Summer 2013 Course Offerings

ENG 100 Introduction to English Studies

Reading and writing in English, an introduction to the various sub-disciplines of English.

Section 01, MTWR at 11:00-1:50, 5/20 to 6/13, 4 weeks, Gabe Gudding

ENG 101 Composition as Critical Inquiry

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 01, MTWR at 11:00-12:15, 5/20 to 7/11, 8 weeks,

ENG 102 Introduction to English Studies Proseminar

A structured proseminar designed to introduce students to the complex intellectual and professional aspects of the degree in English Studies. CR/NC only. Prerequisite: Concurrent registration in ENG 100.

Section 01, MTWR at 9:30-10:20, 5/20 to 6/13, 4 weeks, Mark Vegter

ENG 110 English Literature and Its Contents

Interdisciplinary writing-intensive course focusing on significant humanities texts in relationship to their historical and cultural contexts.

Section 01, MTWR, 11:00-1:50, 6/17 to 7/11, 4 weeks, Carol Lind

ENG 110 Section 1 – English Literature and its Contexts (ONLINE)

This course will be taught completely online over the course of four weeks. Lectures will be delivered via ReggieNet, and students will submit their work, take quizzes and exams, post to discussion forums and interact with each other  (and with me) online. You do not have to be a technical whiz to successfully complete this course, but you will need to have an available computer with reliable access to the internet. Because we are examining roughly fifteen-hundred years of literature and history in four weeks, students can expect intensive reading and writing schedules for the duration of the course.

IDS 121.19 Texts and Contexts

Interdisciplinary writing-intensive course focusing on significant humanities texts in relationship to their historical and cultural contexts.

Section 01, Online, 5/20 to 6/14, 4 weeks, Jamison Lee

Section 02, Online, 5/20 to 6/14, 4 weeks, Elizabeth Williams

ENG 125 Literary Narrative

Critical reading and analysis of a variety of literary narratives that reflect on human experience. May not be taken under the CT/NC option.

Section 01, MTWR, 11:00-11:50, 6/17 to 7/11, 4 weeks, Amy Robillard

Animals in Literature
The argument of this course is that animals make us human, and that literature that includes animals illustrates and complicates this claim in significant ways. The interdisciplinary field of animal studies, with its insistence on the value of understanding animals not just as pets or as food or as metaphor but as beings with complex emotional lives, inspires this course. We will study literary narrative rhetorically by reading both fiction and nonfiction about animals. How do authors represent the relationship between humans and animals, and what role do animals play in the construction of narrative? What are the cultural narratives we inherit about animal/human relations, and why is it important to challenge them?

ENG 128 Gender in the Humanities

Examination of gender roles, norms, and stereotypes from a broad range of perspectives within humanities across centuries and cultures. May not be taken under the CT/NC option.

Section 01, MTWR at 11:00-1:50, 5/20 to 6/13, 4 weeks, Rhonda Nicol

ENG 145 Writing in the Academic Disciplines

Introduction to research-based writing for multiple academic audiences. Computer-assisted.

Section 01, MTWR at 11:00-12:15, 5/20 to 7/11, 8 weeks,

ENG 229 Introduction to Literary Genres

Formal and historical study of literary genres--poetry, drama, prose narrative as structures of knowledge. Not for credit Major. OC-H: Outer Core-Humanities.

Section 01, MTWR at 11:00-1:50, 5/20 to 6/13, 4 weeks, Kathryn Kerr

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ENG 243 The Grammatical Structure of English

Linguistic description of present day American English, focusing on morphology and syntax.

Section 01, MTWRF at 9:30-12:20, 5/13 to 5/31, 3 weeks, Mahide Demirci

DESCRIPTION OF COURSE
            This course, in depth, teaches the major principles, concepts and components of English Grammar;
 such as, the “Grammatical Categories” (nouns, verbs, adjectives, adverbs, etc.), the internal structure of words (Morphology) and the internal structure of sentences (Syntax).  We will look at the idea of the "correct” English Grammar - “Prescriptivism”, and then we will examine the structure of English language descriptively in order to understand the systematic/ rule governed nature of language.
           
            You will realize that the kinds of things you study in English Grammar are all around us all the time, and there is grammar in everything in everyday life. English Grammar is not about learning what we are allowed to say and what we are not allowed to say. Instead, it is about a way of looking at the English around us and at language in general.
           
            Through the study of the English grammar, you will learn to think and to talk about language and sharpen your own language skills. If you plan to teach, you will  also  help your students understand and sharpen their own language skills. Furthermore, understanding the major principles of English Grammar will help you sequence language material for teaching in your own classroom and also follow the language development of your students closely. Finally, you will understand and appreciate the nature of linguistic differences; as a result, you will become more aware of the problems of the second language learners and aware of the responsibilities of the language teachers in the multicultural classrooms.

COURSE REQUIREMENTS

1.   ATTENDANCE / CLASS PARTICIPATION    
2.   ASSIGNMENTS/ EXERCISES          
3.    EXAMS:  All exams will be take-home exams and consist of multiple-choice and true-false questions. Before each exam, I will give you a detailed study guide which will help you answer the questions as well as prepare for the exam
4.   EXTRA CREDIT: You can earn up to “seven points” of extra credit (e.g., to make up for a missing assignment/s or exams, or to raise your final grade, etc.) by doing additional/extra course activities.

ENG 249 Technical and Professional Writing I

Introduction to technical and professional writing. Includes study of manuals, reports, proposals, audience analysis, formatting, and style.

Section 01, Online, 5/20 to 6/21, 6 weeks,Lee Brasseur

Section 02, 11:00-12:15, 5/20 to 7/11, 8 weeks,

ENG 271 Literature for Young Children

Section 01, MTWR at 8:00-10:50, 6/17 to 7/11, 4 weeks, Karen Coats

In this course, we will study literature produced for children up to age 8. Primarily, we will be relating developmental issues to aesthetic practices in the production of such literature, in order to better understand some of the connections between what children read, view, and listen to, and the people they become. We will learn a bit of art theory, a bit of literary theory, a bit of child development theory, multiliteracies theory, and a bit of psychoanalytic theory in order that we may become more adept at appreciating and selecting appropriate, quality literature for children.

Required Texts:
Animal Poems, by Valerie Worth, illustrated by Steve Jenkins
Frog and Toad Collection Box Set, by Arnold Lobel
Charlotte’s Web, by E. B. White
Alvin Ho: Allergic to Dead Bodies, Funerals, and other Fatal Circumstances, by Lenore Look
You will also need access to many picturebooks, so plan to spend some library or bookstore time browsing and reading outside of class.
Nurtureshock, by Po Bronson and Ashley Merriman
Big Ideas for Little Kids, by Thomas E. Wartenberg
Articles will be made available to you through the English Department Digital Reserves.

ENG 290 Language Arts

Study of language acquisition and research in critical thinking, listening, speaking, writing, vocabulary development, usage, and spelling for children.

Section 01, online, 5/20 to 6/28, 6 weeks, Eileen Bularzik

ENG 341 Introduction to Descriptive Linguistics

Aims and methods of linguistic science. Nature and functions of language: phonology, morphology, syntax, variation.

Section 01, MTWR at 11:00-1:50, 7/15 to 8/8, 4 weeks, K. Aaron Smith

ENG 344 TESOL:  Theoretical Foundations

Linguistic theories, first and second language acquisition, cognitive, affective, and cultural factors in teaching English as a Second Language.

Section 01, online, 6/17 to 7/11, Hyun-Sook Kang

ENG 375 Young Adult Literature

Advanced critical examination of literature for young adults with emphasis on trends and research. May repeat if content different.

Section 01, MTWR at 11:00-1:50, 7/15 to 8/8, 4 weeks, Jan Susina

Required Texts:
J.D. Salinger. The Catcher in The Rye (Little Brown)
F. Scott Fitzgerald. The Great Gatsby. Notes & Preface by Russ McDonald (Penguin)
Harper Lee. To Kill A Mocking Bird (Warner Books)
Ray Bradbury.  Farenheit 451 (Simon & Schuster)
Rachel Cohn & David Levithan.  Nick & Norah’s Infinite Playlist (Knopf)
Sonya Sones. What My Mother Doesn't Know (Simon Pulse)
William Shakespeare. A Midsummer’s Night Dream, ed. Russ McDonald (Penguin)
John Green. Looking for Alaska (Speak)
Suzanne Collins. The Hunger Games (Scholastic)
Gene Luen Yang. American Born Chinese (First Second)

Description of Course:
This course will emphasize reading of young adult literature with attention to the analysis of literary representation of the stages of adolescence and adolescent concerns.  The course traces the development of the genre of adolescent literature and will investigate thematic and stylistic changes found in such texts.  In addition to reading a variety of literary genres—fiction, poetry, drama, graphic novel-- written specifically for adolescents, books read by adolescents, and books that are assigned to adolescents in the classroom, the course will also examine other aspects of adolescent culture including films and TV programs featuring teen characters as well as popular music with teenagers and methods that advertisers attempt to create a youth market for teen products.
 
Format of Course:
Students will be required to write to one research paper (7-10 pages), while graduate students will write a longer research paper (12-15 pages) on an adolescent text or some aspect of adolescent culture.  All students will write a short film analysis (3-5 pages). A final exam will be give at the end of the course and regular reading quizzes on the reading will be given throughout the course.  The concentration nature of this four-week summer school course makes
attendance essential as is active participation in class discussion.

ENG 398 Professional Practice: Internship in English

Supervised field experience in English with local, state, national, and international businesses, agencies, institutions (including colleges and universities), and organizations

Section 01, Arrange, 5/20 to 8/9, James Kalmbach

ENG 409.06  The Writing Project

Improving the quality of writing instruction in middle and high schools. Topics: .01 Major Figures in the Teaching of Writing; .02 Issues of Grammar; .03 Writing Assessment; .04 Using technology to Teach Writing; .05 Applying Rhetoric to Teaching of Writing; .06 The Writing Project. Prerequisite: Middle or Secondary School certification or consent of instructor.

Section 01, MTWR at 11:00-1:50, 6/17 to 7/11, 4 weeks, Julie Cheville

ENG 498 Professional Practice: Internship in English

Supervised field experience in English with local, state, national, and international businesses, agencies, institutions (including colleges and universities), and organizations.

Section 01, Arrange, 5/20 to 8/9, James Kalmbach

ENG 510 Seminar in English Studies Pedagogy

Section 01, MTWRF at 9:00-12:50, 5/13 to 5/31, 3 weeks, Cheryl Ball

*Pedagogy Bootcamp*

This intensive, three-week seminar will focused on reflective pedagogical practices and research methods, with a particular emphasis on teaching with technology and media across English Studies. You will design multimodal assignments and learn to collect, analyze, and write about that kind of data in preparation for your teaching internship. Readings include Selfe's _Multimodal Composition_, McKee and Devoss's _Digital Writing Research_, articles on research methods and reflective multimodal teaching, as well as a (provided) pedagogical genre set specific to ISU (internship proposal, IRB proposal, pedagogy comp, dissertation, and an article from the dissertation).

By the end of the three weeks, students will write a draft of their teaching internship proposal and batch IRB protocol as well as produce one open-source or ubiquitous-software technology- or multimedia-rich text to serve as a model for an assignment in their internship course. The model will include an instruction sheet, assessment plan, and data-collection plan.

Class format: I will be surveying students two weeks prior to the course to find out whether everyone can meet Mondays through Thursdays from 10-3pm instead of the scheduled class time. Bring your lunch or plan to order in. Students are expected to be in attendance every day. A missed day is grounds for failing the course due to its short nature. There will be seminar/discussion of the readings in the morning and workshops/directed studio time in the afternoon. Students are expected to read approximately 100 pages a day (on average) and work 1-2 hours a day on their homework assignments *outside* of class. Final presentations of the model assignments (and accompanying materials) will be given the morning of Wed., May 29. There will be no class on Thursday, May 30. Final written assignments (batch IRB, internship proposal) are due no later than end-of-day Saturday, June 1.