A course designed to help students develop fundamental reading, writing, and thinking skills. Students in this course work closely with Skills Enhancement Center tutors in both group and one-to-one settings. Students with ACT scores in either English or Reading of 12 and below are required to take ENGL ND0900. Students without ACT scores are also placed in this course unless they are otherwise placed by Accuplacer. Students must complete this course with a grade of C or better before enrolling in ENGL ND0955.
A course to help students develop reading, writing, and critical thinking skills prerequisite for entry-level college courses. Students in this course are supported by the Skills Enhancement Center. Students who pass ENGL ND0900 with a grade of C or better, whose ACT scores in English or Reading run from 13 to 16, or who are placed by Accuplacer are placed in ENGL ND0955. Students must complete ENGL ND0955 with a grade of C or better before enrolling in ENGL EN1010.
Developing fundamental reading, thinking, and writing skills. Focuses on sentence
structure and essay development.
Note: ENGL ND0960 does not satisfy the Developmental English Requirement for students admitted to Weber State University after Fall Semester 2005. Students admitted after Fall Semester 2005 who take ENGL ND0960 will still be required to take ENGL ND0900 and/or ENGL ND0955, depending on their English placement.
ND (non-degree) do not count toward hours required for graduation.
The English department recommends this course as an excellent entry-level college course. Students in this course can expect to improve their reading comprehension, their critical thinking skills, their breadth and depth of knowledge, and their aptitude for learning.
Students will learn about and practice imaginative and expository writing. They will focus on the writing process, on the whole theme, paragraphs, and sentences, and on the interrelationship between reading and writing. Writing assignments will emphasize modes of organization including narration, description, and classification, with content based in on the student's personal experience, feelings, and critical thinking. To enter 1010 the student must have 17 or higher on the ACT English portion, or equivalent. Student must complete ENGL EN1010 satisfactorily (a grade of "C" or better) before enrolling in ENGL EN2010.
An introductory course integrating Humanities content with technology and information skills. Students will learn to use the Internet to understand, access and critically evaluate art, literature, music, and other Humanities topics and information. Strong emphasis will be placed on active learning including student writing, group discussion, and oral presentations. Students will complete a research project on a Humanities topic and publish it on the World Wide Web. Students are expected to attend exhibits and performances outside of regularly scheduled class time. Cross listed in ART, COMM, FL, LIBS & THEA.
Students will build on the skills learned in EN1010. They will focus on argumentation/persuasion, critical thinking, and documented research. Special attention will be paid to the reciprocity between reading and writing and the production of well-developed analytical arguments. Students will choose context-specific projects in which they write to real audiences to accomplish specific purposes. Students will also be introduced to computer technologies and their impact on writing. Prerequisite: ENGL EN1010 with "C" grade or better or an ACT subscore in English of 29 or better.
Basic principles of composition applicable to engineering, scientific and technical reports. Prerequisite: ENGL EN1010.
An introduction to three major literary genres, fiction, poetry, and drama, drawn from a diverse range of authors from various cultures and historical periods. Students will learn how to read literary texts closely and critically, and how literature--reading more generally--can have a meaningful part of their daily lives.
An introduction to short stories, novellas, and novels, selected from a diverse range of authors from various cultures and historical periods. Students will learn how to read fiction carefully and critically, and how fiction can have a meaningful part in their daily lives. Course includes relevant practice in the principles of successful writing, including drafting, revising, and editing.
An introduction to poetry written in English, selected from a diverse range of authors from various cultures and historical periods. Students will develop the critical and interpretive skills necessary to appreciate the craft of poetry as a valid and important way of talking about human experiences. Course includes relevant practice in the principles of successful writing, including drafting, revising, and editing..
An introductory course to familiarize students with the creative process and increase writing skills in various forms of poetry and prose.
An introduction to drama from around the globe, selected from a diverse range of authors from various cultures and historical periods. Students will develop the critical and interpretive skills necessary to analyze and appreciate plays and to recognize their contemporary relevance. Course includes relevant practice in the principles of successful writing, including drafting, revising, and editing.
An introduction to select masterworks, selected from a diverse range of authors from various cultures and historical periods. Students will develop the critical and interpretive skills necessary to analyze various genres (fiction, drama, and poetry) and to reflect on the nature of literary excellence. Course includes relevant practice in the principles of successful writing, including, drafting, revising, and editing.
The purpose of this class is to introduce students to the rich contributions of women to the field of literature. The course will cover a variety of women writers that may range from the medieval period to the present and will feature literary genres such as fiction, poetry, drama, non-fiction, and journals/diaries. In discussing and writing about these works, students will consider why women were excluded or marginalized in the canon for such a large part of literary history and how society, family, and politics impacted the way theses women wrote.
Open to all students in the English Department who meet the minimum Cooperative Work Experience requirements of the department. Provides academic credit for on-the-job experience. Grade and amount of credit will be determined by the department.
Consult the semester class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript.
Students will receive an overview of community service and explore opportunities for service learning in the community. A weekly seminar with required readings and writings as necessary and 50 hours of community service.
This course introduces students to the scientific study of language. It looks across languages to explore what they have in common, as well as what distinguishes them from one another. Students learn basic analytic techniques in articulatory phonetics, phonology, morphology, syntax, and semantics and apply them to data drawn from various languages. These core concepts are expanded and applied to other areas, such as language acquisition, language history, language and culture, language and society, language and thought, language and literary expression. Students in English, foreign language, anthropology, philosophy, psychology, and history are encouraged to take this course, which carries Scientific Inquiry credit.
This course is designed for English teaching majors and minors. It introduces students to the nature of language and linguistics. It also reviews the elements of traditional grammar. This course surveys prescribed applications for prospective secondary school English teachers, including language variation, contemporary alternatives to traditional grammar, the history of English, and linguistics and composition.
English 3030 presents the major parts of speech, grammatical functions, and constructions of Standard English. Its purpose is to show that English, like any human language, is an intricate and rule-governed system. To this end, it draws on the terminology of traditional grammar and the analytical techniques of structural and transformational grammar, including contextual definitions and tree diagramming. The course is directed toward departmental English majors, teaching majors, advanced ESL students, and students majoring in foreign language teaching.
This course introduces the elementary vocabulary and concepts of linguistic theory. Students will trace the history of English as a separate language through the Old, Middle and Early Modern English periods. Attention may also be given to national varieties of English and the development of English as a world language.
English 3050 presents the concepts and nomenclature of traditional grammar as a context for students wishing to increase their control of punctuation, style, and usage in order to become more proficient writers. Its purpose is to offer practical guidance in how grammatical concepts can be applied to revising and editing one's own or others' writing to more effectively express one's intended meaning. The course is offered to all English majors and minors as a means of fulfilling the language requirement for the major, especially those in technical writing, as well as students in communication, pre-law, and criminal justice.
Students will study and practice critical approaches to literature. The course will begin with New Criticism and proceed to study more resistant reading strategies such as feminism, Marxism, and deconstruction. Students will not only learn the theoretical premises behind these theories, but also practice explicating various texts from a particular critical perspective. Primarily for English majors and minors. Recommended to take early in major.
The course focuses on planning, drafting, and revising various technical reports, such as expanded definitions, technical descriptions, processes, and instructions. This course also emphasizes audience analysis, the use of graphics, and oral presentations. In addition to its role as a service course, this course also introduces technical writing theories and serves as the foundation course for the minor in Professional and Technical Writing. Prerequisite: ENGL EN2010.
The course reviews sentence types, sentence-combining strategies, and precise choice of diction. Emphasis is on practical exercises in revising technical documents for clarity, conciseness, exactness, and tone. Students learn strategies for developing "an editor's eye," and they edit technical documents for a variety of audiences, often in collaboration with writers.
This class teaches a rhetorical approach to document design. Using the rhetorical principles of audience, purpose, and context, students will discuss sample documents, analyze the layout of documents (both professional documents and ones students create in class), and articulate what makes an effective layout and design (regarding arrangement, emphasis, clarity, conciseness, tone, and ethos). Throughout the course, students will create (both individually and collaboratively) documents that meet client specifications thereby providing practical experience and generating material for their professional portfolios. Prerequisite: ENGL 3100.
Basic expository techniques combined with other forms of discourse. Emphasis on originality, clarity and practical application for other courses as well as vocation. Prerequisite: English EN2010.
Short story and novel writing with emphasis upon free lancing and publication. Begins with a review of basic elements of literature and effective creative writing and offers extensive feedback on each assignment from both professor and peers. Class lectures are combined with extensive student discussion. Prior experience in creative writing and other areas of literature is recommended. Prerequisite: ENGL EN2010 or instructor approval.
Using "workshop" methodology, this course identifies and practices a variety of techniques and devices for generating, writing, and revising poems. It is intended for the serious student interested in writing poetry for publication and public reading. The course requires a substantial commitment to reading and evaluating original poetry.
Emphasis on writing for publication and study of the current market. Extensive feedback is provided on each assignment by teacher and class. Lecture is combined with lively class discussion. Any additional background in imaginative writing, other areas of literature, or communications such as news reporting not essential but helpful.
Includes autobiographical writing and is oriented strongly toward personal and familial interests. Written assignments include the personal narrative, character sketch, as told to, and conclude with a chapter or two on a projected book-length project. Extensive written and oral input on each assignment from professor and class. Strong emphasis is placed on techniques of research including interviewing, effective characterization, narration and description. Prior experience in imaginative writing and other areas of literature is recommended.
Students will study the principles of literature for children with special emphasis on evaluation and selection, classroom and library use, ethnic and cultural diversity, and the development of literacy. Designed to meet the needs of teachers, those preparing to teach and those who work with children in various settings.
Students will study the characteristics of literature for young adults and connections to adolescent development. Selection and evaluation, ethnic and culturally diverse authors, the history of young adult literature, and book-to-film comparisons will receive special emphasis. This course is designed for non-teaching English majors, students interested in adolescent psychology or in acquiring a breadth of exposure to literature that appeals to young adult readers.
A course investigating literary texts on the basis of their generic characteristics. Students will be introduced to the historical and cultural origins of literary genres, their distinguishing features, and the dynamics of literary development. Genres may include the novel, drama, poetry, travel narrative, bildungsroman, the diary, biography, autobiography, satire, and others. It may be taken more than once with different designations.
Students will develop their own philosophies for teaching literature and language to middle, junior high, and high school students by exploring current research findings, theoretical approaches and practical strategies. This course must be taken concurrently with 3410. Any student not admitted to the Teacher Education Program must have instructor approval prior to registering for this course.
Students will develop their own philosophies for teaching writing to middle, junior high, and high school students by exploring current research findings, theoretical approaches and practical strategies. This course must be taken concurrently with 3400. Any student not admitted to the Teacher Education Program must have instructor approval prior to registering for this course.
This course introduces prospective teachers, librarians, and other educators to the use of contemporary adolescent literature across the curriculum. Multicultural and global selection, critical evaluation of the literature, issues of censorship, reader response theory, media connections, and reading/writing strategies for teaching young adult readers will receive major emphasis. The course includes a practicum or service-learning experience in planning, sharing, and using young adult literature in public school classrooms. This course is required of English teaching majors and minors and must be taken concurrently with ENGL 3020, ENGL 3400, and ENGL 3410.
This class is an introduction designed to foster a critical appreciation of the plays of Shakespeare. The class is intended for students who are fulfilling General Education credit, studying theater, or planning to teach. Students can expect to study at least one comedy, one tragedy, and one history play in this course.
This is a selection of masterworks from a variety of authors, regions, and eras -- expressly to introduce diverse literatures other than British and American. The required readings may vary considerably from semester to semester, according to the instructors' expertise.
This course engages literary texts that focus on humans in relation to their natural environment. Conceived as a survey course, it attempts to delineate the various traditions of environmental concern, from the ancient past to the present, and to draw attention to the ongoing relevance of such texts. Students will learn how to read closely and carefully, and how to make such literature meaningful for their own daily lives.
A survey of intercultural literature which reflects the rich diversity inherent in the American experience. The course includes works by Native, Hispanic, Asian, and African American authors.
This course will treat characteristic literature in various genres and themes from a designated region of the United States such as the West, South, New England, and so on. It may be taken more than once with different designations.
A course offering works joined by a shared topic, issue, or literary movement. Topics may range from the historical to the contemporary and can include perspectives from various disciplines. The course will place the respective topic or movement in its historical, scientific, political, technological context. It may be taken more than once with different designations.
A course examining literature cultures and nations beyond England and America. Students will be introduced to the ways in which texts are closely tied to the geographical and cultural space as well as the historical movement from which they emerge. The course may focus on a single national culture or, alternately, offer representative works from various cultures. It may be taken more than once with different designations.
A study of one or more spiritual, religious, or ethical books of world-wide fame. Texts such as the Bible, the Koran, and the Bhagavad-Gita will be considered as works of literature. It may be taken more than once with different designations.
This course focuses on the various social, philosophical, and political themes emerging in literary texts. Students will learn the critical skills necessary to identify the intellectual currents in the texts under consideration, to engage in focused discussion, and to probe the various intentions of any act of writing. (This course may be repeated for credit more than once with different course titles.)
Starting with the works of Plato and Aristotle, students will explore rhetorical strategies and philosophical ideas that have influenced the reading of literary texts from classical times to the present.
Controlled experience in tutoring student writers in all disciplines. This course is only for people who are actually employed as a tutor.
This course trains students who are native speakers of English or who are second language learners of English at native or near native levels of proficiency to work or volunteer in the ESL Program as tutors, classroom aides, mentors, and as language informants leading conversation groups.
A study of the interrelationships between ideas that shape the course of history and the poetry, prose, and/or drama of the periods that produce these ideas.
In this course, students will pursue variable topics in language. Topics may include from various areas of study: advanced grammar, sociolinguistics, language and the law, linguistics and composition, linguistics and literature, among others as determined by the instructor. A previous language course or consultation with the instructor is recommended before enrollment.
Various courses are offered to reflect important issues in professional and technical writing, a dynamic and ever-changing profession. Sample issues are the role of technology in shaping and facilitating theories of technical writing, women in the workplace, and international communications.This course may be taken more than once with different designations.
This class teaches the theory and application of content management. Students will learn how to evaluate content, divide content into reusable elements, label these elements, and then re-configure them into usable structures. Using the principles of single sourcing, modular writing, and structured authoring, students will map content for reuse, evaluate available authoring tools, implement state-of-the-art technologies, and develop project strategies. Prerequisite: ENGL 3100.
The course serves as a capstone course for the minor, preparing students for immediate job placement. Students review techniques, strategies, and theories of technical writing. Also students prepare portfolios for job interviews. The Practicum is based on an internship/cooperative work experience in the community, the most time-intensive aspect of this course.
Students will study the principles of literature for young people in combination with the theories of multi-cultural education. Designed for teachers or those preparing to teach, it will address issues connected to schools, teaching strategies and pedagogy, and the selection and evaluation of materials for diverse populations. May be substituted for either ENGL 3300 or ENGL 3310 upon approval.
This course emphasizes practical strategies and methods of teaching ESL/Bilingual in the public school systems of this country.
This course provides the essential foundation for ESL/Bilingual teachers in the workings of the English language: pronunciation and spelling systems, word-forming strategies and sentence structure patterns.
This course explores how to effectively evaluate and implement assessment processes for ESL/Bilingual pupils in public schools. Students will gain experience with both standardized tests and authentic assessment.
This historical survey follows waves of European immigration and chronicles the effects of those on the American natives. The class then moves through the Revolutionary War and finishes with the relatively short but intense age of American Romanticism, which occurred in the decades just before the Civil War. The diverse writers in this period include such figures as Columbus, William Bradford, Anne Bradstreet, Benjamin Franklin, Washington Irving, Nathaniel Hawthorne, Edgar Allan Poe, Harriet Beecher Stowe, Henry David Thoreau, Frederick Douglass, Herman Melville, and Walt Whitman.
This historical survey typically runs from the Civil War to WWI -- emphasizing reconstruction, laissez-faire economics, growing imperialism, and universal suffrage. The diverse writers in this survey include such figures as Mark Twain, W. D. Howells, Sarah Orne Jewett, Henry James, Kate Chopin, Booker T. Washington, W. E. B. Du Bois, Stephen Crane, Jack London, Frank Norris, Theodore Dreiser, Mary Austin, and Henry Adams.
This historical survey focuses on the first half of the 20th century, when the United States went through a series of profound political and social changes, such as its entry into World War I and II, Prohibition, The Red Scare, Suffrage, the advent of the mass media, and Progressivism. Drawing on a variety of genres and media (including painting and film), the course will study developments in the New Negro Renaissance, Greenwich Village bohemianism, the Provincetown Players, "high" modernism, and the Lost Generation. Representative writers of the period include: Langston Hughes, Zora Neale Hurston, Nella Larsen, Edna St. Vincent Millay, Mina Loy, Eugene O'Neill, Susan Glaspell, Ezra Pound, John Dos Passos, Amy Lowell, William Carlos Williams, Gertrude Stein, Ernest Hemingway, and e.e. cummings.
This course focuses on American literature from the 1950s to the present within the context of the dramatic political and cultural changes that have shaped contemporary American culture, such as the Cold War, Vietnam, the Civil Rights movement, feminism and multiculturalism. Like its modernist predecessor, it ranges across genres and media to survey various emergent traditions and tendencies in contemporary and postmodern US letters. Representative writers of this period include: Arthur Miller, Flannery O'Connor, Elizabeth Bishop, Tillie Lerner Olsen, Ralph Ellison, James Baldwin, Allen Ginsberg, Cynthia Ozick, Amiri Baraka, Maxine Hong Kingston, Rita Dove, Toni Morrison, Thomas Pynchon, E. L. Doctorow.
This historical survey runs from the eighth century to the end of the fifteenth century -- roughly from the reign of Alfred the Great to Henry VII. Some of the more recognizable works include Beowulf, The Wanderer, Geoffrey Chaucer's Canterbury Tales, early histories of King Arthur, Thomas Malory's Le Morte D'Arthur, Julian of Norwich's Showings, Everyman, and Gawain and the Green Knight. Works written in Anglo-Saxon English and northern medieval dialects will be read in modern translations.
This historical survey runs from just before the middle of the sixteenth century to just after the middle of the seventeenth -- roughly from the reign of Henry VIII, through the reign of Elizabeth Tudor, to the restoration of Charles II. Some of the more recognizable figures of this study are Christopher Marlowe, John Donne, Ben Jonson, John Milton, Anne Askew, Aemilia Lanyer, Mary Wroth, and Robert Herrick. (Note: this survey does not typically try to do justice to its largest figure, Shakespeare -- for whom the department has established English 4730: Shakespeare's Tragedies, Comedies & Histories).
This historical survey links two periods: the first has frequently been referred to as the Enlightenment of the Eighteenth Century and includes such figures as Alexander Pope, Anne Finch, Mary Montagu, Jonathan Swift, and Samuel Johnson. The second period covers the relatively short but intense age of English Romanticism -- popular because of such writers as William Blake, William Wordsworth, Samuel Coleridge, Lord Byron, Mary Shelley, Percy Bysshe Shelley, Mary Wollstonecraft, Sir Walter Scott, Thomas De Quincey, and John Keats.
This historical survey follows the long span of Queen Victoria's life: from about 1837 when she came to the throne to 1901 when her funeral widely symbolized the passing of the age. Not merely a placid time of Victorian propriety, this era was marked by such philosophical upheavals as that which followed Darwin's Origin of Species. Some of the notable writers are Elizabeth Gaskell, George Eliot, Lord Alfred Tennyson, Robert Browning, Emily Bronte, Charles Dickens, Matthew Arnold, and Thomas Carlyle. This era is marked by the Industrial Revolution, Utilitarianism (Mill, the rise of science and evolution theory (Darwin), socialism (Marx and Engels); Psychology (Freud), resurgence of art (the Pre-Raphaelites), and imperialism (Kipling). Notable writers include: Carlyle, Tennyson, the Brownings, Arnold, Wilde, Dickens, the Brontes, Eliot, and Hardy.
This historical survey focuses on the first half of the twentieth
century, a time of great social change for Great Britain and Ireland that led to
a rich outpouring of traditional and experimental writing. A variety of writers will be studied in this course in connection with
such key developments as the critique of Empire (Joseph Conrad, E.M. Forster);
the Abbey Theatre and the Irish Literary Renaissance (Lady Gregory, W.B. Yeats);
World War I (Siegfried Sassoon, Vera Brittain); High Modernism (T.S. Eliot,
James Joyce, D.H. Lawrence, Virginia Woolf, Katherine Mansfield); divergent
poetic world-views (W.H. Auden, Dylan Thomas); and World War II, the collapse of
Empire, and dystopian visions (Evelyn Waugh and George Orwell).
This historical survey
examines British and Anglo-Irish literature since 1950 as Britain metamorphoses
from world power to an integral member of the European Community. The course
asks what it means to be a "British" writer in the second half of a century
increasingly multicultural in outlook. Possible
focuses include post-war disillusion (William Golding); Absurdism and
Postmodernism (Samuel Beckett, Tom Stoppard); neo-Romanticism (Ted Hughes,
Seamus Heaney, Nuala Ni Dhomnhaill); experimentalism and magic realism (Doris
Lessing, Salman Rushdie, Angela Carter); innovative historical fiction (John
Fowles, A.S. Byatt); and legacies of Empire in a postcolonial world (Jean Rhys,
V.S. Naipaul, Kazuo Ishiguro, Anita Desai).
This course will feature a single author or several authors as designated by the class schedule of a given semester. May be taken more than once with a different selection.
A study of Chaucer's best loved works, using mainly close reading to investigate selections from The Canterbury Tales and minor poems. The works will be considered in the context of theories of the Middle Ages and on the nature of love, of God, of persons, and of the universe.
This class is intended for English majors and minors seeking a deeper understanding of Shakespeare's work. Students can expect to do close readings of at least five plays and to study such secondary materials as literary criticism and historical background.
A comprehensive survey of the major prose and poetic works of John Milton, culminating in Paradise Lost and Samson Agonistes.
A survey of 3,000 years of intellectual and cultural advancement paralleled with the ascent of civilization from Crete to the Roman empire. The course explores the significance of myths in the process of literary development.
A continuation of English Department 2890 Cooperative Work Experience. Open to all students.
Consult the semester class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript.
This course offers an opportunity for students to choose a writing project and workshop it with their peers under the direction of the instructor. Writing skills will be developed and honed through intensive writing projects which could include a variety of genres: nonfiction, creative nonfiction, fiction, (short story collection, novel), biography, autobiography, poetry, etc. The course is designed for students with a strong writing background.
Designed for students selected as staff for Weber State's Literary Journal, Metaphor. Therefore, it is a hands-on workshop centering on all aspects of journal production: creating an editorial policy, advertisement, selection, layout, copy editing, preparing for print, marketing, distribution, etc. The journal itself is the final product. The staff supports writing and visual arts across campus through participation in several ancillary projects.
Designed primarily for teachers already in service, this course explores the most
current research and theory concerning the teaching of writing and applies it to real
problems they face in the secondary classroom.
Weber State University 2006-2007 Catalog