English

This the first course of the freshman English requirement for English and Journalism students who have indicated an interest in English and/or Journalism as a major. It develops writing skills in a range of formal and informal texts involved with expository modes (form) in comparison/contrast, classification/division, causal analysis, and argument. It is designed to provide intensive practice in writing—a recursive process—and related skills (analytical reading, speaking, and listening). The course gives attention to language and mechanics relevant to grammar and usage appropriate for the writing process. Prerequisite: Declaration of intention to major in English or journalism. Taken by majors in place of ENG 131.

This the second course of the freshman English requirement for English and Journalism students who have indicated an interest in English and/or Journalism as a major. This course focuses on the reinforcement of skills in the areas noted in English 199—formal and informal texts involved with expository modes (form) in comparison/contrast, classification/division, causal analysis, and argument. It is designed to provide intensive practice in writing—a recursive process—and related skills (analytical reading, speaking, and listening). And the course requires the writing of argument/persuasion (concerning various rhetorical situations) and research papers. The course gives attention to language and mechanics relevant to grammar and usage appropriate for the writing process. Taken by majors in place of ENG 132.

This course is a comprehensive introduction to American literature from the early writings of the Puritans to the American Romantics, and through the American Civil War (1865), with attention to the cultural and social contexts in which all of these literatures were produced. The course includes a survey of important religious, political, genre, and cultural views, such as Puritan beliefs, including Horn books, adventure tales from Revolutionary and Enlightenment ideas, including adventure stories for adolescents, and Transcendentalism, while engaging questions of race, gender, social class, and family units. The course also gives attention to assessment tools to measure comprehension of literature studied, written about, and researched. Students explore different literary theories relevant to the variety of literature focused on adult and adolescent readers and engage in interpretative collaborative communication through group dynamics (i.e., oral presentations, peer-review workshops, and pairings) that build students’ leadership roles.

This course is a comprehensive introduction to English literature from its beginning in the medieval period, and continuing through the Renaissance, the Restoration, and up to 1800. The course focuses on major movements in English historical traditions, as well as individual literary voices and styles. Literary texts will be studied in the context of important cultural influences, among them civil war, religious dissent, revolution, commercialization, colonialism, and industrialization. The course also gives attention to adolescent literature by focusing on adventure tales and poetry, such as Daniel Defoe and William Blake. Assessment tools are used to measure comprehension of literature studied, written about, and researched. Students explore different theories relevant to the variety of literature covered and may engage in collaborative communication through group dynamics (i.e., oral presentations) that build students’ leadership roles.

This course is a focused study of the works of three to five authors. Offerings may include John Milton, William Butler Yeats, Toni Morrison, Virginia Woolf, William Faulkner, or other combinations of major writers of poetry and fiction. The course also gives attention to possible assessment tools to measure comprehension of literature studied, written about, and researched. Students explore different theories relevant to the variety of literature covered and may engage in collaborative communication through group dynamics (i.e., oral presentations, peer-review workshops, and pairings) that build students’ leadership roles.