English, BA

BA in English with Elementary/Special Education Pre-licensure Emphasis

Learning Outcomes

• Students demonstrate the ability to write clearly, cogently, and thoughtfully.
• Students demonstrate language control including grammar, mechanics and syntax.
• Students demonstrate awareness of multiple theories of literacy.
• Students demonstrate analysis of texts through close & critical reading using multiple theoretical lenses.
• Students demonstrate the ability to interpret a range of texts representing diversity, various genres and historical contexts.
• Students demonstrate the ability to find appropriate primary and secondary research materials, apply them in writing to support own arguments, and correctly cite sources. 

Students wishing to major in English to prepare for careers in elementary/special education take a minimum of 33 hours of English, including the following specific requirements:

BA in English with Literature Emphasis

Learning Outcomes

• To be able to interpret a range of literary texts representing cultural diversity, various genres, and historical contexts.
• To be able to analyze literary texts through the skills of close reading, the context of literary histories, and the lenses of literary criticism and theory.
• To be able to write cogent, clear, thoughtful essays that demonstrate the student’s control over grammar and mechanics.
• To be able to use electronic and traditional methods of research effectively.

Students wishing to major in English with an emphasis in Literature must take a minimum of 45 hours of English, including the following specific requirements:

BA in English with Professional and Technical Writing (PTW) Emphasis

PTW Outcomes Statements

Research (critical thinking, reading, and writing)

Students will show they can

• Use research methods to gather information
• Evaluate, analyze, navigate and synthesize appropriate primary and secondary sources
• Identify reader/user/viewer expectations
• Interpret findings and articulate results
• Produce appropriate and ethical text and graphics for displaying research data and findings

Practices and processes

Students will show they can

• Conduct user/reader/viewer analysis
• Focus on a defined purpose
• Meet the needs of the readers/users/viewers
• Respond appropriately and ethically to different rhetorical situations
• Understand writing as a collaborative and iterative process of research, discussion, negotiation, writing, and editing
• Manage projects in stages
• Evaluate and use appropriate strategies for production, revision, editing, proofreading, and presenting

Knowledge of conventions and genres

Students will show they can

• Write in multiple genres
• Evaluate ethically how each genre shapes content and usability
• Control such features as tone, syntax, grammar, punctuation, and spelling
• Identify the main features and uses of writing in a specific field
• Document resources as defined by a specific field

Collaborative learning

Students will show they can

• Participate collaboratively with others in the iterative process of research, discussion, negotiation, writing, and editing
• Participate and communicate effectively in a community
• Integrate their own ideas with those from various stakeholders
• Balance the advantages of relying on others with the responsibility of doing their parts

Technological literacy

Students will show they can

• Critically and ethically choose from a variety of technologies in order to address specific rhetorical situations and a range of readers/users/viewers needs
• Engage in a critical perspective of technology, its uses and contexts
• Analyze technology as a physical tool, and as a socially constructed system
• Use various software for writing, editing, and designing

Students wishing to major in English with an emphasis in Professional and Technical Writing (PTW) must take a minimum of 45 hours in English, including the following specific requirements:

BA in English with Rhetoric and Writing Emphasis

Learning Outcomes

I. Rhetorical Knowledge

• Students identify and name the elements of a given rhetorical situation.
• Students apply rhetorical theories to a wide range of situations for analytical and productive purposes.
• Students evaluate their own or others’ rhetorical choices in light of anticipated consequences.
• Students understand how genres shape arguments.

II. Writing Process Knowledge

• Students demonstrate an understanding of the various components of the writing process, including invention, drafting, revision, and editing.
• Students demonstrate knowledge of the peer-review process and the variety of roles possible within it.
• Students demonstrate knowledge of various approaches to the teaching of writing.

III. Craft, Genre, & Editing Knowledge

• Students can compose in a variety of genres.
• Students organize their written texts in ways that are responsive to the rhetorical situation.
• Students show coherence and cohesion in their written discourse.
• Students consider, apply, and control stylistic options (prose style, figurative language, voice, register, tone, word choice, etc.).
• Students recognize and self-edit errors in syntax, grammar, usage, punctuation, mechanics, and • spelling in written discourse.
• Students peer-review each other’s work.

IV. Reflective Learning

• Students consciously synthesize and integrate insights from one writing project and course into another.
• Students demonstrate awareness of their own writing process.
• Students can articulate their particular area(s) of interest within rhetoric and writing.

Students wishing to major in English to prepare for careers in Rhetoric and Writing take a minimum of 48 hours of English, including the following specific requirements:

BA in English with Secondary School Emphasis

Students wishing to major in English to prepare for careers as secondary school teachers of English must take a minimum of 45 hours of English, including the following specific requirements: