2020-2021 Academic Catalog 
    
    Mar 29, 2024  
2020-2021 Academic Catalog [ARCHIVED CATALOG]

Course Descriptions


Courses at Furman are typically identified by codes separated into three distinct parts. The first segment designates the academic subject of the course, the second component relates to the level of instruction, and the final element (when displayed) assists with the identification of the meeting times and location for individual course sections.

Credit bearing undergraduate courses typically are numbered between 100 and 599, graduate instruction is typically numbered between 600 and 999, while zero credit experiences frequently have numbers between 001 and 099. Undergraduates can further expect courses numbers to reflect:

100-299 introductory courses, geared to freshmen and sophomores
300-499 advanced courses, designed for majors and other students with appropriate background and/or prerequisites
500-599 individualized instruction, including internships, research, independent study, and music performance studies
 

Exceptionalities in Education

  
  • EDEX-622 Nature of Learning Disabilities


    Designed to teach students the history of the field of learning disabilities, related educational theories, available educational services, and appropriate strategies for working with individuals with learning disabilities. Field-based experiences are incorporated. 3 credits.
  
  • EDEX-623 Nature of Emotional and Behavioral Disorders


    Study of individuals with emotional/behavioral disorders, major theoretical perspectives, and current issues and research. Factors which interrelate with emotional/behavioral disorders (community, school, family) are considered, and appropriate intervention strategies are studied. Field-based experiences are incorporated. 3 credits.
  
  • EDEX-643 Differentiatng Instruction for Diverse Needs


    Theory and practical strategies for modifying curriculum to meet the needs of all students. Topics vary according to need, grade level, and subject area. 3 credits.
  
  • EDEX-646 Advanced Behavior Management


    Nonbehavioral techniques of managing variant behavior of exceptional children and youth, using the supportive, valuing, and social discipline models. Training in crisis resolution, crisis intervention, and social skills. 3 credits.
  
  • EDEX-741 Methods and Assessments for Teaching Individuals with Exceptional Learning Needs


    Covers processes of assessment specific to individuals identified as having an emotional or behavioral disorder (EBD) or a specific learning disability (SLD) in both placements that are inclusive and those that are restrictive. Discuss case studies and participate in class activities tailored to the specific characteristics of these students, as well as develop individualized education plans (IEPs) and individualized family service plans (IFSPs). Explore instructional and collaborative practices with exposure to alternative assessments. 6 credits.
  
  • EDEX-742 Exceptional Learning Needs Grade 6 through Transition


    3 credits.
  
  • EDEX-745 Social and Behavioral Interventions


    Development of a knowledge base and skills for implementing applied behavior analysis and social skills instruction with groups and individuals with variant behaviors. 3 credits.
  
  • EDEX-962 Practicum in Teaching Students With Learning Disabilities


    Supervised application of instructional and behavior management strategies for students with learning disabilities. Variable credit.
  
  • EDEX-963 Practicum in Teaching Students With Emotional Or Behavioral Disabilities


    Supervised application of instructional and behavior management strategies for students with emotional/ behavioral disorders. Variable credit.

Extended Program in Education

  
  • EDEP-640 Best Practices for the Induction Teacher


    Designed to provide the induction teacher with a support system throughout the first year of teaching. Best practices from the field are introduced, discussed, and modeled, with emphasis on preparation for the beginning of school, classroom management, performance dimensions of SAFE-T, and application of educational research and practices. Course offers opportunities for the induction teacher to network and share common concerns with master teachers and instructional support personnel from participating school districts and Furman University. Limited to participants in the Teacher to Teacher program. 3 credits.
  
  • EDEP-670 Teaching Internship


    Designed for candidates enrolled in Furman’s extended program. The course provides candidates with opportunities to plan and implement instruction, manage the classroom, evaluate student progress, communicate with other professionals and parents, and develop as professional educators under the supervision and mentoring of university and public school personnel. 6 credits.
  
  • EDEP-692 Physical Science Activities for Grade 5


    Concepts that correlate to the SC Science Academic Standards for 5th grade physical science using hands-on, inquiry-based activities are the framework for this course. 3 credits.

Educational Foundations

  
  • EDFD-600 Teacher to Teacher: Research Inquiry I


    Designed for candidates enrolled in Furman’s extended program. The course uses several theoretical frameworks as a foundation for furthering the professional development of induction teachers to become leaders and scholars. Major emphasis on classroom-based research serves to link theory to practice. 3 credits.
  
  • EDFD-601 Teacher to Teacher Research & Inquiry II


    As a follow-up to EDFD 600, the course continues to focus on developing induction teachers as leaders and scholars. Building on the research done in EDFD 600, participants will produce a publishable research paper, to be presented in a formal academic setting. 3 credits.
  
  • EDFD-602 Educational Theory & Psychology


    Study of emerging theories of learning, with emphasis on the application of psychological concepts and principles to the learning process. Recent research and critical issues are examined as they relate to learning. 3 credits.
  
  • EDFD-604 Statistics and Measurement in Education


    Explores concepts related to measurement and evaluation processes, including descriptive statistics, technical measurement characteristics, test item construction, alternative assessment, standardized achievement and aptitude measures, and non-achievement related measures. Emphasis on school and classroom-level applications. 3 credits.
  
  • EDFD-606 Research in Education


    Study of basic educational research design and use of basic research techniques. Topics include identification of a research problem, development of a research design, conducting the subsequent study, and implications of the results for educational practice. 3 credits.
  
  • EDFD-608 The Culture of Schooling in America


    In-depth examination of the major influences on education in a democratic and pluralistic society from an anthropological perspective. Students will be engaged in cultural inquires to relate the material presented in the texts, handouts, lectures, and videos to their own classrooms, schools, and communities. The goal is for teachers to take ownership of their classroom culture and to actively work to co-create with students a sustainable and inclusive classroom. 3 credits.
  
  • EDFD-620 Child and Adolescent Growth and Development


    Key theories and milestones of physical, cognitive, language, and social-emotional development, from conception through adolescence, with specific applications to teacher education. Fifteen hours of off-campus fieldwork at a local public school required. 3 credits.
  
  • EDFD-640 Best Practice for Induction Teachers


    3 credits.
  
  • EDFD-879 Masters Seminar in Education


    Course integrates knowledge and underlying concepts from the core courses in the master?s program with the student?s concentration. Participants will demonstrate ability to synthesize previous coursework and to understand the holistic nature of an advanced degree in education. Emphasis is on oral and written communication, as well as use of information technology. 3 credits.
  
  • EDFD-970 Teaching Internship


    Designed for candidates enrolled in Furman’s extended program and enrolled concurrently with EDEP-100: Inquiry and Research in the Classroom. The course provides candidates with opportunities to plan and implement instruction, manage the classroom, evaluate student progress, communicate with other professionals and parents, and develop as professional educators under the supervision and mentoring of university and public school personnel. Variable credit.

Literacy Education

  
  • EDRD-640 Foundations and Current Trends in Literacy Research and Practice


    Critical reading and discussion of theories, models, and current research designed to improve language arts instruction and develop understanding of reading and writing as processes. Topics include: the politics of literacy, balanced literacy, content area literacy, writing instruction, bilingual education, response to literature, adolescent literacy, assessment, and multi-literacies. 3 credits.
  
  • EDRD-641 Teaching Reading & Writing in the Content Areas


    This course is designed for prospective and in-service elementary, middle, and secondary school teachers. It will provide opportunities for an in-depth study of teaching reading and writing in various subject matter areas and present skills and strategies that facilitate reading, writing, and learning with content textbooks, content-area authentic texts, and other media. 3 credits.
  
  • EDRD-645 Reading & Writing Connection


    3 credits.
  
  • EDRD-729 Literacy Methods and Instructional Strategies


    This methodological course is designed to give an understanding of reading and writing as literacy processes and develop reading and writing proficiency emphasizing critical thinking and metacognitive skills. The content of the course will focus on integrating communication processes in both English-Language Arts and content areas; children?s and adolescent literature and its effective presentation in the classroom; and the role of the teacher as a reflective practitioner. 3 credits.
  
  • EDRD-747 Critical Survey of Children’s Literature


    This course is a review of literary theory and research and survey of children?s literature, novels, and picture books published primarily in the past ten years and appropriate for the elementary and middle school student. Selections also include multicultural exposure for students through a variety of genres. Course work will emphasize the research based, critical evaluation and selection of books; methods for linking reading, writing, and literature; and techniques for guiding children?s reading. 3 credits.
  
  • EDRD-748 Critical Survey of Literature for Young Adults


    This course is a review of literary theory and research and survey of middle and high school level literacy programs and pedagogical practices related to the teaching of poetry, short stories, traditional literature, nonfiction, and novels written for the adolescent. Selections also include multicultural exposure for students through a variety of genres. 3 credits.
  
  • EDRD-749 Assessment and Instruction in Reading And Writing


    This course is an exploration of various cognitive and affective assessments in reading and writing with strategies for using data to adapt instruction for learners with reading difficulties. 3 credits.
  
  • EDRD-750 Scholarly Reading and Writing


    With demands higher than ever for K-12 educators to be scholars and leaders, course offers workshop opportunities for literacy educators to expand and refine their literacy skills as consumers of educational research and as writers of scholarly works. Participants will read and analyze a wide range of scholarly works, both qualitative and quantitative, while also drafting their own original scholarly writings to submit for publication. 3 credits.
  
  • EDRD-751 Critical Survey of Children’s and Young


    The course is designed to familiarize candidates
    with contemporary children’s/young adult (YA)
    literature. Candidates will read a range of
    instructor-selected and student-selected texts
    that represent a variety of genres, media, and
    perspectives. Candidates will consider trends in
    children’s/YA literature, participate in the
    professional conversation around children’s/YA
    literature, respond critically to children’s/YA
    literature, and consider text selection for their
    own students. 4
  
  • EDRD-965 Practicum I: Assessment of Reading and Writing


    In this practicum setting, candidates will teach a series of strategy lessons that improve the reading and writing processes of students in their own classroom or in a classroom setting the professor approves. Classroom assessment data will be gathered and analyzed continuously as participants make instructional and evaluative decisions during 50 hours of field work. Students will also create and conduct professional development opportunities for peers. Variable credit.
  
  • EDRD-966 Practicum II: Advanced Assessment of Reading and Writing


    A second practicum in the series of practica in the literacy concentration that involves supervised application of comprehensive assessment and instructional strategies in a clinical setting designed to develop affective and cognitive skills in reading and writing processes in intermediate elementary or middle school aged students. Candidates are expected to spend at least 50 hours with learners in the clinical setting. Variable credit.

Master of Arts in Teaching

  
  • EDMT-650 Teaching Foreign Languages (pk-12): Methods


    Introduction to a variety of language learning theories, with opportunities to develop materials and practice techniques appropriate to teaching foreign languages on any level. Field observations required. Emphasis on the teaching of the four skills, testing, culture, technology, and the development of foreign language proficiency. 3
  
  • EDMT-652 Teaching English in grades 9-12


    Explores two of the major components in the secondary school English curriculum: language and composition. Emphasis placed on teaching the writing process. Examines strategies needed to learn from text materials included in the English classroom. 3
  
  • EDMT-653 Teaching Social Studies in Grades 9-12


    Provides in-depth investigation of the methods associated with teaching social studies on the secondary level. Special emphasis placed on how the social sciences differ from other disciplines, and how differences affect curricular and pedagogical strategies. 3
  
  • EDMT-654 Teaching Science in Grades 9-12


    The purpose of this course is to help the student become a reflective practitioner who is competent in the development and delivery of a quality science curriculum. Topics covered include laboratory safety, animals in the classroom, instructional strategies focusing on inquiry and the learning cycle, exemplary curriculum, integration of science within the entire high school curriculum, performance assessments including science notebooks, use of data to change practice, use of technology, resource analysis, Project Based Learning in the science classroom, and STEM. 3
  
  • EDMT-655 Teaching Mathematics in Grades 9-12


    Teacher candidates become reflective practitioners in the development and delivery of a well-designed standards-based mathematics curriculum. Topics include mathematics curriculum in the secondary school, instructional strategies, performance assessment and resource evaluation focusing on technology. Students are expected to participate in field work in local mathematics classrooms. 3
  
  • EDMT-670 Teaching Internship


    Designed for candidates enrolled in Furman’s extended or MAT programs. The course provides candidates with opportunities to plan and implement instruction, manage the classroom, evaluate student progress, communicate with other professionals and parents, and develop as professional educators under the supervision and mentoring of university and public school personnel. 3
  
  • EDMT-760 Critical Issues in Secondary Education


    Designed for senior level secondary and PK-12 language teacher candidates enrolled in the Senior Block and MAT programs. Provides candidates with opportunities to examine significant issues in secondary schools including: classroom management techniques and educational technology.  3
  
  • EDMT-972 Practicum: Secondary Teaching


    Provides candidates with opportunities to apply theory and evidence-based practice in the classroom under the supervision of Furman faculty and mentorship of a master teacher.  3

School and Educational Leadership

  
  • EDSL-718 Organization and Control of American Schools


    A study of the conceptual and structural organization of public education, educational governance, and policy making at the federal, state, and local levels. 3 credits.
  
  • EDSL-719 Leadership in Educational Organizations


    A study of leadership principles and theories and the administrative and management applications of such in educational organizations. 3 credits.
  
  • EDSL-727 Strategic Planning and Thinking in Education


    A study of strategic planning and thinking for the learner-focused educational system that integrates curriculum, instruction, assessment, facilities, human resources, finance, and educational technology. 3 credits.
  
  • EDSL-730 Designing and Implementing Curriculum


    Study of the school curriculum including objectives, current issues, experimentation, and change. Perspective and methodology to equip the teacher, administrator, or supervisor to participate effectively in curriculum development. 3 credits.
  
  • EDSL-780 Issues in Curriculum, Instruction & Assessment in Schools


    For elementary, middle and secondary school teachers and administrators. The course focuses on current research on curriculum as it relates to philosophy of teaching, learning, instruction, supervision, and policy and assessment. Offers the opportunity to investigate the breadth of issues that affect curriculum. 3 credits.
  
  • EDSL-823 School Finance


    A study of fundamental concepts of local, state, and federal financing of schools and of the business functions of school-level administration, with emphasis on the budget process. 3 credits.
  
  • EDSL-825 Schools and the Law


    A course designed to help potential school administrators understand the current concepts of school law and their practical import for educators, students, and the community served by the school. Attention is given to Constitutional legal principles, case law, and legislation at all levels of government. 3 credits.
  
  • EDSL-840 Supervision and Instructional Leadership


    Introduction to educational supervision, including the primary supervisory responsibilities of the building-level administrator for providing leadership to improve instruction. Course includes required field experience. 3 credits.
  
  • EDSL-849 The Principalship


    EDSL-719; must be taken prior to or concurrently with the internship
    A study of the roles, responsibilities, functions, authority, and leadership practices of the school principal in improving school effectiveness. Focus is on the skill dimensions and performance domains of the principalship. Course includes required field experience. 3 credits.
  
  • EDSL-851 Interpersonal and Group Relations in Education


    This course is a study of individual and group behavior in organizations. Emphasis is a on interpersonal skill development and skill assessment which, in conjunction with findings from theory, research, and practice, enable candidates to reflect on themselves as leaders. 3 credits.
  
  • EDSL-852 Data Analysis for Educational Leadership


    The course builds upon student prior experience in analysis and interpretation of basic and inferential statistical procedures with a more refined focus on practical applications for management in educational settings. Advanced data analytic procedures for inference, modeling and forecasting will be emphasized. 3 credits.
  
  • EDSL-853 School Personnel Administration


    This course focuses on identifying, analyzing, and developing effective methods of personnel administration, with an emphasis on human resource responsibilities and functions occurring at the school district office level. Topics include human resource planning, policies, recruitment, selection, induction, evaluation, and professional development. 3 credits.
  
  • EDSL-854 Leadership for Social Justice


    A course designed to provide a contemporary and prospective examination of the social, cultural, political, economical and philosophical contexts from which the current issues that affect schools and schooling have evolved. Students will be introduced to a variety of ideas, values, and beliefs surrounding social life, cultural identity, educational reform, and some historical practices. They will then be challenged to explore these constructs from numerous, diverse, and changing perspectives. 3 credits.
  
  • EDSL-855 Leading School Renewal


    This course is designed to examine the research and the processes that are important and significant for school improvement. Concepts that will be included in this course are defining school renewal and exploring conditions for its success; using data as a tool to enhance decision-making processes for school improvement; understanding school culture and its relationship to school renewal; identifying legislative improvement planning. 3 credits.
  
  • EDSL-856 School Facilities Planning


    A course designed to equip advanced educational leaders to improve the knowledge base, skills levels, and communications practices among the various groups involved in planning, designing, constructing, using and managing educational facilities. To introduce concepts that encourage people who plan and design physical learning environments to become more responsive to student needs and community cultures. 3 credits.
  
  • EDSL-858 Evaluation of School Programs and Personnel


    This course is a study of the requirements, practices, procedures, and problems of administrative evaluation of school programs and personnel. The course provides a broad survey of educational evaluation theory, standards, models, approaches, and practice, with a focus on practical guidelines for planning, conducting, and using evaluations to review and improve instruction and the performance of personnel. 3 credits.
  
  • EDSL-859 The Superintendency


    This course is a study of the leadership and management roles, responsibilities, opportunities, and challenges of the district superintendent and other district level administrators. The course examines the knowledge, skills, and dispositions that superintendents must develop to effectively lead and manage change in a school district. Emphasis will be placed on the relationship between the superintendent and the local school board as they deal with policy, policy administration, leadership roles, and community relations. 3 credits.
  
  • EDSL-879D Advanced Seminar in Educational Leadership and Research: Topics in Finance, Law and Policy


    This course serves as the culminating experience in the Ed.S. Program. Seminar meetings will be held to share experiences, engage in discussions related to practice in educational leadership/administration and student services, and develop plans and policies for the individual school districts in which the candidates are serving. 3 credits.
  
  • EDSL-971E Internship in Elementary School Administration


    Limited to students enrolled in Furman’s school leadership concentration who have prior approval. Supervised application of principles of school administration in the areas of curriculum, instruction, and assessment; staff personnel; student personnel; finance, operations, and business; and school-community relations. Performance activities are designed to develop management and leadership skills. Variable credit.
  
  • EDSL-971S Internship in Secondary School Administration


    Limited to students enrolled in Furman’s school leadership concentration who have prior approval. Supervised application of principles of school administration in the areas of curriculum, instruction, and assessment; staff personnel; student personnel; finance, operations, and business; and school-community relations. Performance activities are designed to develop management and leadership skills. Variable credit.
  
  • EDSL-972E Internship in Elementary School Administration


    Limited to students enrolled in Furman’s school leadership concentration who have prior approval. Supervised application of principles of school administration in the areas of curriculum, instruction, and assessment; staff personnel; student personnel; finance, operations, and business; and school-community relations. Performance activities are designed to develop management and leadership skills. Variable credit.
  
  • EDSL-972S Internship in Secondary School Administration


    Limited to students enrolled in Furman’s school leadership concentration who have prior approval. Supervised application of principles of school administration in the areas of curriculum, instruction, and assessment; staff personnel; student personnel; finance, operations, and business; and school-community relations. Performance activities are designed to develop management and leadership skills. Variable credit.
  
  • EDSL-975 Internship in the Superintendency & District Administration


    This course provides the first part of a year long internship in which candidates participate in planned district level leadership and management field experiences. Based primarily on the Educational Leadership Constituent Council (ELCC) standards, the internship will engage candidates in experiences designed to bring the relationship of theory and practice into focus. Variable credit.
  
  • EDSL-976 Internship in the Superintendency & District Administration


    This course provides for the second part of a year long internship in which candidates participate in planned district level leadership and management field experiences. Based primarily on the Educational Leadership Constituent Council (ELCC) standards, the internship will engage candidates in experiences designed to bring the relationship of theory and practice into focus. Variable credit.

Special Topics in Education

  
  • EDSP-650 International Perspectives on Public Education


    In-depth focus on the issues, philosophy, history, and cultural differences of public education from an international perspective. Comparison of the educational system in the United States with other nations, focusing on the country visited. May be repeated once with change of country. 2 credits.
  
  • EDSP-670 Topics in Music Education Grades 7-12


    A one credit recertification unit for current South Carolina music educators. Requires attendance at a prescribed number of events provided by the South Carolina Music Education Association. Students submit a summary of their experiences and design their own curriculum to address individual interests and areas of expertise. 1 credit.
  
  • EDSP-671 Astronomy: Solar System


    Participants study interactions between the Sun, Earth, and Moon, the planets of the solar system including common planetary processes such as cratering, gravity and orbital motion, and the electromagnetic spectrum. Teachers will enhance their knowledge of the solar system through hands-on investigations, image processing, readings, and sky simulation software. 3 credits.
  
  • EDSP-672 Physics for Teachers


    The goal of this course is to improve teachers? understanding of the physics they teach. Teachers will study force and motion employing coordinated computer, hands-on, group discussion, and assessment activities. 3 credits.
  
  • EDSP-673 Models of Teaching


    3 credits.
  
  • EDSP-674 Teaching About Asia


    The purpose of this course is to work with SC teachers to enhance instruction on Asia throughout the curriculum, especially in world history, social studies, and geography courses. Themes covered include geographical determinants shaping the culture, history, and economic development of East Asia; the nature of East Asian society, politics, and culture; interaction among East Asian societies; and East Asian history in the context of world history. 3 credits.
  
  • EDSP-675 Curriculum and Instruction for Gifted a nd Talented Students


    3 credits.
  
  • EDSP-676 Nature and Needs of Gifted and Talented Students


    3 credits.
  
  • EDSP-677 Best Practices for Teaching Math in the Elementary Schools


    Students examine the new revisions to the SC Math Standards, learn differentiated instructional techniques to improve student achievement in math, and explore the best math methods for teaching diverse learners. 3 credits.
  
  • EDSP-678 Curriculum and Advanced Methods of Teach ing Grades 7-12


    3 credits.
  
  • EDSP-679 Technology Literacy for Teachers Grades 7-12


    3 credits.

Teaching English to Speakers of Other Languages

  
  • EDOL-621 Sociolinguistics for English Language Learners


    Focus of course is on an in-depth study of the English language as a system. Emphasis is placed on applying concepts, theories, and research in classroom practices to facilitate the acquisition of English. 3 credits.
  
  • EDOL-640 Principles and Strategies for Teaching English Language Learners


    Course focuses on the history, theories, and teaching strategies, including the use of technology, of teaching English to speakers of other languages. As the first course in the TESOL sequence, this course is designed as an introduction to the field. 3 credits.
  
  • EDOL-641 Teaching Reading and Writing to PK-12 English Language Learners


    Course examines curriculum, instructional strategies, and support materials used for teaching reading and writing to English language learners. Planning, implementation, and evaluation of instruction are emphasized, including the modifications and accommodations necessary to meet English language arts standards. 3 credits.
  
  • EDOL-720 Linguistic and Cultural Diversity in Education


    Course offers a framework for understanding diversity in the schools and for conceptualizing the educator?s role in promoting an inclusive educational environment. Recent research and critical issues in education related to diversity are presented. 3 credits.
  
  • EDOL-723 Bilingual Special Education


    3 credits.
  
  • EDOL-742 Testing & Assessment of English Language Learners


    In this course, the theoretical and practical issues associated with testing and assessment of language minority learners will be provided. Instruction and practice in the administration, scoring, and interpretation of norm-referenced, criterion-referenced, and alternative assessment measures of language proficiency and academic achievement are provided. 3 credits.
  
  • EDOL-743 Content Modification for English Language Learners


    Course focuses on issues, programs, and strategies for modifying content instruction for English language learners. Emphasis is placed on the content-based learning approach that helps learners to acquire a new language through the study of academic disciplines such as mathematics, science, and social studies. 3 credits.
  
  • EDOL-961 Practicum: Principles and Strategies for Teaching English Language Learners


    The field-based practicum is designed to provide candidates with opportunities to demonstrate their knowledge, skills, and dispositions for teaching English language learners (ELLs). Variable credit.

English

  
  • ENG-111 Texts and Meaning


    GER: TA (Critical, Analytical Interpretation of Texts)
    An introduction to the study of the structures and methods by which texts create and convey meaning. Texts and approaches will be determined by individual instructors, but all emphasize reflective, critical reading, as well as text-centered discussions and written assignments. 4 credits.
  
  • ENG-150 Interpretive Strategies


    GER: TA (Critical, Analytical Interpretation of Texts)
    Addressing issues and questions specific to literary and cultural analysis and in the process exploring various interpretive strategies through which ideas of the literary and of literary study are engaged. The content and perspective of this course will vary according to instructor. Students will read primary theoretical texts, and will write about how theories of literature might inform ways of reading prose, poetry, drama, and/or film. By the end of the term, students should have a sense of how over the years critical debate has shaped the many practices of reading literature. 4 credits.
  
  • ENG-152 History of English Language


    HB (Human Behavior)
    Any FYW.
    Survey of the internal history of English,
    reviewing Indo-European and Germanic background
    and studying the development of phonology,
    morphology, and syntax from Old English to Modern
    English. 4
  
  • ENG-153 English Language: How It Works


    HB (Human Behavior)
    Introduction to basic English linguistics. The
    difference between prescriptive grammar (the rules
    we learn in school) and descriptive grammar (the
    linguistic rules that native speakers of a
    language have learned). Discussion of the main
    divisions of linguistics, focusing on the
    phonology, morphology, and syntax of Edited
    American English. Study of the ways other
    dialects, in particular, Southern American English
    and African American Vernacular English, differ
    from the standard and exploration of the
    implications of linguistics on social and
    educational policy 4
  
  • ENG-172 Gothic Creatures


    Prerequisite: any first year writing seminar
    The Gothic genre is populated by unnatural creatures: phantoms, human-animal hybrids, and vampires that stalk the seemingly innocent. But such beings may also give voice to cultural guilt or anxiety. This course locates the Gothic creature in its historical and political context. May Experience ONLY. 2 credits.
  
  • ENG-200 Introduction to Creative Writing


    Prerequisite: any first year writing seminar
    Develop student proficiency in the craft of creative writing. Typically focuses on three genres of creative writing – fiction, nonfiction and poetry. Students should be eager to write frequently, to read carefully and to comment thoughtfully upon the work of other writers – including their classmates. 4 credits.
  
  • ENG-211 Professional Communication


    Prerequisite: any first year writing seminar
    Development of effective written and oral communication skills, critical thinking, research strategies, collaboration, and professional and ethical behavior in workplace environments. Job search and interviewing strategies will also be covered. 4 credits.
  
  • ENG-212 Journalism Principles and Practice


    Prerequisite: any first year writing seminar
    Addresses the role of newspapers in society, the strategies for reporting and writing news, and the ethical and legal ramifications of newspaper reporting. 4 credits.
  
  • ENG-214 Immersion Journalism: Reading as Writers


    GER: TA (Critical, Analytical Interpretation of Texts)
    Prerequisite: any first year writing seminar
    Study of a fascinating branch of nonfiction writing. Texts may include works by Tom Wolfe, Barbara Ehrenreich, Edward Abbey, Karsten Heur and Susan Orlean. Students will read as writers, scour the texts for craft and style tactics and critique class members’ essays. 4 credits.
  
  • ENG-220 Writing Poems


    Prerequisite: any first year writing seminar
    Emphasizes awareness and proficiency in the craft of poetry. Students should be prepared to write frequently, to duplicate their work for discussion, and to comment upon their classmates’ work. 4 credits.
  
  • ENG-221 Writing Fiction


    Prerequisite: any first year writing seminar
    Emphasizes awareness and proficiency in the craft of prose fiction. Students should be prepared to write frequently, to duplicate their work for discussion, and to comment upon their classmates146 work. 4 credits.
  
  • ENG-223 Writing Nonfiction


    Prerequisite: any first year writing seminar
    This course will develop students’ proficiency in the craft of nonfiction. Students will do writing exercises, discuss published work, explore prose techniques, and critique their classmates’ work. 4 credits.
  
  • ENG-224 Writing Biography


    Analysis of Texts (TA) Writing/Research Intensive (WR)
    Any FYW
    Biographers write histories of lives. Their storytelling is often novelistic but their standards of evidence are those of the historian. They confront distinctive questions: What lives are worth writing? What is the relationship between the individual and society? What rules govern the relationship between biographers and their subjects? How has the art of biography changed over the centuries, and what forces have driven those changes? 

    In this course, we’ll read both notable biographies and the critical literature on biography. We will apprentice ourselves to leading biographers to understand the craft, and we will develop the research tools necessary for uncovering and narrating lives that illuminate our world. The course will be workshop-based with students sharing their creative work, exploring prose techniques, and offering peer critique. 4
  
  • ENG-225 Writing with Writers


    Prerequisite: any first year writing seminar
    Supervised by a prominent writer, students will work on their own creative projects. The genre (prose fiction, creative nonfiction, poetry) will change from year to year. May Experience ONLY. 2 credits.
  
  • ENG-226 Business Communication


    4 credits
  
  • ENG-240 Art of Travel Writing


    Introduction to history, society and culture of specific travel destination. Exploration of art of travel writing including reading and analyzing travel essays as models for their own writing. Required for students participating in travel
    writing May Experience in a given year. 2 credits.
 

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