Supported BA in English learning outcomes
- Students will develop their skill in crafting a compelling thesis-driven essay, with substantiating evidence.
- Students will develop their skill in finding, analyzing, and utilizing secondary sources (including appropriate methods of citation).
- Students will develop their skill in writing grammatically, coherently, and persuasively.
- Students will develop their ability to explain and apply significant theoretical and critical approaches in the field of English studies.
Supported MA in English Program Outcomes
- Students will demonstrate the ability to produce a sophisticated, article-length essay.
- Students will demonstrate the ability to situate their projects within broader critical, historical, social, cultural or philosophical contexts.
- Students will demonstrated a polished writing style (free of major mechanical errors) that enables them to present ideas and evidence at a high scholarly level.
- Students will demonstrate in-depth knowledge of key critical/theoretical debates relevant to their topic.
By the end of the course, each student should be able to
- Understand important current debates in rhetoric and cultural studies related to the theoretical field of posthumanism
- Engage with and respond to texts in critical theory through close reading and annotation
- Engage with and respond to rhetorical artifacts through a practice of theoretically-based analysis and deconstruction
- Engage in informed discussions of complex discourses
- Synthesize complex discourses in the contexts of rhetorical practices
In addition, by the end of the course graduate students should be able to
- Closely read, interpret, and engage with foundational philosophical arguments/texts, and synthesize those discourses with other discourses in the course
- Lead informed and helpful discussions on the discourses represented in courses texts
- Know how to create a theoretically-informed syllabus for a college composition course
- Articulate your own position on a range of theoretical and pedagogical issues in relation to other composition scholars and teachers