Spring 2015 English courses are described below. For descriptions of all English courses, refer to the Graduate Catalog.
ENG605: Teaching in English Studies (Composition)
ENG605: Teaching Literature in Higher Education
ENG613: Graduate Poetry Writing Workshop
ENG614: Graduate Practicum in Literary Editing
ENG618: Material Development for teaching English Language Learners
ENG624: Foundations of Second Language Acquisition
ENG628: Language and Culture
ENG642: Literature of the American Renaissance
657: Post-Colonial Studies
ENG684 Second Language Literacy Development
ENG686: Language and Gender
ENG690: Cognition, Composing, Development, and Emerging Media
ENG699: Contemporary Theories of Composition
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
Professor: Pat Collier
In this class, we will focus on the theory and practice of teaching literature to college students. We will ask the basic historical and existential questions: Why teach literature? What benefits do college students gain from close and careful attention to literary works? Why does this seemingly non-instrumental practice exist in our seemingly instrumental society? What are—or what might be—the politics of the literature classroom? What exactly is this thing we all love called “Critical Thinking”? Having come to your own conclusions on these questions, and articulated them in a Statement of Teaching Philosophy, you will then work on establishing objectives and devising and executing methods for teaching particular kinds of literature (historical periods, genres, “insurgent” literatures, etc.). We will read in learning theory and practical scholarship on pedagogy. The semester will conclude with “micro-teaching” demonstrations in which you devise and put into practice plans to teach several literary texts.
Professor: Mark Neely
This is a graduate-level course in poetry writing, designed
for students in our MA Creative Writing program, MA General program, and for
other MAs and PhDs interested in reading and writing poetry. About half the
class will be devoted to discussion of readings, including several collections
by contemporary poets. We will talk about how the authors attempt to unify
these collections, and look closely at the dazzling number of formal choices
poets make in their work. The readings will help inspire the poems written for
the class, inform the way we discuss your poems, and offer strategies for
revision. Written assignments include poems, reading responses, and a final
Possible texts include: The
Best American Poetry 2014, Terrance Hayes and David Lehman, eds.; Life on Mars by Tracy K. Smith; More Wreck More Wreck by Tyler Gobble; Black Aperture by Matt Rasmussen; Of Gods and
Strangers by Tina Chang.
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