The English department offers a limited number of online courses, mostly during the summer. This page contains information about our online offerings for the current school year.
Interdisciplinary writing-intensive course focusing on significant humanities texts in relationship to their historical and cultural contexts.
Section 02, Online, 5/16 to 6/9, 4 weeks, Joyce Walker
Introduction to technical and professional writing. Includes study of manuals, reports, proposals, audience analysis, formatting, and style.
Section 01, Online, 5/16 to 6/23, 6 weeks, Lee Brasseur
Linguistic theories, first and second language acquisition, cognitive, affective, and cultural factors in teaching English as a Second Language.
Section 01, online, 7/11 to 8/4, 4 weeks, Hyun-Sook Kang
This online course will introduce key concepts and issues in TESOL (Teaching English to Speakers of Other Languages). Topics to be covered include the nature of first and second language acquisition, linguistic, cognitive, affective, and socio-cultural factors in developmental processes and learning outcomes, and the role of input and instruction in language learning. The course will provide opportunities to critically evaluate a variety of approaches to TESOL and research findings. Online discussion will further attempt to make implications for language teaching in the classroom and beyond.
Gass, S. & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). Taylor and Francis.
Additional articles will be posted on Blackboard.
Rhetorical and economic principles of proposal writing in the arts and humanities, including analyzing CFP's and researching and writing proposals. Prerequisites: C or better in ENG 246, 247, 248 or 249. Junior/senior standing or graduate standing or consent of instructor.
Section 01, Online, 6/13 to 7/7, 4 weeks, Cheryl Ball
This 4-week, online course is incredibly writing-intensive. Students will choose (or be assigned, if they prefer) a funding opportunity that will require them to write a complete proposal. Some funding options might include statewide Arts Council grants, local community grants, national funding grants (e.g., NEH, MacArthur, etc.), or international fellowship grants (e.g., Fulbrights), or others, depending on the studentʼs interest, level (grad or undergrad), and expertise. Students will need to choose what grant they want to pursue in advance of our first week of class. I will contact you several weeks prior with suggestions, and I will need to approve all proposal requests. To complete a full proposal for this course, students will have to research the granting agency, learn to understand the RFP or other proposal call for that agency, write up the sections of the grant so that it matches the criteria listed in the proposal call, and createa work plan and budget (if required for the grant), as well as learn how to administer a grant once it is accepted (or what to do if it is rejected). You will learn what all of this means during the four-week class, through a textbook, lots of discussion forums led by the instructor (who has experience writing successful internal and external grants), peer-reviews of each otherʼs work, and weekly assignment turn-ins. This class will be taught asynchronously through an online course management system (to be determined). Your final project (the completed grant application) will be due within two weeks after the course ends. You should choose a grant that requires an application that is less than 8 pages. Although this course sounds like a hands-on/practical class, grant- and fellowship-writing (and its ilk) is grounded in rhetorical theory. Understanding an audience youʼve never met and asking for money for a project youʼve likely never even worked on (as will be the context in which many of you are writing grants for the first time) requires a high level of rhetorical analysis. We will discuss all of this in class, but donʼt be mistaken that this course will be easy. Learning to write a grant in four weeks will be one of the most challenging assignments youʼve probably ever had.
[tentative] Richard Johnson-Sheehanʼs Writing Proposals, 2nd ed. Pearson.
week of June 1" I will contact students about finding grant/fellowship opps
week of June 14" reading the RFP (the rhetorical situation)
week of June 20" developing the project (who, what, how)
week of June 27" developing budgets & administration plans (who else to work with?)
week of July 4" submitting & acceptances/rejections (what to do now?!)
week of July 18" proposal due to Dr. Ball by Friday, July 22
Rhetorical approach to writing, taught through extensive collaborative drafting, revising, and editing. Emphasis on critical reading and analysis. Computer-assisted. Not for credit major/minor. May not be taken under the CT/NC option.
Section 55, Online, Lasantha Rodrigo