A thorough analysis of the grammatical structure of English employing contemporary as well as more traditional methodologies. Emphasis varies among phonology, morphology, syntax, text/discourse analysis and historical developments in the language.

See Dr. Jonz's course description (Fall 2004).
See Dr. Jonz's course description (Fall 2003).
See Dr. Jonz's course description (Fall 2002).

An examination of selected works from Africa, Europe, Latin America, or different cultures within the United States. Considers multicultural groups in relation to their literature, language, and culture.

An overview of children's literature, emphasizing the history and development of classic works. Authors treated may include Potter, Carroll, Alcott, Baum, MacDonald, and Kipling.

See Dr. Tuerk's course description (Fall 2002).

An examination of representative works of historical and realistic fiction for children. Authors treated may include O'Dell, Wilder, Sutcliff, Twain, Cleary, and Paterson.

See Dr. Moseley's course description (Spring 2004).

An examination of one or more literary genres. Topics and approaches may vary, but might include a focus on a particular historical period, theme, or critical approach to selected poetry, drama, non-fiction prose, fiction, or film. May be repeated for credit when the emphasis changes.

See Dr. Duchovnay's course description (Fall 2003)

Examines to what extent and how composing influences learning and knowledge, how the nature of knowledge is affected by composing and the kinds of knowledge transformations that occur through composing. Includes attention to uses of writing for learning across the curriculum.

See Dr. Bolin's course description (Summer I 2002).

A study of the major theories and theorists of rhetoric from classical times to the twentieth century. Emphasis varies from semester to semester. Attention is given to such theorists as Aristotle, Sophists, Plato, Cicero, Quintilian, Kinneavy, Perelman, Richards, Weaver, and Moffett. May be repeated for credit when the emphasis changes.

See Dr. Bolin's course description (Spring 2004).

This course will treat journals, sermons, reminiscences, poetry, and other writings beginning with John Smith and spanning the colonial writers such as William Bradford, John Winthrop, Joseph Cotton, the Mathers, Jonathan Edwards, and Anne Bradstreet in order to capture the spirit of a vibrant New England, experiencing social, religious, and economic change, from the Puritan dominance in New England society and its fragmentation, through the Federalist period and the founding of the nation by Thomas Jefferson, Benjamin Franklin, James Madison, and others.

See Dr. Mosely's course description (Fall 2002).

Studies in various aspects of American literature from about 1865 to about 1920, the time usually spoken of as the Age of Realism but often called the Age of Realism and Naturalism. Some important authors of this period include Twain, Dickinson, H. James, S. Crane, Dreiser, Eliot, and Frost.

See Dr. Royal's course description (Fall 2004)

See Dr. Moseley's course description (Summer II 2002).

Studies in various aspects of the period in American literature extending roughly from 1920-1950. Important authors during this period may include Hemingway, Fitzgerald, Wright, Faulkner, Warren, Frost, Eliot, Stevens, K.A. Porter, Miller, and O'Neill. Topics which might be covered include imagism, vorticism, the war novel, proletarian literature, the Great Depression in literature, agrarianism, and the Lost Generation. May be repeated for credit when the emphasis changes.

See Dr. Roggenkamp's course description (Spring 2004).

A treatment of outstanding figures in American literature, such as Twain, Thoreau, Hemingway, Dickinson, Ellison, Bellow, Cather, or Warren, or a treatment of two or three important figures who bear some kind of close relationship to one another as members of a particular school or through personal relationships. May be repeated for credit when the emphasis changes.

A study of the literature of the last two or three decades, reviewing the international scene or concentrating perhaps on a single genre or topic, such as recent American fiction or post-War British poetry.

See Dr. Royal's course description (Fall 2004)

Studies in various aspects of American literature from the Romantic period, especially the period of Poe, Hawthorne, Melville, Emerson, Thoreau, and Whitman, often labeled the American Renaissance. Dates covered range from about 1820 to around 1865. Topics covered may include transcendentalism, the development of the American short story and novel, and the origins of American nature poetry.

See Dr. Tuerk's course description (Spring 2002).

A thorough study of the age, the work, and the influence of a selected literary figure such as Chaucer, Spenser, Samuel Johnson, Blake, Hardy, Dickens, Auden, Lawrence, Fowles, and Greene; or treatment of two or three important figures who have some close relationship to one another. May be repeated for credit when topic changes.

See Dr. Jacob's course description (Fall 2002).

Individual investigation and group discussion of selected topic. May focus on major figures, critical or historical approaches, themes, or genres in British literature before 1660. May be repeated for credit when the emphasis changes.

See Dr. Bolin's course description (Spring 2004).

Individual investigation and group discussion of selected topic. May focus on major figures, critical or historical approaches, themes, or genres in British literature from 1660-1830. May be repeated for credit when the emphasis changes.

See Dr. McCarron's course description (Spring 2002).

Individual investigation and group discussion of selected topic. May focus on major figures, critical or historical approaches, themes, or genres in British literature from 1830-1945. May be repeated for credit when the emphasis changes.

See Dr. Stayer's course description (Summer I 2002).

A study of the origin and development of the novel in Great Britain from the eighteenth century to the present. Novels by authors such as Fielding, Austen, Dickens, Hardy, Woolf, and Joyce may be included.

See Dr. McCarron's course description (Fall 2003).
See Dr. Stayer's course description (Fall 2002).

An advanced survey of applied language science with an emphasis on the relationship between the structural systems of language and the mental representation of ordinary experience. Stresses phonology, morphology and syntax.

See Dr. Jonz's course description (Summer I 2002).

This course focuses on the linguistic, psychological, and socio-cultural foundations for teaching English to native speakers of other languages. It surveys historical as well as current trends in the methods and materials of ESL, of language testing, and of language-program evaluation.

See Dr. Baumgardner's course description (Fall 2003).
See Dr. Baumgardner's course description (Fall 2002).

This course focuses on the various aspects of human behavior and sociocultural interaction that affect language structure, use, learning, and acquisition. Topics discussed include sociolinguistic methodology, multilinguistics, speech-act types, language styles, language and sex roles, and the sociolinguistics of literature.

See Dr. Baumgardner's course description (Spring 2004).
See Dr. Baumgardner's course description (Spring 2002).

A survey of the cognitive, affective and developmental constraints on language acquisition and use. Topics include multilingualism; language, mind and brain; language processing and comprehension; first and second language acquisition; and research tools.

See Dr. Jonz's course description (Spring 2004).
See Dr. Jonz's course description (Spring 2002).

A survey of approaches and strategies in the composing process and in the analysis of forms in composition, with particular emphasis on professional writing.

Study of the objectives of college English; methods and materials for the teaching of college English, including the audio-visual; testing techniques; and curriculum planning and administration of English programs.

See Dr. Fulkerson's course description (Fall 2002).

A study of major literary works from both classical and contemporary literature in diverse genres outside the English language tradition. May be repeated for credit when the emphasis changes.

See Dr. Seminet's course description (Spring 2002).

For beginning literature and languages graduate students who have not had an equivalent graduate-level course, this course covers manuscript preparation and format; research techniques for literary, linguistics, and composition/rhetoric studies; and research methods for foreign language majors.
See Dr. Royal's course description (Spring 2004)

See Dr. Grimshaw's course description (Fall 2002).

A practicum in formulating syllabi in rhetoric that integrate selected textbooks and the theory of composition, and in the daily problems inherent in teaching expository writing. The class is required of all English assistant instructors in either the first or second semester they hold an assistantship. Graded on a satisfactory (S) and unsatisfactory (U) basis. Not applicable to hours for MA/MS degree. Prerequisite: Permission of the department head.

See Dr. Dunbar-Odom's course description (Fall 2003).
See Dr. Dunbar-Odom's course description (Fall 2002).

A practicum in the methods and daily problems inherent in teaching argumentative writing to college students. The class is required of all English assistant instructors in either the first or second semester they hold an assistantship. Graded on a satisfactory (S) and unsatisfactory (U) basis. Not applicable to hours for MA/MS degree. Prerequisite: Permission of the department head.

See Dr. Fulkerson's course description (Spring 2004).
See Dr. Dunbar-Odom's course description (Spring 2002).

A study of the problems and procedures involved in teaching argumentative writing to college students. The course includes study of traditional deduction, induction, and material fallacies, plus more modern concerns such as Toulmin logic and stasis theory. The course stresses how these processes of analyzing reasoning can be used and misused in teaching writing and in current textbooks. Students write a series of illustrative argumentative essays. The course also covers the documented paper.

See Dr. Fulkerson's course description (Fall 2003).

Examines the historical and contemporary situation of the profession of teaching college English. Topics to be discussed may include the relationship of scholarship and teaching, literature and composition, departments and their publics, curriculum and assessment, and professional ethics and academic freedom. Crossover course: May count for either area.

See Dr. Fulkerson's course description (Spring 2002).

An examination of the relationship between reading and writing developments and applications to instruction. Approaches reading and writing as cultural and cognitive activities. Integrates theoretical readings with classroom practices. Crossover course: May count for either area.

See Dr. Dunbar-Odom's course description (Fall 2002).

Organized class. May be repeated when topics vary. Prerequisite: Permission of the department head.

See Dr. Baumgardner's course description: Language and Culture in the Classroom (Summer I 2002).

A practicum in the methods and theories of teaching the interpretation of literary and nonliterary texts to college students. The class is required in the second year of doctoral assistantships. Prerequisite: Permission of the department head.

See Dr. Reid's course description (Spring 2002).

A practicum in the methods and daily problems inherent in teaching composition to specialized college audiences with stress on basic writers, the learning disabled, and students being tutored. May include measurement of writing, administration of writing centers, and tutoring practices. The class is required of assistant instructors in their second year of the doctoral program. Prerequisite: Permission of the department head.

See Dr. Dunbar-Odom's course description (Summer II 2002).