2016 - 2017 Graduate Course Offerings

For the most current schedule information, please visit the University's Course Finder.

Summer 2017

ENG 341 Introduction to Descriptive Linguistics

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

Section 01, MTWR 11:00, 4 weeks beginning 6/5/2017, K. Aaron Smith



ENG 375 Young Adult Literature

Advances critical examination of literature for young adults with emphasis on trends and research.

Section 01, MTWR at 11:00, 4 weeks beginning 5/22/2017, Jan Susina

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. Students will develop a detailed proposal for research paper with an annotated bibliography on an adolescent text or some aspect of adolescent culture. All students will write a film analysis, create a cannon of young adult literature, and complete a mixed tape/CD project. 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. Given the concentrated nature of this four-week summer school course, attendance at every class session is required as is active participation in class discussion.


ENG 378 London on Stage: Shakespeare & Company

English course for graduate study abroad in London, UK

Section 01, 6 weeks beginning 5/22/2017, Tara Lyons



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ENG 409.06 Teaching of Writing in High School/Middle School: The Writing Project

Improving the quality of writing instruction in middle and high schools.

Section 01, MTWRF at 9:00, 3 weeks beginning 7/10/2017, Jan Neuleib



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, Elise Hurley



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Fall 2017

ENG 308 Literature and the Related Arts

Formal, aesthetic, and cultural relationships among literature, art, music, drama, film, and other related arts.

Section 01, TR at 9:35, Robert McLaughlin

The American Musical Theater—Then—Now—and a lot of Sondheim

This course will survey the history of the American musical theater from its origins, through its musical-comedy heyday, to its maturity in the Rodgers and Hammerstein era.  It will then focus on the musical theater of the last 45 years, with special attention to the work of Stephen Sondheim and his collaborators.  We will read scripts, listen to music, study some history, and engage some aesthetics.

The goal will be to gain an understanding of the ways musical plays work as aesthetic pieces and of how they function more broadly historically and culturally.

Class meetings will be discussion-based.  Each student will be responsible for a research presentation.  There will be three three-to-five-page essays and one research-based essay.

Texts I anticipate using include:

Larry Stempel, Showtime: A History of the Broadway Musical Theater
Library of America, American Musicals: The Complete Books and Lyrics
Stephen Sondheim and George Furth, Company
Stephen Sondheim and James Goldman, Follies
Stephen Sondheim and Hugh Wheeler, Sweeney Todd, the Demon Barber of Fleet Street
Stephen Sondheim and James Lapine, Sunday in the Park with George
Brian Yorkey and Tom Kitt, Next to Normal
Jason Robert Brown, The Last Five Years
William Finn and James Lapine, Falsettos
Adam Guettel and Craig Lucas, The Light in the Piazza



ENG 322 Studies in the English Novel

Study of the movements, figures, historical periods, contexts, and theories of English novels.

Section 01, TR at 12:35, Katherine Ellison

Life Writing and the History of the Novel

Frances Burney is most famous for her novels, like Evelina and Cecilia, which made Jane Austen’s career possible. Yet more meaningful to her were the diaries she kept for 47 years, the piles of letters she had filed away between her, her sister, her friends, her husband, and fellow literary celebrities. In those files were her narratives of, for example, her mastectomy, which she endured awake, without any anesthesia. She lived with this massive archive of personal life writings in Paris in the spring of 1815 when the city was invaded by Napoleon. She had to abandon all of her writings, taking with her only a basket of clean clothes. She was devastated.

The literary term, “autobiography,” coined in 1797, has shifted to the term “life writing,” which allows writings of the past excluded from autobiographical classification – and from all generic categories – to finally be appreciated within new frameworks that recognize their unique contributions to human history. In particular, women’s writings have occupied an ambiguous status. Aphra Behn, Eliza Haywood, Mary Delariviere Manly, Jane Barker, and others were shut out from the high-class world of the “novelist” and demoted as “romance writers” or “writers of amatory fiction” even though their works, often highly self-referential and autobiographical, openly critiqued the conventions of the romance, claimed to be true, and were the bestsellers of their time, out-pacing the men’s writings by a large profit margin. Life writing allows us to consider their well-known works – and works buried in the archives -- from a new perspective. The concept of the autobiographical was complicated by the frequent claim of absolute authenticity and “true history” by fictional works, a move so common that the appeal to truth became the foundational convention of the early novel. Even writers like Burney, who was accepted as a novelist, wrote narratives that remained “inedited” because they didn’t fit anywhere (yet when read, were wildly popular). Her novels were not possible without these writings about her life, and the line between them is a fuzzy one.

This course will explore the relationship between the early novel and life writing and the generic conventions that made life writing so attractive and lucrative – yet so confusing – to eighteenth-century audiences. It could be argued that the eighteenth century was obsessed with writing the life. No longer interested in the general tales of the aristocratic exploits of characters who may or may not have existed, epic battles between allegorical figures who represent the “everyman,” and the construction of national icons from exaggerated models, eighteenth-century readers wanted to learn about specific, everyday people: what were their lives like, what were their struggles, their emotions, their dreams and nightmares. How did they survive the harsh living conditions of the century? They wanted details – what does a pickpocket think about, where does she come from, and where does she go? How does one become a prostitute? A wealthy merchant? What does a mastectomy feel like? Can one endure it?

This course is designed to complement, not substitute for, courses on life writing in our curriculum taught by, for example, Dr. Amy Robillard and Dr. Cynthia Huff. This course goes back a bit further in time, filling a gap in your history yet allowing you to bring what you already know to our classroom, enlightening our study of the seventeenth and eighteenth centuries as you build your knowledge of the fields of life writing and novel studies and, perhaps, write your own as you learn.

Texts are still to be determined but might include:

Excerpts from the Countess of Montgomery’s Urania
Aphra Behn’s Oroonoko
Jane Barker’s Magdalen Manuscript
Mary Manley, The Adventures of Rivella; or, the History Of the Author of the Atalantis
Daniel Defoe, Journal of the Plague Year
Personal essays in The Spectator and The Female Tatler
Excerpts from theautobiography of child prodigy Colley Cibber
Excerpts from Samuel Richardson, Pamela; or, Virtue Rewarded and Eliza Haywood’s Anti-Pamela
Henry Fielding, “On Writing Lives in General”
Samuel Johnson, The Lives of the Most Eminent English Poets
James Boswell, Life of Johnson
Journals and Letters of Frances Burney
Mary Hays’ Memoirs of Emma Courtney  
Excerpts from The Diary of Elizabeth Drinker, a Quaker woman living in Philadelphia during the Revolutionary War
Excerpts from the diaries of Dorothy Wordsworth



ENG 341 Introduction To Descriptive Linguistics

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

Section 02, MW at 11:00, Susan Burt



ENG 342 Sociolinguistics

Social significance of language variation: regional, social, ethnic dialects; attitudes towards variation. Multilingual societies, language choice, language shift, language planning.

Section 01, MW at 9:35, Susan Burt



ENG 345 TESOL: Methods and Materials

Methodologies and techniques for teaching English as a Second Language; evaluation of materials for various levels and instructional goals. Includes Clincical Experiences.

Section 01, MW at 11:00, Lisya Seloni



ENG 346 Assessment and Testing in ESL

Assessing oral and written proficiency in English as a Second Language.

Section 01, MW at 9:35, Hyun-Sook Kang



ENG 347.01 Advanced Creative Writing - Poetry

Workshop format for individual projects; related theory.

Section 01, M at 5:30, Duriel Harris



ENG 349 Technical Writing II

Instruction and practice in editing, proposals, and analytical writing; attention given to style manuals, research writing, and (as needed) publication. Computer assisted.

Section 01, TR at 11:00, Angela Haas

Section 02, W at 5:30, Angela Haas



ENG 350 Visible Rhetoric

Document design as a rhetorical activity and the application of theories of visible rhetoric to document production.

Section 01, TR at 2:00, Angela Haas



ENG 353 Technical Editing

Theory and practice of editing and management of documentation in industry and other organizational settings. Computer assisted.

Section 01, TR at 12:35, Lee Brasseur



ENG 365 Movements and Periods in African-American Literature and Culture

Advanced critical study of major movements and periods in African-American literature.

Section 01, TR at 2:00, Ricardo Cruz



ENG 375 Young Adult Literature

Advanced critical examination of literature for young adults with emphasis on trends and research.

Section 01, TR at 9:35, Jan Susina

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. 

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 Mockingbird. Grand Central Publishing.
John Lewis. March: Book One. Top Shelf.
Ray Bradbury.  Farenheit 451. Simon & Schuster.
Rainbow Rowell. Fangirl: A Novel. Macmillan.
S.E. Hinton. The Outsiders. Speak.
Sonya Sones. What My Mother Doesn’t Know.  Simon Pulse.
William Shakespeare. A Midsummer’s Night Dream, ed. Russ McDonald. Penguin.
Lin-Manuel Miranda.  Hamilton: An American Musical/Original Broadway Cast Recording.
Altantic CD.
Tavi Gevinson. ed.  Rookie Yearbook One. Razorbill.
Chip Kidd. Go: A Kidd’s Guide to Graphic Design. Workman Publishing.
John Green. Looking for Alaska. Speak.

Section 02, TR at 11:00, Jan Susina

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. 

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 Mockingbird. Grand Central Publishing.
John Lewis. March: Book One. Top Shelf.
Ray Bradbury.  Farenheit 451. Simon & Schuster.
Rainbow Rowell. Fangirl: A Novel. Macmillan.
S.E. Hinton. The Outsiders. Speak.
Sonya Sones. What My Mother Doesn’t Know.  Simon Pulse.
William Shakespeare. A Midsummer’s Night Dream, ed. Russ McDonald. Penguin.
Lin-Manuel Miranda.  Hamilton: An American Musical/Original Broadway Cast Recording.
Altantic CD.
Tavi Gevinson. ed.  Rookie Yearbook One. Razorbill.
Chip Kidd. Go: A Kidd’s Guide to Graphic Design. Workman Publishing.
John Green. Looking for Alaska. Speak.



ENG 392 Contemporary Rhetorical Theories

Study of the principles of rhetoric to serve as basis for understanding contemporary rhetorical theories.

Section 01, TR at 3:35, Julie Jung

Theoretical and Methodological Approaches to Rhetorical Analysis

Course Description
As a research method, rhetorical analysis enables scholars to gather textual data in order to render interpretations about what a given “text” (broadly defined) does in the world. Yet the data we collect and the patterns we identify among them don’t come for nowhere. Instead, they emerge in relation to our theoretical and methodological frameworks. Too often, however, rhetorical analysis is understood and applied as a neutral method capable of producing universal insights about how human communication works. This course intends to undo that understanding. Specifically, we will study how theoretical and methodological approaches [1] focus our attention such that we select some artifacts (but not others) as being worthy of analysis; [2] delimit the data and patterns capable of being perceived; and [3] influence how we interpret what those data and patterns mean. To do this work, we will read scholarship in contemporary cultural rhetorics that introduces us to key theories and concepts and models ways of deploying rhetorical analysis in the service of specific political commitments.

Course Format & Assignments
This course is an advanced seminar. As such, participants will be expected to read, write about, and discuss the assigned readings with complexity. Early readings will orient participants to rhetoric as a field of inquiry; to cultural rhetorics as a specific area within that field; and to ways of understanding the relationship between theory, methodology, and method. Thereafter we will read clusters of articles that revolve around one specific area within cultural rhetorics (e.g., African-American rhetorics; Chicana rhetorics; disability rhetorics; feminist rhetorics; material rhetorics; rhetorics of science; rhetorics of social protest).

In addition to completing the assigned reading and participating in class discussions, students will complete several short rhetorical analyses. One of these will be extended to include outside scholarly research and submitted at the end of the term (undergraduates: 10-12 pps; graduate students: 15-18 pps). Graduate students will also facilitate discussion of one reading and prepare an annotated bibliography that focuses on one area within contemporary cultural rhetorics.

Course readings
Readings will be selected from articles published by cultural rhetorics scholars such as Amanda Booher, J. David Cisneros, Ellen Cushman, Rebecca Dingo, Jay Dolmage, Jessica Enoch, Lisa Flores, Jeff Grabill, Rachel Alicia Griffin, Angela M. Haas, Wendy Hesford, Elise Versoza Hurley, Kendall Leon, Gwendolyn Pough; Elaine Richardson, Gabriela Raquel Ríos, Jacqueline Jones Royster; Eileen Schell, J. Blake Scott, Hilary Selznick, Amy Vidali, Bo Wang, Hui Wu, Melanie Yergeau, and Candace Zepeda.



ENG 394 TESOL Practicum

Observation, case studies, tutoring, instructional assistance, and some teaching experience in English as a Second Language.

Section 01, W at 1:00, Hybrid, Hyun-Sook Kang



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ENG 400 Independent Study

Directed independent study in an area of English Studies.



ENG 401 Introduction to Graduate Study

Introduction to bibliography, methods of research, critical evaluation of scholarship, and recent developments in literary theory and criticism.

Section 01, R at 5:30, Brian Rejack



ENG 402 Teaching Composition

Introduction to theory, research, and practice in the teaching of composition.

Section 01, W at 5:30, Joyce Walker and Lisya Seloni



Eng 447.02 Creative Writing Seminar: Prose

Practice in the writing of fiction for graduate level or professional writers.

Section 01, TR at 11:00, Ricardo Cruz



ENG 452 The Teaching of Technical Writing

Inquiry into the issues, methods, and resources incolced in teaching technical writing at the college level.

Section 01, M at 5:30, Elise Hurley



ENG 470 Studies in Children's Literature

Topics in texts for children and adolescents: genres, authors, critical approaches, themes, or historical developments.

Section 01, T at 5:30, Karen Coats

Transmedia and Multimodality: Strategies for Analysis

Transmediation refers to the practice of conveying an idea or story across different platforms. When an idea or storyworld finds expression via different platforms, the specific affordances of each medium enable new emphases or aspects to emerge or take precedence while others recede or are overshadowed. In this class, we will examine the theoretical tools that are in the process of being developed to more adequately account for the power and persistence of such transmedial storytelling. We will ground our theoretical explorations through consideration of a few texts that have evolved across media platforms such as illustrated and non-illustrated print texts, film, theatrical performances, graphic narratives, video games, websites, social media sites, theme parks, and merchandise lines. We will also need to consider the analytical tools that have been developed to study visual, sonic, narratological, interactive and blended texts. We will work together in our study of the theoretical texts, which will include articles in addition to the book Transmedial Narratology and Contemporary Media Culture, but students will be encouraged to choose their own transmedia storyworld to analyze over the course of the semester.In addition to keeping a daybook related to the required readings and their explorations within their chosen storyworld, each student will be asked to give a conference-length presentation in class, and produce a 20-25 page essay that analyzes and theorizes the transmedial or multimodal aspects of a text of their choice.  
  
Required Text:
Thorn, Jan-Noël, Transmedial Narratology and Contemporary Media Culture, ISBN: 978-0803277205



ENG 487 Studies in the American Novel

Topics in the development of the American novel, with attention to particular techniques, figures, themes or movements.

Section 01, TR at 3:35, Robert McLaughlin

Studies in the American Novel: Into the Sunset? U.S. Postmodern Fiction in the Twenty-first Century

U.S. postmodern fiction can be characterized by some or all of these features: double coded language or, more popularly, irony; self-referentiality; experiments in form and style; contingent truths manifested through multiple, dialogic narratives that work to subvert totalizing systems; the breakdown of the autonomous, integrated individual.  The postmodern fiction of the 1960s, 1970s, and 1980s made use of these features to challenge readers’ expectations for how fiction could work and, more broadly, how the world could be known and how a person could situate herself in the world.  In one sense, postmodern fiction sought to turn the world into fiction so as to expose the mendacity of the culture we have inherited and to invite us to invent other, better cultures.  Curtis White sums this up in the first paragraph of his short story “Remember John Lennon”: “Everybody of my generation has the same memory.  We were twelve or thirteen or we were twenty-one, for that matter, and we were going to be veterinarians or we were, like Ringo, going to own a hairdresser’s parlor.  We walked into the record store and saw the cover of Sgt. Pepper’s Lonely Hearts Club Band.  We thought together, ‘Life can be other than it has been.’ ”

In the transition from the late twentieth to early twenty-first century, however, a number of factors converged, demanding a reconsideration of postmodernism.  One was the general pendulum swing to the right, marking a pervasive political and cultural conservatism inimical to the formal experimentation, iconoclasm, and countercultural ideology of most postmodern fiction.  Another was the sense that the usefulness of irony as a means of engaging the culture was exhausted.  A related factor was 9/11, a catastrophic event, which blasted the U.S. cultural mood from contingency, relativity, and situationalism into a revival of “Grand Narratives” about West and East, Christianity and Islam, good and evil.  In the days after the towers fell, journalists never tired of announcing the end of irony (as if!), presumably another nail in the coffin of postmodernism.  A fourth factor is the process of globalization, in which all international and intercultural relations are defined in terms of economics.  Human relations are subsumed to the demands of economic growth, and cultural difference is lost in the hegemonic workings of the Western (primarily U.S.) culture industry.

This course will examine the state of postmodern fiction in the new century.  To what extent has it stayed the same?  To what extent has it changed?  To what extent has it been rejected?  Where do we go from here?

There will be two short essays, a more substantial research essay, and a stint as a discussion leader.

Among the texts I’m considering using are:

Mary Caponegro, All Fall Down
Joshua Cohen, Book of Numbers
Don DeLillo, Falling Man
Junot Díaz, The Brief Wondrous Life of Oscar Wao
Jennifer Egan, A Visit from the Goon Squad
Jonathan Lethem, Chronic City
Rick Moody, The Diviners
Thomas Pynchon, Bleeding Edge
David Foster Wallace, The Pale King
Colson Whitehead, John Henry Days

Plus readings from such critics as Stephen J. Burn, Jeremy Green, Mary Holland, Larry McCaffery, Christian Moraru, Jeffrey Nealon, and Lance Olson.



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.



ENG 499 Master's Thesis



ENG 500 Independent Study

Directed independent study in an area of English Studies.



ENG 540 Seminar in Linguistics and Language Study

Reseach in descriptive, historical, applied, or theoretical linguistics, within the context of English Studies.

Section 01, MW at 11:00, Hyun-Sook Kang



ENG 560 Seminar in Literature and Culture

Research in selected areas of literary and/or cultural study framed within the contexts of pedagogy and English Studies.

Section 01, R at 5:30, Robert McLaughlin

This course will in the broadest sense consider the theories and practices of the teaching of literature and, more specifically, focus on the challenges of teaching contemporary/postmodern fiction.  There will be readings in pedagogy and in postmodern theory.  We will also read several novels and stories.

Class meetings will be discussion-based. Each student will be responsible for teaching a short story.  In addition, students will develop a syllabus, prepare an annotated bibliography and class plan, and complete a final project.

Texts I anticipate using include:

Paulo Freire, Pedagogy of the Oppressed
Gerald Graff, Professing Literature
Elaine Showalter, Teaching Literature

Kathy Acker, Empire of the Senseless
Don DeLillo, Great Jones Street
Carol de Chellis Hill, Henry James’ Midnight Song
McLaughlin, Robert L., ed., Innovations: An Anthology of Modern and Contemporary Literature
Pynchon, Thomas, Vineland
Ishmael Reed, Juice!



ENG 591 Practicum (Internship) in College Teaching

Teaching of lower-division English courses with emphasis upon new techniques; under faculty direction, at Illinois State University or off campus; in conjunction with tutorial meetings. Prerequisite: completion of doctoral course work.



ENG 599 Research and Dissertation

Research involving the gathering of materials and data and the writing of a dissertation.



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Spring 2017

Please note this listing is of courses from a previous semester. Check back closer to your registration date to see descriptions for upcoming courses.



ENG 320 Chaucer

Literary and linguistic study of the major works of Chaucer; text in Middle English.

Section 01, TR at 11:00, Susan Kim



ENG 341 Introduction to Descriptive Linguistics

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

Section 01, TR at 3:35, K. Aaron Smith



ENG 343 Cross-Cultural Issues in TESOL

THe relationship between language, culture, and cultural awareness in the learning and teaching of English as a Second Language.

Section 01, MWF at 9:00, Susan Burt

REQUIRED TEXTBOOKS:

Helen Spencer-Oatey 2008.  Culturally Speaking: Culture, Communication and Politeness Theory.   London and New York: Continuum.

There will also be a course packet, available at Pip’s in the Bone Student Center.

DESCRIPTION OF COURSE:

The goal of communicative language teaching is to equip learners to be able to interact gracefully and effectively with native speakers of the target language.  Knowledge of grammar and lexicon alone will not equip learners adequately for these out-of-classroom tasks.  This course examines the cultural and pragmatic aspects of language- and culture-learning, from the perspectives of interactional sociolinguistics and intercultural and cross-cultural pragmatics.  We will explore one area in depth, the area of speech act realization, through a cooperative research project.  The results of research in this area lead us back to the classroom, where implications for pedagogy and materials will be explored.

FORMAT OF COURSE:

Classes will follow the lecture-discussion format.  There will be a midterm exam, a final exam, a research presentation and a research paper, both based on the cooperative research project.  In addition, graduate students will prepare an annotated bibliography in connection with the final paper.



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 02, MW at 2:00, Hyun-Sook Kang

Course Description
This 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. Class discussion will further attempt to make implications for language teaching in the classroom and beyond.

Course Objectives
In this course, students will:
1. Learn the fundamental concepts and principles of the knowledge base pertaining to the learning of English as a second or foreign language;
2. Learn to critically evaluate second language learning theories and engage in a systematic investigation of the knowledge base to inform their own or others' teaching practices; and
3. Learn how to plan and manage a second language class effectively and how to evaluate and selectively apply a range of teaching strategies as appropriate to their students' needs and characteristics

Required Textbooks:
Ortega, L (2009). Understanding second language acquisition. New York, NY: Routledge.


ENG 347.02 Advanced Creative Writing: Prose

Workshop format for individual projects; related theory.

Section 01, TR at 9:35, Ricardo Cruz



ENG 348 Playwriting

Playwriting techniues of selected masters with practical application of techniques in writing original plays.

Section 01, M at 5:30, Paula Ressler

Join English, theater, and other majors working together and sharing their skills and ideas to create a rich interdisciplinary experience. No playwriting, theater, or acting experience is required. You can take this course for either English or Theater credit.

In this course, everyone will write a 10-minute play, a work-in-progress, that we will produce. The plays will be cast with students in the class and other volunteers in a showcase at the end of the semester when each play will receive constructive feedback from audience members and invited guests. In addition to writing plays, we will read samples of successful 10-minute plays and discuss what professional playwrights can teach us about the craft.

This class is an opportunity for people who already know how exciting it is to write for live theater and for those who want to find out. You will get a sense of this amazingly collaborative art form as we work together during the semester to say what is meaningful to us and what will matter to others, writing in a genre that can’t help but generate new life energy.



ENG 349 Technical Writing II

Instruction and practice in editing, proposals, and analytical writing; attention given to style manuals, research writing, and (as needed) publication.

Section 01, M at 5:30, Lee Brasseur



ENG 350 Visible Rhetoric

Document design as a rhetorical activity and the application of theories of visible rhetoric to document production.

Section 01, TR at 11:00, Elise Hurley

Section 02, TR at 2:00, Elise Hurley



ENG 358 Topics in Publishing Studies

Topics in specific theories, histories, trends, methodologies, practices, or figures in publishing.

Section 01, TR at 12:35, Tara Lyons

Textbook Publishing and Digital Editions: What Really Helps Students Learn Shakespeare?

Over the past decade, digital editions of Shakespeare’s works have sprung up across the textbook market. While many of these editions have been designed for use in the undergraduate classroom, Shakespeare instructors across the U.S. and U.K. are wondering how “going digital” will affect students’ learning. Our goal in ENG 358 is to “test-drive” these new editions and evaluate their design and pedagogical value from a variety of perspectives: the textbook publishing industry, Shakespeare textual studies, and literature pedagogy.

In course readings, discussions, and assignments, ENG 358 will explore how textbooks shape students’ experiences with literature. We will ask: How have rising costs in education influenced the textbook market? How do publishers conceive of “access” to digital textbooks? How have shifts in Shakespeare studies influenced the content of new editions? How can textual editors help make Shakespeare’s works accessible to modern readers? What do twenty-first century students need from their textbooks and what specifically do they need from them to learn Shakespeare? Each student in the course will research, design, and conduct a study that investigates how learning Shakespeare is mediated by digital and print textbooks. No prior coursework on Shakespeare is required. Undergraduate and graduate students in publishing, literary studies, secondary education are especially welcome.



ENG 372 Studies in Contemporary Literature for Young People

Advanced critical examination of 20th and 21st century literature for children and young adults with emphasis on trends and research.

Section 01, TR at 12:35, Jan Susina

Spring 2017
English 372 Contemporary Literature for Young People/ Origins of Modern Literature for Young People. Tues. & Thurs. 12:35- 1:50 p.m.
Professor: Jan Susina

Description:
This course is intended to introduce students to growth of modern British and American children's literature during the last one hundred years.  The course will also take occasional look back significant earlier children’s texts that influenced modern and contemporary writers for children.  This course will examine the changing concepts of childhood and how children's books help to establish an ideology of childhood.  The course will focus primarily on influential children’s texts from the Anglo-American tradition that have been published during the twentieth and twenty-first century.  The course will also introduce students to a variety of critical approaches to children's literature and examine the development of the criticism of children's literature as an academic field. Undergraduates will be required to write one short research paper (8-10 pages), while graduate students will write one short paper (8-10 pages) and one longer critical paper (15-18 pages).   In addition, all students will write a book analysis (3-5 pages) on a significant illustrated children’s text selected from a list provided by the instructor.   A midterm exam and a final exam will be given. Graduate students will have the opportunity to lead class discussion on one of the assigned texts. All students will be expected to regularly attend class, and actively contribute to class discussion. The course should be of interest to students working in Children’s Literature, Education, Popular Culture, Visual Studies, and American Studies.

Required Texts:
L. Frank Baum.  The Wonderful Wizard of Oz.  Dover Evergreen Children’s Classics.
Lewis Carroll. Alice’s Adventures in Wonderland. Dover Thrift Edition
Andrew Lang, ed. The Blue Fairy Book. Dover.
Jon Scieszka.  The Stinky Cheeseman and Other Fairly Stupid Tales. Illustrated by Lane Smith.
Puffin Books.
Beatrix Potter. The Complete Adventures of Peter Rabbit. Puffin.
A.A. Milne.  Winnie-the-Pooh.  Illustrated by Ernest Shepard. Puffin.
Quentin Blake, ed. The Penguin Book of Nonsense Verse. Penguin
Dr. Seuss.  The Cat in the Hat. Random House.
Margaret Wise Brown.  Goodnight Moon.  Illustrated by Clement Hurd.  Harper Collins.
Crockett Johnson. Harold and the Purple Crayon. Harper Collins.
E.B. White.  Charlotte’s Web.  Illustrated by Garth Williams. Harper Collins.
Ezra Jack Keats. The Snowy Day.  Puffin.
Maurice Sendak.  Where the Wild Things Are. Harper Collins.
Louisa May Alcott’s Little Women, ed. Elaine Showalter. Penguin.
Judy Blume. Are You There God, It’s Me Margaret? Delacorte Books.
S.E. Hinton. The Outsiders. Speak.
J.K. Rowling.  Harry Potter and the Sorcerer’s Stone. Illustrated by Mary Grandpre. Scholastic.



ENG 375 Young Adult Literature

Advanced critical examination of literature for young adults with emphasis on trends and research.

Section 01, TR at 9:35, Niall Nance-Carroll

Section 02, M at 5:30, Karen Coats

Psychologists and cultural critics agree that adolescence is a sociocultural phenomenon, the experience of which is highly dependent on the values, material goals, and affluence of a particular society.  It is a time for negotiating identity in the matrix of discourses of gender, race, nationality, ethnicity, technology, spirituality, embodiment, and ethics. But recent research on adolescence indicates that the experience of adolescence is also a biological one: teens have distinct ways of thinking and feeling that are related to the structure and growth of their brains. What stories, then, do contemporary authors of young adult literature tell, and how do they affect and influence a readership that is biologically predisposed to lead with their emotions while they are actively engaged in sorting out their identities and their values? To approach these questions, we will be reading books and viewing films that inspire strong emotional responses and/or produce a “shallowness of affect” while also asking readers to think about contemporary issues such as the growth in surveillance culture (dust off your Foucault), what it means to be white/black/brown/straight/gay/male/female/zombie/drunk /dying/autistic/other, and who gets to decide what such identity categories mean anyway. The theoretical orientation of the class is a synthesis of neuropsychoanalysis, cognitive poetics, cultural theory, and multimodal engagement.  
Required Texts:
Alexie, Sherman, The Absolutely True Diary of a Part-time Indian
Brosgol, Vera, Anya’s Ghost
Heppermann, Christine, Poisoned Apples: Poems for You, My Pretty
Lockhart, E., The Disreputable History of Frankie Landau-Banks
Meehl, Brian, You Don’t Know About Me
Smith, Andrew, The Alex Crow
Stewart, Martin, Riverkeep
Tharp, Tim, The Spectacular Now
Watson, Renée, This Side of Home
Wood, Fiona, Cloudwish
Yang, Gene Luen, Boxers & Saints (boxed set)
Yeahpau, Thomas M., X-Indian Chronicles: The Book of Mausape
Bend it Like Beckham
(film we will watch in class)
Me, Earl, and the Dying Girl (film we will watch in class—bring tissues)
Theory readings as assigned (available on ReggieNet)



ENG 384 Introduction to Cultural Theory

Introduction to the history and practice of cultural theory.

Section 01, MW at 2:00, Paul Ugor

This course is an introduction to the expansive interdisciplinary field of cultural theory. We will examine the foundations of cultural theory in Marxism, Psychoanalysis, Semiotics, Postmodernism, Feminism, Eco-criticism, Postcolonialism, and Queer Studies. Our primary focus will be the specific ways in which cultural theory has radically shifted cultural and critical analysis away from abstract Universalist discourses to a much more grounded (material), contemporary (present-day) and every day (ordinary) life. Essentially, the course will serve as a crucial guide to the most important theories in the arts, humanities and the social sciences. The course will be especially useful for students in the field of literary and cultural studies, communication studies, visual cultures, theatre and performing arts, ethnic, gender, queer, and postcolonial studies.


ENG 394 TESOL Practicum

Observation, case studies, tutoring, instructional assistance, and some teaching experience in English as a Second Language.

Section 01, W at 1:00, Hyun-Sook Kang

Course goals: 
The TESOL Practicum offers students seeking an endorsement in TESOL the opportunity to acquire clinical hours while observing and participating in ESL instruction in an Illinois public school.  The Practicum also offers graduate students pursuing the graduate certificate in TESOL the opportunity to obtain clinical experience in a local adult ESL center.  Students should have completed at least two of the TESOL courses (343, 344, 345, and 346) in addition to the prerequisite to these (391) before enrolling in 394, since the assignments in this course will require students to use the concepts discussed in those courses to structure their observations.  

This practicum is intended to provide you with focused observation of teachers of English to non-native speaking learners, practice for you in teaching such learners and an opportunity to view and evaluate yourself as a teacher, and an opportunity for you to provide a service to both the TESOL profession as well as to a specific community of learners.  Much of the work for the course will be completed as an independent study during which you will organize, manage, and complete observations, tutorials, etc. on your own.  

Required texts will be available on the course management system 



ENG 396 The Writing Seminar

Concentration upon a major writing project and the formulation of an individual Writing Portfolio.

Section 01, TR at 3:35, Jeremy Hurley



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, Jim Kalmbach



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ENG 400 Independent Study

Directed independent study in an area of English Studies.

Arrange with instructor.



ENG 409.01 Major Figures in Teaching Writing in High School/Middle School

Improving the quality of writing instruction in middle and high schools.

Section 01, S at 9:00, Bob Broad

Course Number:  ENG 409.01
Course Title:  Major Figures in the Teaching of Writing
Professor:  Bob Broad
Credit Hours:  3
Meeting Time:  (every other) Saturday 9:00 a.m. to 2:50 p.m.
Meeting Place:  STV 410 (and the STV 408 computer lab)
Reference No.: 

Required books:
Elbow, Peter.  Embracing Contraries: Explorations in Learning and Teaching.  New York: Oxford UP, 1987. (ISBN: 978-0195046618)  Approx. cost: $20 paperback.
---. Everyone Can Write: Essays toward a Hopeful Theory of Writing and Teaching Writing.  New York: Oxford UP, 2000.  (ISBN: 978-0195104165)  Approx. cost: $30 paperback.
---. Writing with Power.  2nd ed.  New York: Oxford UP, 1998.  (ISBN: 978-0195120189) Approx. cost: $14 paperback.  (Date of publication for the first edition was 1981.)
---. Writing without Teachers.  2nd ed. (25th-anniversary edition.)  New York: Oxford UP, 1998.  (ISBN: 978-0195120165)  Approx. cost: $15 paperback. (Date of publication for the first edition was 1973.)

Recommended books:
Belanoff, Pat, and Peter Elbow.  A Community of Writers: A Workshop Course in Writing.  3rd ed.  New York: McGraw-Hill, 1999.  (ISBN: 978-0073031811)
Elbow, Peter.  Vernacular Eloquence: What Speech Can Bring to Writing.  New York: Oxford UP, 2012.  (ISBN: 978-0199782512)
---.  What is English?  New York: MLA, 1990.  (ISBN: 978-0873523820)

[Please note:  This list of required and recommended texts is subject to revision until the start of the semester.] 

Description of Course
As a matter of practical, historical, and educational fact, Peter Elbow may be the writer and thinker most influential on the teaching of writing in the United States (and, perhaps, beyond) from 1975 to the present (2016). This does not mean that he is always right, and there have been dozens who have challenged and critiqued Elbow in a variety of ways (in this course we will read the work of several of those critics). Still, as perhaps the most prominent advocate of the theory and pedagogy of writing that has (to Elbow’s chagrin) popularly been called expressivism, Elbow surely looms large among contemporary “major figures in the teaching of writing.”

In this course, we will read much writing by Peter Elbow and also a fair amount of writing about Elbow’s work. Participants in the course should expect to research and compose a piece of original research in the genre of the professional journal article. These pieces of original research will be considered for publication (along with an afterword from Peter Elbow and an introduction by Bob Broad) in a proposed special issue of the Illinois English Bulletin.  

Peter Elbow has also tentatively agreed to join the class discussion periodically via video-conference.

Format of Course
Like other classes in the “Teaching Writing in High School and Middle School” (Eng. 409.0X) series, this course is designed specifically for the benefit of teachers of writing in secondary (middle-school and high-school) English classrooms.  Educators from other subject positions are also welcome, as long as they will benefit from and contribute productively to a course designed for secondary English teachers of writing. We will educate ourselves regarding relevant theory and research, and integrate that learning into highly focused and “usable” research projects.  In general terms, our activities and projects in and outside of class will include:  Reading assigned texts and writing in a response journal (reflective writing-to-learn); class discussions and activities; and individual research projects.

Participants in the class will assemble, groom, and present their own course portfolios (by default, electronic) to promote and document their learning.  They should finish the course ready to publish their finished research projects for the benefit of their fellow teachers of writing. 


Planned Meeting Dates

Following are the dates currently planned for class meetings. These planned meeting dates are open to negotiation and revision by the professor and the graduate students. However, such negotiations and revisions usually end up in a stalemate because a change that is good for one person is typically bad for another.

Given our format (eight six-hour meetings), it’s obviously important and best if everyone attends every class. If you must miss one meeting, that is academically survivable. Missing more than one class meeting is not academically survivable. If your missing a part of one of our meetings is unavoidable, I encourage you to attend whatever part you can on that day.

  • January 28
  • February 11
  • February 25
  • March 11 (first day of ISU’s spring break)
  • March 25 (first day of Unit 5 and District 87 spring break)
  • April 8
  • April 22
  • May 6 (last day of classes at ISU)
  • [No final exam meeting]


ENG 418 Studies in Victorian British Literature

Authors in the period 1832-1901, such as Browning, Carlyle, Tennyson, Mill, Arnold.

Section 01, W at 5:30, Cynthia Huff

This course will focus on the Victorians’ penchant for using life writing forms to explore pertinent nineteenth- century issues and concerns, such as individual and women’s rights, self-help, empire, increasing literacy, and proliferation of media to look at how much the Victorian age is like our own. We’ll consider various genres of life writing such as letters, diaries, essays, biography, the autobiographical novel, the travelogue, and the family book to help us understand how and why the Victorians were so self -conscious about representing themselves and their age and why it made so much sense for them to choose life writing as the form with which to do this. The course will also emphasize pedagogy to show how reading and studying life writing as a genre helps students at various levels best understand Victorian culture and literature; hence, it will satisfy the pedagogy requirement.

Assigned texts will explore gender, class, and race as these inflect major Victorian queries to include the Woman Question, orientalism, religion, economics, science, democracy and the liberal subject, the nation, revolution, and self- sufficiency, among others. Concentrating on and contextualizing these issues and social currents will enable us both to read as much as possible as contemporary Victorians and to use our more modern and broadly historical lenses to consider the contributions as well as the blind spots of these important writers. We will also interrogate our situated reading practices by asking how and why these might or might not be helpful for students reading older literatures and cultures and how situated reading practices may function within an English Studies pedagogical model that presupposes interrelationships among different but conjoined sub-disciplines.


ENG 447.01 Creative Writing Seminar: Poetry

Practice in the writing of poetry for graduate level or professional writers.

Section 01, M at 5:30, Duriel Harris



ENG 456 Studies in World Literature

Figures, movements, or genres in World Literature.

Section 01, T at 5:30, Rebecca Saunders

From Aeschylus to Agamben, philosophy and literature have called on the figure of the animal to delineate justice, most commonly to secure the reasoned morality of the human in opposition to the unthematized instincts of animals. While certain species, like Plato’s faithful guard dogs, have been models of the just, the indistinct term “animal” (Derrida’s aptly designated animot) has remained a standard trope for immoral and depraved behavior, the darkly incomprehensible stuff of criminality, mass atrocity, and sociopathology, disturbingly beyond the reach of moral reason: the animal as synonymous with the inhuman. Drawing on both the burgeoning interdisciplinary field of animal studies and criminology, this course will interrogate these associations and explore the literary, philosophical and filmic animals that have been key to formulating conceptions of justice.


ENG 457 Creative Writing Pedagogy

Theory and practice of the teaching of creative writing at the post-secondary level.

Section 01, MW at 2:00, Kass Fleisher

This course will be, among other things, a demonstration of feminist ("decentered," social-justice-based) pedagogy. Should the group concur, it will begin with the development, by the group, of working questions; proceed through discussions of readings relevant to those questions; address practical applications of issues arising from those discussions; and conclude with the generation of papers that would be presentable to an AWP or MLA audience.


ENG 471 Critical Theories in Children's Literature

An introduction to the issues of critical theory in children's and adolescent literature.

Section 01, T at 2:00, Roberta Trites

ENG 471: The Posthuman Child (and How We Got Here)
Critical Theories in Children’s Literature

Students in this class will explore the interplay between the “linguistic turn” (i.e., poststructuralism) and the “material turn” (e.g., ecofeminism and material feminism) as these theoretical approaches have influenced the study of children’s and adolescent literature. The development of constructs of the “posthuman” will receive particular attention, since intersectionality, the cyborg, the dystopic, technology, and environmental crisis are all current and frequently discussed topics in the “material turn” of this field.

A typical class discussion will include 3-4 articles or book chapters (balancing children’s literature theorists and non-children’s literature theorists, such as Rosi Braidotti, Chris Breu, Seymour Chatman, Michel Foucault, Elizabeth Grosz, Michael Hamés-Garcia, Donna Haraway, Katherine Hayles, Julia Kristeva, etc.) Each student will respond online to the weekly readings (in 300-500 word responses). Individual students will also each lead at least one class in which they will present on the entirety of a book from which the class will have read only one chapter.

Books under consideration include the following (all of which are available through Milner as ebooks!):
Michelle Abate, The Big Smallness: Niche Marketing, the American Culture Wars, and the New Children’s Literature
Clémentine Beauvais, The Mighty Child
Alice Curry, Environmental Crisis in YA Fiction
Sara K. Day, Reading Like a Girl
Zoe Jaques, Children’s Literature and the Posthuman
Kenneth Kidd, Freud in Oz
Lydia Kokkola, Fictions of Adolescent Carnality
Kerry Mallan, Gender Dilemmas in Children’s Fiction
Tison Pugh, Innocence, Heterosexuality and the Queerness of Children’s Literature

Additional readings from children’s literature theorists will include work by Clare Bradford, Karen Coats, Alice Curry, Robyn McCallum, Mary Moran, Maria Nikolajeva, John Stephens, Eric Tribunella, and others yet to be determined. All readings (including the books themselves) will be available either online, through Reggienet/Course Reserves, or through Milner’s e-book collection.

All students will also be expected to write a 20-page seminar paper on the theoretical topic of their choice. Ideally, this paper will be constructed in such a way as to help students progress in the planning and drafting stage(s) of their master’s thesis or Ph.D. dissertation.
 



ENG 483 Studies in Cultural Rhetorics

Advanced theoretical study of intersections among rhetorics, cultures, and systems of power.

Section 01, R at 5:30, Angela Haas



ENG 494 Writing Assessment in Colleges and Universities

History, theory, and practice of post-secondary writing assessment. Grading students' writing, large-scale writing assessment, and writing assessment acriss the curriculum.

Section 01, T at 5:30, Bob Broad

Course Number:  ENG 494, Section 1
Course Title:  Writing Assessment in Colleges and Universities 
Professor:  Bob Broad
Credit Hours:  3
Meeting Time:  Tuesdays 5:30 to 8:20 p.m.
Meeting Place:  STV 410
Reference No.: 

Required Textbooks
[Please Note: This list of required texts is tentative, exploratory, and subject to revision until January 13, 2017.]

Broad, Bob.  What We Really Value: Beyond Rubrics in Teaching and Assessing Writing.  Logan, UT: Utah State UP, 2003.  Print.  (ISBN: 978-0-87421-553-3)  Approx. cost: $27 paperback, $17.50 e-book.  Available online for free through DigitalCommons@USU.

Elliot, Norbert, and Les Perelman, eds.  Writing Assessment in the 21st Century: Essays in Honor of Edward M. White.  Hampton: New York, 2012.  Print.  (ISBN: 978-1-61289-087-6)  Approx. cost: $42.50 paperback. 

Inoue, Asao B. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. Parlor: W. Lafayette IN, 2015. (ISBN: 978-1-60235-773-0) Approx. cost: $40.00 paperback, $20.00 PDF.

McKee, Heidi A., and Dànielle Nicole DeVoss, eds. Digital Writing Assessment & Evaluation. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2013. Web.  (ISBN: 978-0-87421-949-4)  Please note: the publishers have made this e-book available for free at:  http://ccdigitalpress.org/dwae To the best of my knowledge, it is available only as an e-book.

Huot, Brian, and Peggy O’Neill, eds.  Assessing Writing: A Critical Sourcebook.  NCTE/Bedford St. Martin’s: Boston, 2009.  Print.  (ISBN: 978-0-312-47596-3)  Approx. cost: $44.  HOWEVER:  Do not purchase this book; I have copies for you, compliments of the publisher, Bedford/St. Martin’s. 

(We will also read various position statements, book chapters, and journal articles TBA.) 

Description of Course
This course helps participants build and apply their knowledge of the history, theory, and practice of writing assessment in colleges and universities.  Topics and themes for the course range from classroom concerns like assigning, responding to, and grading students’ writing to such programmatic issues as large-scale writing assessment (including placement and proficiency assessment) and evaluation of writing across the curriculum. 

Writing assessment tends to gather a lot of scholarly and political attention because it is the foremost arena in which the usually marginalized discourses of English Studies, which (following Robert Scholes) I would dub “textuality,” encounter the powerful discourses of science and politics.  For over a hundred years, humanists, scientists, and politicians (among others) have struggled for control over how student-authored texts will be valued.  The struggle continues and, perhaps surprisingly, the humanists are holding their own.  Stay tuned. 

We will delve into some or all of the following topics:

  • Histories of writing assessment
  • Theories of educational evaluation, including evolving conceptions of “reliability” and “validity”
  • Authentic and educative assessment vs. testing
  • Race/ethnicity, socioeconomic class, and writing assessment
  • Students’ reflections, self-evaluations, and peer evaluations
  • Portfolio assessment
  • Large-scale assessment
  • Writing program assessment
  • Computerized writing assessment
  • Assessment of texts written by second-language learners
  • Writing assessment across the university curriculum

Format of Course
Participants in this class may collectively or individually author reviews of books on the topic of writing assessment for the Journal of Writing Assessment's “Reading List.”  We will also likely submit one or more proposals for panel discussions and/or workshops to be presented at the CCCC 2018 conference (March 14-17, Kansas City, MO).  Beyond these academic outreach efforts, we will read books and articles about writing assessment.  We will write informally and formally and share our readings, writings, resources, and ideas during class meetings. In addition to establishing a broad basis of professional knowledge regarding the evaluation of writing, course participants will conduct individual or collaborative research studies (empirical and/or textual) on a particular aspect of writing assessment that they deem important and valuable.  These research studies should be closely linked to participants’ plans for future teaching, internships, theses, dissertations, articles, books, and other professional responsibilities.  Finally, participants in this class will undertake a communal change project by which we attempt to apply our shared knowledge and hope in order to change the world for the better.



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, Jim Kalmbach



ENG 499 Master's Thesis

Consult with department.



ENG 500 Independent Study

Directed independent study in an area of English Studies.

Arrange with instructor.



ENG 510 Seminar in English Studies Pedagogy

Research and study of pedagogical theory in post-secondary English Studies with emphasis on developing self-reflexive pedagogy.

Section 01, W at 5:30, Ricardo Cruz



ENG 540 Seminar in Linguistics and Language Study

Research in descriptive, historical, applied, or theoretical linguistics, within the context of English Studies.

Section 01, R at 5:30, Mahide Demirci



ENG 591 Practicum (Internship) in College Teaching

Teaching of lower-division English courses with emphasis upon new techniques; under faculty direction, at Illinois State University or off campus; in conjuction with tutorial meetings.

Consult with department.



ENG 599 Doctoral Research

Research involving the gathering of materials and data and the writing of a dissertation.

Consult with department.



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