Graduate Courses: |
ID |
Course |
Units |
Hours |
Faculty |
| 700.01 |
Intoduction to Composition Theory |
3 |
1610-1855 M |
Lockhart |
This class offers a theoretical background of the field of Composition in order to help students construct a theoretical foundation to inform practical and pedagogical decisions within the classroom. The objectives of the class will be threefold: to introduce students to the range of theoretical research within the field; to mark and discuss the major issues and debates that have shaped Composition studies; and to assist students in locating themselves in relation to these issues, current questions, and their own educational commitments. Topics will include composing processes, socio-cultural and discourse-oriented theories of writing, critical and liberatory pedagogies, reading and writing connections, and Composition's historical and contemporary relationship to ideologies.
|
| 701.01 |
Theoretical Backgrounds in College Reading |
3 |
1810-2055 M |
Wormuth |
We will review research on the physiological, psychological, and linguistic processes involved in developing literacy skills on the community college and college levels; we will also examine the relationships between reading and writing competencies, and reading and reasoning strategies.
|
| 704.01 |
Pedagogy in Composition I |
3 |
1510-1755 W |
Wormuth |
This course aims to provide the theoretical and practical tools with which to work with student writing in the classroom. The course focuses on central issues involved with student writing, including theories and principles of assignment design, responding to student writing, and working with students' diverse literary practices.
|
| 705.01 |
Pedagogy in Composition II |
3 |
1810-2055 W |
Lockhart |
ENG 705 introduces students to the theory and practices behind designing required college-level writing courses, including: overall course design, writing and sequencing assignments, responding to student writing, pedagogies that address diverse student needs, and acting as reflective practitioners of writing instruction. Some observation of writing instruction is required.
|
| 706.01 |
Sociolinguistics of Composition |
3 |
1410-1525 TTH |
Trainor |
Course description coming soon.
|
| 708.01 |
Teaching Writing in a Digital Age |
3 |
1610-1855 T |
Ching |
English 708, "Teaching Writing in a Digital Age," introduces graduate students in the Composition MA and certificate programs to the uses of digital technology for teaching and learning in college composition courses. Focus is on the impact of emerging technologies on both writing and instruction. Topics will include the instructional uses of new media/multimedia texts, wikis, blogs, social networking, gaming, and popular forms of user-generated content.
|
| 710.01 |
Seminar: Teaching Integrated Reading/ Writing II |
3 |
1610-1855 TH |
Goen-Salter |
This course, the second part of a year-long course, explores the integration of reading and writing from theoretical and pedagogical perspectives, including an exploration of integrated reading/writing curricula at a range of levels, from high school to upper division university. English 710 is a required course for the Certificate in Teaching Post-Secondary Reading and highly recommended for M.A. Composition and Composition Certificate candidates who wish to teach at the basic writing level.
|
| 710.02 |
Seminar: Teaching Integrated Reading/ Writing II |
3 |
1810-2055 T |
Goen-Salter |
This course, the second part of a year-long course, explores the integration of reading and writing from theoretical and pedagogical perspectives, including an exploration of integrated reading/writing curricula at a range of levels, from high school to upper division university. English 710 is a required course for the Certificate in Teaching Post-Secondary Reading and highly recommended for M.A. Composition and Composition Certificate candidates who wish to teach at the basic writing level.
|
| 714.01 |
Curriculum and Instruction in English I |
3 |
1610-1855 T |
Graff |
This second semester of curriculum and instruction in English is designed to give you opportunities to examine and reflect on your own instructional practices while student teaching in the classroom. We will focus on teaching and assessing student learning in light of the California English Language Arts Framework and Content Standards together with relevant learning theory, pedagogical research and "best practices" as available from current journals and publications in the field. The course includes approaches for teaching English Language Learners (ELL) and students from other special populations, as well as emphasizing the use of information technology in the secondary and middle school English classroom.
|
| 714.02 |
Curriculum and Instruction in English I |
3 |
1610-1855 T |
Morris, P. |
Prerequisite: English 713 and Subject Matter Competency certification in English. Concurrent enrollment in student teaching.
This second semester of curriculum and instruction in English is designed to give you opportunities to examine and reflect on your own instructional practices while student teaching in the classroom. The general question that will guide our inquiry together is, "How do we know we are teaching well for all students?" We will focus on assessing student learning and revising our teaching in light of the California English Language Arts Framework and Content Standards together with relevant learning theory, pedagogical research, and “best practices” as available from current journals and publications in the field. The course includes approaches for teaching English Language Learners (ELL) and students from other special populations, as well as emphasizing the use of information technology in the secondary and middle school English classroom.
Little of our time together this semester will be in full-class discussion; instead, you will work with an assigned seminar group to discuss the readings, your experiences teaching, and the work samples that each of you brings to class. We will come back together after each seminar session to share what we have learned as a whole class, and we will also have workshops and small-group work with members of other seminar groups.
|
| 715.01 |
Pedagogy and Practice of Postsecondary Reading |
3 |
1510-1755 M |
Soliday |
| In English 715, we’ll consider the “pedagogy and practice” of reading in a historical, ideological, and institutional context. Is there a universal model for reading? Are there general strategies for reading we can apply across disciplines? How does writing relate to reading? How do we become excellent readers? By debating such questions, students will design their own reading “practices” for the classroom. Texts include Mariolina Salvatori and Patricia Donahue, The Elements (and Pleasures) of Difficulty and a course reader, available at the SFSU bookstore. |
| 724.01 |
Seminar: Teaching EFL/ESL Abroad |
3 |
0910-1155 F |
Shih |
Prerequisite: ENG 730 or consent of instructor. This course will deal with sociolinguistic and practical issues in teaching English internationally. Topics will include how English teaching is affected by the sociopolitical, cultural, and educational structure of the country where it is taught; the roles of English; goals, methods, curriculum and materials development, and employment in specific countries. The course is designed for both international students and American students who plan to teach in outside the U.S.
|
| 727.01 |
Methodology--Language Studies |
3 |
1610-1855 TH |
Carleton |
The primary objective of this course is to introduce students to the basics of linguistic field methodology. Students work with a language consultant to discover phonological, morphological and syntactic characteristics of some language unknown to all students in the course. Discussions of conducting empowering and ethical field work will be incorporated into hands-on elicitation techniques. The course is collaborative and team-oriented. Grade based on weekly assignments, participation and final project. Readings will supplement our hands-on language work.
|
| 730.01 |
Seminar: Intro Graduate Study--TESOL |
3 |
1810-2055 M |
Kohn |
Prerequisites: ENG 425 and 426; may be taken concurrently with ENG 421 and 424. A review of contemporary approaches, theories, goals, and problems in EFL/ESL teaching and testing. Concentration on techniques of research and on composition of the scholarly-critical paper.
|
| 730.02 |
Seminar: Intro Graduate Study--TESOL |
3 |
0935-1050 TTH |
Abeywickrama |
Prerequisites: Completion of Level One Writing Proficiency requirement; ENG 425 and 426. This course provides an introduction to the field of teaching English as a second or foreign language. Focus includes principles and current practices in curriculum development, lesson design, teaching language skills, classroom management, and assessment. Application of these concepts includes analyses of second/foreign language teaching approaches and their appropriateness for specific teaching contexts.
|
| 731.01 |
TESOL: Listening / Speaking Skills |
3 |
1410-1525 MW |
Olsher |
Prerequisites: Eng 421, 424, and 730. Emphasizes methodology and materials for teaching and assessment of EFL/ESL listening and speaking skills. Reading and writing (the subjects of English 732) will be treated only as listening-speaking support activities. The specific areas to be covered during the semester will be the teaching and assessment of listening comprehension, vocabulary, and oral production (pronunciation, oral communication). In this class you will learn to develop, evaluate, and adapt materials, to evaluate teaching performance, and to plan EFL/ESL oral language lessons.
|
| 731.02 |
TESOL: Listening / Speaking Skills |
3 |
1610-1725 TTH |
Whalley |
Prerequisites: ENG 421, 424, and 730. Current methods and techniques for the teaching of listening / speaking skills on low and intermediate levels. Focus on the teaching of listening comprehension, vocabulary, pronunciation, and spoken English. Concentration on preparation of original materials. Peer teaching, demonstrations, discussions of readings. ESL class observations.
|
| 732.01 |
TESOL--Reading/Writing Skills |
3 |
1610-1855 W |
Shih |
Prerequisite: ENG 730. The teaching of reading and writing skills to adult non-native speakers of English. Theory and research in ESL/EFL reading and composition, curriculum and lesson planning, teaching techniques and activities, materials selection and development, responding to student work, and assessment. Concurrent experience assisting in or teaching an ESL reading/writing class will be required.
|
| 732.02 |
Sem: TESOL Reading/Writing Skills |
3 |
0935-1050 TTH |
Taylor |
Prerequisite: ENG 421, 424, and 730. This seminar focuses on the teaching of academic reading/writing skills to non-beginning ESL/EFL learners. All 732 students are required to assist in an ESL reading/writing class or to tutor concurrently. Simultaneous enrollment in English 726 highly recommended. Open only to students in the M.A. TESOL program.
|
| 733.01 |
Student Teaching-TESOL |
3 |
1410-1525 MW |
Shih |
Prerequisites: ENG 653, ENG 731 and 732. Teaching English to speakers of other languages under the guidance of a master teacher with the cooperation of the ENG 733 course instructor. Requirements include reflective essays and occasional group meetings to discuss teaching issues. CR/NC grading only.
|
| 733.01 |
Student Teaching-TESOL |
3 |
1410-1525 MW |
Kohn |
Prerequisites: ENG 653, ENG 731 and 732. Teaching English to speakers of other languages under the guidance of a master teacher with the cooperation of the ENG 733 course instructor. Requirements include reflective essays and occasional group meetings to discuss teaching issues. CR/NC grading only.
|
| 733.01 |
Student Teaching-TESOL |
3 |
1410-1525 MW |
Taylor |
Prerequisites: ENG 653, ENG 731 and 732. Teaching English to speakers of other languages under the guidance of a master teacher with the cooperation of the ENG 733 course instructor. Requirements include reflective essays and occasional group meetings to discuss teaching issues. CR/NC grading only.
|
| 735.01 |
Community-Based Curriculum Development |
3 |
1810-2055 T |
Weinstein |
This course provides English language teachers with tools for creating classrooms where learners master language while reflecting, individually and with others, on their changing lives. Participants adapt and apply a framework for learner-centered curriculum and materials development to create a thematic unit for their own current or future programs. In Spring 2010, focus will be on health literacy, as well as themes for high school students in the US and abroad. The course meets weekly at first with instructor, then continues with a mix of in-person and on line meetings with instructor and weekly team meetings with peers.
|
| 737.01 |
Corpus Linguistics |
3 |
1410-1525 TTH |
Keck |
This graduate seminar provides students with an introduction to corpus linguistics and its application to issues such as language description, language variation, and language teaching. Students will develop knowledge of, and gain hands-on experience with, corpus-based research methods.
|
| 741.01 |
Seminar: Theory of Literature |
3 |
1900-2145 M |
Yim |
"Theory" names continuing, multi-partied conversations about representation, signifying practices, and our beliefs and claims about knowledge, especially literary knowledge. Reading major theorists (Plato, Aristotle, Kant, Saussure, Bahktin, Althusser, Derrida, Foucault, and many others), we will examine the major questions of literary theory, including what the nature of representation is, how we define and know meaning, how we judge significance, and what academic professionalism, disciplinarity, and historical contexts have to do with how we frame and debate those questions. Please note: this is not a literary methods class; our focus is theoretical thought proper and your writing of an original theoretical paper.
|
| 744.01 |
Literature & Psychology |
3 |
1900-2145 TH |
Green |
Psychoanalysis, Identity, Paranoia, and the Crisis of the Self. Over sixty years ago, Freud wrote: “Where the It was, there the I shall be.” Contemporary esthetic and cultural theory has adopted Freud’s work as a metaphor to express important new ideas: psychology of creativity, of writing, of reading, of conscious-unconscious language, of imaginary vs. real time, sexual difference, dreams, desire, power, self and the other. We’ll examine Freud’s ideas in relation to the arts, survey some post-Freudian responses to psychoanalysis and focus on the interaction of identity, paranoia, and the crisis of the self in artistic texts by Thomas Pynchon, Alfred Hitchcock, Henry James, Robert Louis Stevenson, Orson Welles, David Mamet, Oscar Wilde, Ishmael Reed, Tennessee Williams, Virginia Woolf, Jacques Lacan, Fritz Lang, Elia Kazan, Ken Russell, Howard Zieff, Patricia Highsmith.
|
| 751.01 |
Seminar: Transatlantic Encounters |
3 |
1900-2145 T |
Mylander |
This course will focus on England's emergence as a colonizing nation, especially from 1550-1700. England's projects in America will be our primary focus, studied within the context of African and Asian cultural exchange and the influence of other imperial powers like the Spanish. We will study representations of "others" in English literature, but also, significantly, simultaneous constructions of Englishness in this proto-national period. While readings will begin with the literature of exploration from the early part of this period, we will also spend significant time on 1640-1700, studying the autobiographical accounts of English women and men who lived in the "New World," as well as asking whether we can recover the voices of indigenous Americans in surviving English texts. Scholarly readings from Patricia Seed, Jill Lepore, Ania Loomba, David Cressy, etc.
|
| 753.01 |
Seminar: 18th Century Novel |
3 |
1235-1350 TTH |
Christmas |
A survey of the early novel in England, from the amatory fiction produced in the late seventeenth century through Jane Austen. The reading list includes texts by many of the genre’s so-called progenitors—Defoe, Richardson, Fielding—but also boasts a few surprises so that we might problematize such a description. Students will be required to lead discussion of one of the primary texts, write a short critical review of a recent book in the field, and produce a seminar-length research essay.
|
| 754.01 |
Seminar: The Romantic Movement |
3 |
1310-1425 MW |
Kwok |
We will explore the relationship between the linguistic and the visual in recent discussions of the epistemology, aesthetics (the sublime and beautiful) and cultural poetics of Romanticism. Readings will include selections from Locke, Burke, Diderot, Wordsworth, Keats, Shelley and Paulson's Literary Landscape: Turner and Constable, among others.
|
| 760.01 |
S. Crane and the American 1890s |
3 |
1410-1655 W |
Hanley |
Course description coming soon.
|
| 770.01 |
Seminar: The Novel |
3 |
1810-2055 M |
Cannon |
| We will read several novels by Ethnic American authors written since 1945. In addition to closely reading and rigorously discussing texts by writers such as Maxine Hong Kingston, Leslie Marmon Silko, and Ana Castillo, we will read relevant secondary literature on ethnicity, the Novel, and Postmodern aesthetics. Students should be prepared to give oral presentations, to submit online reading responses, and to write a final research paper. |
| 772.01 |
Seminar: Drama |
3 |
1610-1725 TTH |
Krasny |
| The focus of this seminar is on transatlantic playwriting of the post World War II era and includes such figures as Samuel Beckett, Tom Stoppard, Harold Pinter, Caryl Churchill, Edward Albee, Sam Shepard, David Mamet, Wendy Wassrestein and LeRoi Jones (Amiri Baraka). Course requirements include a class presentation as well as a prospectus and seminar paper of twenty to thirty pages. |
| 785.01 |
Seminar: Shakespeare |
3 |
0910-1155 F |
Shahani |
This version of 785 will commence with a view toward developing pedagogical principles for middle and high schools as well as college-level classes. The dominant model will be "practical pedagogy," which I define as "rehearsal hall exercises redesigned to enhance textual interpretation," but other varieties will creep, or stomp, into our discussions. Texts: Hamlet and Midsummer Night's Dream, and numerous articles about pedagogy to be stored on iLearn for easy access.
|
| 790.01 |
Colonialism: Early Modern Literature |
3 |
1900-2145 W |
Shahani |
This course will engage with key debates in Renaissance studies about whether and how the early modern intersects with the early colonial—or what has come to be called the ‘proto-colonial’ period. We will examine a range of literary and cultural texts that emerged from England’s early contact with parts of Asia, Africa, the Mediterranean, and the New World. Paying close attention to the language of racial, cultural, and religious alterity in these texts, we will evaluate the ways in which their constructions of difference compare and contrast with our own. While focusing on the representation of foreign bodies in the drama of Shakespeare and his contemporaries, we will also look at genres such as travelogues, costume books, and ethnographies that are similarly invested in depicting and deciphering alien peoples, places, and things. Our secondary readings will be culled from the work of critics like Stephen Greenblatt, Ania Loomba, Kim Hall, and Jonathan Burton.
|
| 790.02 |
Narrative Theory |
3 |
1900-2145 TH |
Hackenberg |
Course description coming soon.
|
| 803.01 |
Teaching Practicum: Literature |
3 |
1310-1555 F |
Paulson |
Course offers graduate students the opportunity to learn about pedagogical issues in the teaching of literature by assisting professors in running a large lecture course. Students also attend a series of pedagogy workshops. To be eligible, a student must have completed at least 9 units of coursework by the time the Practicum begins. Students must formally apply for this course on a semester-by-semester basis: only students who have been accepted to Eng 803 may enroll.
|
| 804.01 |
Teaching Practicum: Linguistics |
3 |
1610-1855TTH |
Waksler |
Prerequisite: approval by instructor. Pedagogical issues in the teaching of linguistics through assisting professors in conducting large linguistic courses. Workshops on topics including teaching techniques, syllabus construction, responding to student questions and dealing with difficulties, maintaining student participation in large lecture classes.
|
| 820.01 |
The Constructed Body in Literature |
3 |
1510-1755 W |
Peel |
Prerequisites: Graduate status or consent of instructor. Advanced seminar in how British and American culture have represented the construction of bodies--conceptualizing, creating, or enhancing the body: sex, gender, sexuality, self-referential literary representations of textual bodies plus relevant literary theories.
|
| 891.01 |
Integrative Seminar: TESOL |
3 |
1610-1855 W |
Santos |
Prerequisite: Last semester in M.A. TESOL program. Synthesis of academic and practical components of M.A.TESOL course work while compiling a comprehensiveportfolio of graduate work; delivery of a professionalpresentation at the MATESOL conference.
|
| 895.01 |
Master’s Project |
3 |
ARR |
Carleton |
Prerequisite: advancement to candidacy and approval of advisor, department chair, and committee. Linguistics program. Preparation of 3 original research pro-jects (i.e., squibs) in 3 different subfields of linguistics. Oral defense and written submission of 3 papers. CR/NC grading only.
|
| 895.02 |
Master’s Project |
3 |
ARR |
Waksler |
Prerequisite: advancement to candidacy and approval of advisor, department chair, and committee. Linguistics program. Preparation of 3 original research pro-jects (i.e., squibs) in 3 different subfields of linguistics. Oral defense and written submission of 3 papers. CR/NC grading only.
|
| 898.06 |
Master’s Thesis in Composition |
3 |
ARR |
Ching |
English 898 is a continuation of the work begun in English 890. Students will continue to learn about and explore the procedures for and complexities involved in conducting research in the field of Composition Studies, and they will continue to workshop drafts of their own emerging thesis projects.
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