth.

We will read Dispatches , A Rumor of War , The Things They Carried , A Piece of My Heart , and Bloods , among others. Some of the movies that we will screen are: Apocalypse Now (the original version), Full Metal Jacket , Platoon , Coming Home , Born on the Fourth of July , Dead Presidents , and Hearts and Minds . Because we must do so, we will also look at some of the more fascinatingly outrageous yet culturally significant fantasies about the war, such as The Green Berets and Rambo: First Blood, Part II .

ENGL 492.S02 Classical Mythology

TuTh 3:30-4:45 p.m.

Drs. Michael S. Nagy and Graham Wrightson

Modern society’s fascination with mythology manifests itself in the continued success of novels, films and television programs about mythological or quasi-mythological characters such as Hercules, the Fisher King, and Gandalf the Grey, all of whom are celebrated for their perseverance or their daring deeds in the face of adversity. This preoccupation with mythological figures necessarily extends back to the cultures which first propagated these myths in early folk tales and poems about such figures as Oðin, King Arthur, Rhiannon, Gilgamesh, and Odysseus, to name just a few. English 492, a reading-intensive course cross-listed with History 492, primarily aims to expose students to the rich tradition of mythological literature written in languages as varied as French, Gaelic, Welsh, Old Icelandic, Greek, and Sumerian; to explore the historical, social, political, religious, and literary contexts in which these works flourished (if indeed they did); and to grapple with the deceptively simple question of what makes these myths continue to resonate with modern audiences. Likely topics and themes of this course will include: Theories of myth; Mythological Beginnings: Creation myths and the fall of man; Male and Female Gods in Myth; Foundation myths; Nature Myths; The Heroic Personality; the mythological portrayal of (evil/disruptive) women in myth; and Monsters in myth.

Likely Texts:

• Dalley, Stephanie, trans. Myths from Mesopotamia: Creation, the Flood, Gilgamesh, and Others. Oxford World’s Classics, 2009
• Faulkes, Anthony, trans. Edda. Everyman, 1995
• Gregory, Lady Augusta. Cuchulain of Muirthemne: The Story of the Men of the Red Branch of Ulster. Forgotten Books, 2007
• Jones, Gwyn, Thomas Jones, and Mair Jones. The Mabinogion. Everyman Paperback Classics, 1993
• Larrington, Carolyne, trans. The Poetic Edda . Oxford World’s Classics, 2009
• Matarasso, Pauline M., trans. The Quest of the Holy Grail. Penguin Classics, 1969
• Apollodorus, Hesiod’s Theogony
• Hesiod’s Works and Days
• Ovid’s Metamorphoses, Homeric Hymns
• Virgil’s Aeneid
• Iliad, Odyssey
• Apollonius of Rhodes Argonautica
• Ovid’s Heroides
• Greek tragedies: Orestaia, Oedipus trilogy, Trojan Women, Medea, Hippoolytus, Frogs, Seneca's Thyestes, Dyskolos, Amphitryon
• Clash of the Titans, Hercules, Jason and the Argonauts, Troy (and recent miniseries), Oh Brother, Where Art Thou?

ENGL 492.ST1 Science Writing

Erica summerfield.

This course aims to teach the fundamentals of effective scientific writing and presentation. The course examines opportunities for covering science, the skills required to produce clear and understandable text about technical subjects, and important ethical and practical constraints that govern the reporting of scientific information. Students will learn to present technical and scientific issues to various audiences. Particular emphasis will be placed on conveying the significance of research, outlining the aims, and discussing the results for scientific papers and grant proposals. Students will learn to write effectively, concisely, and clearly while preparing a media post, fact sheet, and scientific manuscript or grant.

Graduate Courses

Engl 575.s01 creative nonfiction.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles, and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 592.S01: The Vietnam War in Literature and Film

Engl 704.s01 introduction to graduate studies.

Thursdays 3-5:50 p.m.

Introduction to Graduate Studies is required of all first-year graduate students. The primary purpose of this course is to introduce students to modern and contemporary literary theory and its applications. Students will write short response papers and will engage at least one theoretical approach in their own fifteen- to twenty-page scholarly research project. In addition, this course will further introduce students to the M.A. program in English at South Dakota State University and provide insight into issues related to the profession of English studies.

ENGL 792.ST1 Grant Writing

This online course will familiarize students with the language, rhetorical situation, and components of writing grant proposals. Students will explore various funding sources, learn to read an RFP, and develop an understanding of different professional contexts and the rhetorical and structural elements that suit those distinct contexts. Students will write a sample proposal throughout the course and offer feedback to their peers, who may be writing in different contexts, which will enhance their understanding of the varied applications of course content. Through their work in the course, students will gain confidence in their ability to find, apply for, and receive grant funding to support their communities and organizations.