| GRADUATE COURSES COMPOSITION THEORY (ENGL 597) ENGL 597 acquaints students with theories of composition in two ways: theories of discourse (i.e., attempts to systematically describe variables of human and communication and how they interact) and theories of composing (attempts to systematically describe the ways people write). Students will read both primary and secondary texts of key figures in composition theory including Berthoff, Bizzell, Britton, Bruffee, Christensen, Coles, D'Angelo, Elbow, Emig, Flower, Heath, Kinneavy, Kroll, Lunsford, Moffett, Reither, Shaughnessy, and others. The approach to this course will be both historical and analytical. Assignments will include keeping a journal, two or three major projects, and a final exam. Requirements: Readings. Series of major assignments (annotated bibliography, dialogue, major paper). Journal. Final Exam. This course is required of Rhetoric & Composition majors; additionally, it fulfills the theory requirement for Ph.D. in both literature and composition. COMPOSITION RESEARCH (ENGL 501) ENGL 501 focuses on conducting and reporting research in composition and exposes future scholars in rhetoric and composition to the research perspectives (historical, theoretical, ethnographic) currently in use. Students will become acquainted with the diversity of methods and methodologies available to researchers in composition and rhetoric and gain experience in conducting research; further, they will be exposed to research and scholarship of the field. Students will reach extensively in the research methodology and in the scholarship produced by researchers. Students will analyze research studies (both issues and methodologies). Through designing a research project, students will gain experience in formulating research questions, identifying appropriate research methodologies, keeping field notes, collecting data, conducting interviews, and reporting and publishing findings. To learn how to handle different types of data, students will complete a series of research exercises. TEACHING COLLEGE WRITING (ENGL 502) English 502 is designed to introduce graduate students in English to current theory, research, and practice in the teaching of college composition. This course will provide you with an opportunity to reflect on your experiences as teachers, to consider the purposes and goals of college writing classes, and to shape and revise current and future writing classes. Through reading and writing about theoretical and “practical” accounts of composition instruction, we will consider a set of interrelated questions: what are the responsibilities—intellectual and ethical—of a teacher? What are the functions of writing and the college writing course? How have different teachers/scholars approached the teaching of writing?
While this course necessarily focuses on teaching college composition, the overall goal of the course is to enable you to become a more informed and reflective teacher—whether of composition, creative writing, literature, or any other field—and to provide you the opportunities for reflection and professional development. READER RESPONSE THEORY (ENGL 593) The theories of Louise Rosenblatt, David Bleich, Wolfgang Iser, Norman Holland, Stanley Fish, Umberto Eco, Judith Fetterly, and Jonathan Culler address the role of reader in interpreting texts. Not recognized as a distinct critical movement until the ‘70s, reader-response theory is still viewed by many as an eclectic collection of critics who tout the role of the reader in literary analysis. The course will survey what reading and literary theorists, composition and literature researchers, and students and teachers have to say about the relationship of readers, texts, and authors. How does a poem mean? Where does the meaning of a text lie? Is it static or dynamic? What relationships exist among readers, texts, and writers? Do we read differently in different contexts or as we take on different personae? How will current and future technologies affect the reading of texts as well as readers themselves? This course is designed to allow graduate students an opportunity to address these and other questions suggested by reader-response theory. Assignments will include readings, class participation, critical abstracts, major course project, and e-journals. THE POLITICS OF WRITING PROGRAM ADMINISTRATION (ENGL 581) -- [course desc] TEACHING TECHNICAL WRITING (ENGL 581) -- [course desc] OTHER SPECIAL TOPICS COURSES I'VE TAUGHT: - Teaching Writing in the Two-Year College (ENGL 581)
- Teaching Basic Writing (ENGL 581)
- The Politics of Writing Instruction (ENGL 593)
- Writing to Learn/Learning to Write (ENGL 493)
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| UNDERGRADUATE/GRADUATE COURSES MODERN ENGLISH GRAMMARS (ENGL 401) Language includes and excludes; it privileges and debases; it permits and prevents. The childhood jingle, “Sticks and stones may break my bones, but names can never hurt me” is a lie. Words can kill and words can justify (that) killing. Language does not have power; it is power. The only way for you to survive is to understand how language works, for you to own that power. The only way for the world to survive is for us to learn to use that power judiciously. ENGL 401 (Modern English Grammars) is more than an historical study of previously identified, purposefully discrete grammars. In this course, we will begin to uncover how language shapes our perceptions of ourselves and the cultures that define us. To do that, in addition to reviewing various grammars, we will explore topics such as language acquisition, the English Only movement, the Ebonics debate, thought and language, language variety/diversity, verbal and non-verbal communication, literacies, language and identity, language change. course basics syllabus major assignments ADVANCED EXPOSITORY WRITING (ENGL 490) -- [course desc] ADVANCED TECHNICAL WRITING (ENGL 491) ENGL 491-1/Spring 2005 is designed to allow you to construct a course which best suits your needs and interests. Basically, the first 2/3 of the semester you will generate a number of drafts representing a variety of tasks, genres, etc.; the last third of the semester you will construct a portfolio which represents your status as a technical communicator. You must meet certain criteria and follow the guidelines, but ultimately you'll design your own course. Therefore, your first writing task will be to prepare your contract for what you commit to complete this semester. Following the series of steps outlined in "Preparing Your Contract" will help you draft your contract. Once you've drafted your contract, you and I will review it; then, you'll make whatever revisions or adjustments are necessary, prepare a polished copy, print and sign two copies, and submit both to me. I'll review the polished version, sign both copies, and return one copy to you. |  | | | | | | |