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Course Criteria
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3.00 Credits
The study of effective exposition and argumentation, with some attention to the principles of rhetoric and their application in written compositions.
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3.00 Credits
Prerequisite: Permission of instructor. The writing of essays, poems, and short stories.
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3.00 Credits
Prerequisite: ENGL 102 or ENGL 103H Continued practice composing various literary forms.
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3.00 Credits
Emphasis on major figures such as the Beowulf poet, Chaucer, Shakespeare, Donne, and Milton. Attention is given to the heroic ideal, romance, tragedy, lyric and satire. This emphasis is combined with a close reading of texts and the writing of a series of essays, some of which reflect the student's ability to do research.
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3.00 Credits
Emphasis on major figures such as Austen, Wordsworth, Keats, Tennyson or Browning, Shaw, Eliot, and Lawrence or Joyce. Attention is given to the democratization of the heroic ideal, the failure of the vision (the antihero), and the development of modernism. This emphasis is combined with a close reading of texts and the writing of a series of essays, some of which reflect the student's ability to do research
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3.00 Credits
Elementary phonology, morphology, and syntax, with some discussion of the English vocabulary. Recommended for students certifying to teach.
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3.00 Credits
The development of English from its beginning to the present. This course is recommended for students planning to attend graduate school in English.
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3.00 Credits
Prerequisite: Upper division status Provides an overview of current writing theory and practices in multicultural, public educational settings. Course themes include: culture (including issues in ESL and nonstandard dialects), literacy, writing pedagogy (process, expressive, narrative, collaborative, studentsponsored), conferencing, assessment, and technology. Students will develop demonstrations of teaching practices, as well as a portfolio that will include teaching philosophy, a dialogic learning log, a strategy for assessment, and a final paper addressing one of the class themes. Students will work with Appalachian Wrting Project teacher consultants, who will model cutting-edge practices in teaching writing K-12. This course is cross-referenced because it is appropriate both to studnts who plan to become K-12 teachers, and English students who plan to attend graduate school and may be teaching composition. (Dual listing with EDUC 359.)
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3.00 Credits
The sixteenth century comprises a crucial period in English political, cultural, and religious history. This period saw the emergence of England as a world power, the formation of a distinct brand of English Protestantism, and the transmission and flowering of continental humanism. The literary productions of the period both reflect and helped shape these complex developments. This course will focus on major English-and a few continental writers-including More, Erasmus,Sidney, Spenser, and Shakespeare. The first third of the course examines on the early modern court and the range of literary responses that it engendered. The middle third explores literary responses to the English Reformation. The final month is devoted to the study of particular poetic theories and forms (with particular emphasis on the sonnet sequence). We will read and discuss these sixteenth-century texts with two main goals in mind: a) to introduce students to the historical, philosophical, and aesthetic currents shaping literary production in this period; and b) to help them develop critical methods of reading, thinking, and writing about literature.
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3.00 Credits
A survey of British literature from Donne through Milton.
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