Fall 2013 course descriptions are available under current courses. For descriptions of all English graduate courses, refer to the Graduate Catalog.
ENG 604: Teaching with Technology - Technology in English Studies
ENG 605: Teaching in English Studies - Creative Writing
ENG 605: Teaching in English Studies - Rhetoric and Composition
ENG 618: Materials Development for Teaching English Language Learners
ENG 623: Phonetics and Phonology
ENG 624: Foundations of Second Language Acquisition
ENG 626: Morphology and Syntax
ENG 628: Language and Culture
ENG 641: Early American Literature
ENG 668: Early Twentieth-Century British Literature
ENG 684: Topic in Second Language Acquisition – Second Language Vocabulary: A Cognitive Perspective
ENG 686: Bilingualism and Language
ENG 695: Medieval and Early Modern Rhetoric
Professor: Jackie Grutsch McKinney
Depending on your point of view, the teaching of writing is either enhanced
or complicated by the convergence of ever new technologies for instruction and
for composing. This section of English 604 will explore digital technologies
for instruction and for composing paying particular attention to how issues of
access and privilege--as related to gender, race, nationality, and age--are
intertwined with issues of technology. Students will complete a digital writing
assignment plan, a philosophy of teaching with technology, various
presentations and reading responses, and a seminar paper. Though the course
focuses on the teaching of writing specifically, students from all areas
(creative writing, linguistics, literature, and composition) may find the
pedagogical discussions useful and will be encouraged to pursue a topic related
to teaching in their area for their final projects.
Professor: Cathy Day
This course is open to all graduate students in
English Studies who wish to examine the pedagogical issues specific to the
teaching of creative writing to college students, with a focus on both theory
and practice. Each week, we will examine a different
question: Can creative writing be taught? How is it typically offered at
the college level, and how do we prepare ourselves to teach it? How do we evaluate works of imaginative writing? How do we
teach our students to identify not as students of writing, but as writers?
You’ll articulate your answers in the form of a Statement of Teaching
Philosophy, and then plan a multi-genre introductory course and a single-genre
intermediate course. The semester will conclude with “micro-teaching”
demonstrations in which you devise and put into practice lesson plans of your
own design. You’ll leave the course with a useful portfolio of teaching
materials, and (if desired) a panel proposal for the 2015 AWP Conference in
Mark McGurl, The Program Era: Postwar Fiction and the
Rise of Creative Writing,
Kelly Ritter, Can It Really Be Taught?: Resisting Lore
in Creative Writing Pedagogy
D.G. Myers, The
Elephants Teach: Creative Writing Since 1880
Professor: Jennifer Grouling
Any reflexive writing teacher wonders how to get better at teaching. Daily,
teachers confront issues, questions, and situations and need to make informed
choices on how to act. This course gives students two key tools for addressing
pedagogical questions. First, students will be acquainted to the rich field of
Composition Studies and will learn how to look to the existent literature to
put their current queries into the context of the field. Specifically, students
will learn about major theories, pedagogies, and epistemologies of writing from
the past half century.
Secondly, students will learn how to shape a
research question and conduct qualitative (teacher) research to study classroom
environments. Learning how to study one’s own teaching is invaluable in
improving one’s craft.
Professor: Lynne Stallings
Ready, set, evaluate, modify, and create! In this TESOL Materials course, students
will build on their experiences in ENG 616 and ENG 617 to develop principled
frameworks for materials evaluation and design.
Working both in small groups and individually, students will analyze,
modify, and create language-teaching materials that meet the needs and wants of
language learners and teachers.
Professor: Mary Lou Vercellotti
This course studies the smallest units of language (e.g., speech sounds)
and the linguistic methods employed in their description, classification, and
analysis as elements in language systems. This class focuses on articulatory
and acoustic phonetics, and the relationships among speech sounds in a
language. Prerequisite: ENG 520; permission of the department chairperson.
Professor: Megumi Hamada
This course outlines second language acquisition
(SLA) theories and research and introduces issues related to second language
learning and teaching. The objectives of the course are to become familiar with
SLA theories, research, and related issues; and to learn the skills that are
necessary for understanding and conducting SLA research.
This class introduces the pattern of word,
phrase, and clauses building in natural languages, considering both the form
and the function of the linguistic units. Prerequisite: ENG 520; permission of
the department chairperson.
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Professor: Carolyn MacKay
There are enormous differences in the ways in
which members of different cultures organize and exploit their linguistic
resources. These differences are so
pervasive that most researchers believe it is not possible to describe a culture
without referring to the patterns of language use through which culture is
expressed. This course looks at some of
these patterns in an effort to describe both the nature of language and culture
and the inextricable link between them.
Among the topics to be discussed are: the acquisition of language and
culture, code-switching, ethnography of communication, language ideology,
verbal art and performance, narrative structure, language maintenance and
death, language contact, and cross-cultural miscommunication.
Professor: Maria Windell
Incest. Seduction. Suicide. Abandonment. Cross-dressing. Immolation.
Revolution. For fun, toss in ventriloquism and hauntings. Welcome to the early American novel. Even such a simple welcome, of
course, raises all sorts of questions: at what point does America become
“America”? what role does literature play in that transformation? at what point
does America actually begin to develop a literary tradition? and, what makes
that tradition recognizably American? We will also broach debates over defining
the first American novel—not as straighforward a task as it may seem. In
exploring these questions we will set the stage with a series of critical
readings and two vital contextual early American sources. We will then spend
the rest of the semester immersed (reveling, really) in works central to the
foundation of America’s novelistic tradition. Our texts offer all of the scandals, spectacles, and
tragedies noted above. In many ways, the anxieties of the early American novel
parallel the anxious birth of the United States. By tracing the origins of the
American novel, we will trace how the promise of the new nation took shape—for
better and for worse.
Professor: Pat Collier
This class is a collaborative inquiry on two crucial questions in the study
of early twentieth-century British literature: 1) what are the most vital and
promising scholarly approach to the period and its literature? (This question
entails a number of others, including how we should define the term “modernism”
and how central that definition should be to our sense of the period and the
projects we pursue); 2) why does modernism continue to be one of the most
written-about and studied phenomena in the history of literature? Critical approaches
will include those focusing on imperialism and globalism, queer theory, “the
everyday,” and print culture/media. I would like you to leave this class with a
sense of the critical problems occupying scholars of early twentieth-century
literature, a working definition of “modernism” (and a sense of the
problematics of such a definition), an enhanced ability to read the period’s
challenging texts, knowledge of the literary-historical context, and new
strategies for doing literary and literary-historical research. Primary texts
will include works by Joyce, Conrad, Woolf, Eliot, West, and others.
Professor: Megumi Hamada
What makes it difficult to learn a word? What are some
of the features of spelling, pronunciation, meaning, or usage that make one
word more difficult than the others?
What processes are involved in learning
the form (spelling and pronunciation) and meaning of a word?
How much or what do we need to know about
a word in order to say “I learned that word”?
The course provides answers to common questions such as those above, by
exploring the major areas of second language vocabulary research, description,
acquisition, and usage, from a cognitive perspective. In description, we
will discuss the definition of word and word knowledge (what it means to know a
word), as well as vocabulary assessment. In acquisition, we will discuss
the cognitive processes involved in two distinctive learning approaches,
intentional learning (e.g., memorization) and incidental learning (e.g.,
learning through reading or watching TV), covering the acquisition of form and
meaning. In usage, we will discuss collocation and the role of context.
Throughout the topics, the course examines the influence of L1 and discusses
Language contact is the norm, not the exception, in communities around the
world. The most common result of
language contact is change in some or all of the languages. This course examines the various linguistic
results of language contact, ranging from stable/unstable bilingualism,
code-switching and contact-induced language change to extreme language
mixing. Language contact has resulted in
the creation of pidgins, creoles, and mixed languages but has also resulted in
language death. We will examine how
various kinds of bilingualism arise and examine how different speech
communities have adapted to language contact.
The class will be conducted as a seminar with particular focus given to
the topics of interest to the students.
Professor: Web Newbold
This course presents Western rhetorical theory and practice from the fifth into
the seventeenth century, preceded by an overview of Greco-Roman classical
rhetoric. We will focus on several major rhetoricians and primary texts as
exemplars of the various periods as well as examine the role and viability of
alternative rhetorics. The course offers insight into the vocation and impact
of rhetoric in the medieval and early modern period, and the contributions it
has made to theory and practice in a variety of fields, but concentrating
especially on education. It will also explore the implications medieval and
early modern rhetoric have for contemporary writing pedagogy. Requirements
include two-to-three short seminar papers for leading discussion, a longer term
paper, and a final exam.
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