| |
Education |
| |
-
EDUC 356 - Language Arts Pedagogy for Adolescents to Young Adults (2)
This course is designed to prepare adolescent to young adult education candidates to teach language arts to students in grades 7-12. The course prepares candidates to teach reading, writing, listening/visual literacy, and oral communications using appropriate instructional methods, learning activities, and materials based on the Ohio Academic Content Standards for English Language Arts and national standards. Candidates also learn to assess student outcomes and to collect and analyze data to evaluate student achievement as well as reflect on their own teaching. The course includes an intensive supervised field experience. Prerequisite(s): 0 credits;
|
| |
-
EDUC 357 - Mathematics Pedagogy for Adolescents to Young Adults (2)
This course prepares middle school and adolescent to young adult teacher education candidates to teach mathematics to students in grades 7-12. Candidates are prepared to use manipulatives, graphing calculators, and a variety of resource materials to plan mathematical tasks and activities appropriate for the diverse needs of students. The course prepares candidates to plan and implement lessons, with appropriate assessments that will stimulate students’ development of mathematical concepts and skills and that are based the Ohio Academic Content Standards for Mathematics and the National Teachers of Mathematics Standards. This course includes extensive field experience. Prerequisite(s): 0 credits;
|
| |
-
EDUC 358 - Science Pedagogy for Adolescents to Young Adults (2)
Recent research on the pedagogy of teaching science to adolescents and young adults will be discussed. Students will be exposed to community resources and various science curriculums. Students will design lessons that include science instructional strategies such as inquiry, integration of technology, laboratory, and field-based experiments using the Ohio Academic Content Standards and the National Science Education Standards. Students must pass all areas of Science Teaching Exit Portfolio. Prerequisite(s): 0 credits;
|
| |
-
EDUC 359 - Social Studies Pedagogy for Adolescents to Young Adults (2)
This course prepares middle school and adolescent to young adult teacher education candidates to teach social studies to students in grades 4-9. Candidates are prepared to plan tasks and activities appropriate for the diverse needs of their students. Attention is paid to becoming better citizens, exploring our global connections, both as individuals and learning communities. The course prepares candidates to plan and implement lessons, with appropriate assessments that will stimulate students’ development of social studies concepts and skills and that are based on Ohio Academic Content Standards and the National Social Studies Standards. This course includes extensive field experience. Prerequisite(s): 0 credits;
|
| |
-
EDUC 360 - Studies in English Language Structure and Linguistics (4)
This course will guide students through the linguistic and theoretical basis for the study of language structure and then focus specifically on English. Practical strategies will be discussed for teaching English in the five skill areas: reading, writing, grammar, listening and speaking. Class material in phonology, morphology, and syntax will be covered to help students consider these various skill areas.
|
| |
-
EDUC 361 - Health Pedagogy for Pre-School Through Young Adults (3)
This course is designed to prepare multi-age health teacher education candidates to teach health to students from preschool to young adult. The acquisition, processing, and organization of content knowledge for health, preschool to young adult, are explored. Multiple assessment strategies are developed and their utilization is explored. Multiple instructional strategies for facilitating the learning of health, preschool to young adult, are identified and created. Prerequisite(s): 0 credits;
|
| |
-
EDUC 363 - Pedagogy for Early and Middle Childhood Vocal Music Programs (3)
This course is designed to prepare multi-age music teacher education candidates to teach vocal music to children and young adolescents, pre-kindergarten through grade 6. Attention is given to the role music plays in the ways students construct knowledge and acquire skills; preparing candidates to employ multiple strategies and opportunities for active student engagement in learning music; and developing an understanding that independent thinking, creativity and self expression are fostered by a quality music education. Candidates are prepared to design, guide, adapt and modify experiences in which learners with different skill levels, backgrounds, learning and performance styles and disabilities are engaged and can achieve. Attention is given to identifying and designing appropriate learning experiences for oneself as a teacher that are aligned with state and national standards. Prerequisite(s): 0 credits;
|
| |
-
EDUC 364 - Physical Education Pedagogy for Early and Middle Childhood Education (3)
This course is designed to prepare multi-age physical education teacher education candidates to teach physical education to children and young adolescents, pre-kindergarten through grade 9. The course prepares candidates to demonstrate with competence, develop appropriate sequences for, and create and use appropriate instructional cues and prompts to teach the critical elements of basic motor skills, rhythms and physical activities; and concepts and strategies related to skillful movement and physical activity. State and national standards are used to frame instruction and assessment. Candidates are also prepared to design varied instruments and procedures for instructional assessment, interpret assessment data and provide assessment results to students, parents and others. Prerequisite(s): 0 credits;
|
| |
-
EDUC 365 - Visual Arts Pedagogy for Early and Middle Childhood Education (2)
This course is designed to prepare multi-age visual arts teacher education candidates to teach visual arts to children; young adolescents; and young adults–pre-kindergarten through grade 12. Candidates are prepared to design and employ multiple opportunities for actively engaging students in learning art; encouraging students to assume responsibility for their own learning; and create, adapt and modify learning experiences and lessons, based on students needs and changing circumstances. Candidates are prepared to design varied strategies and procedures for motivation and assessment that considers art production, history, criticism and individual growth and development. This course is to be taken with EDUC 369 . Prerequisite(s): 0 credits;
|
| |
-
EDUC 367 - Pedagogy for Instrumental Music Programs (3)
This course is designed to prepare multi-age music teacher education candidates to teach instrumental music to young adolescents through young adults. Attention is given to the role music plays in the ways students construct knowledge and acquire skills; preparing candidates to employ multiple strategies and opportunities for active student engagement in learning music; and developing an understanding that independent thinking, creativity and self expression are fostered by a quality music education. Attention is given to identifying and designing appropriate learning experiences for oneself as a teacher that are aligned with state and national standards. Prerequisite(s): 0 credits;
|
| |
-
EDUC 368 - Physical Education Pedagogy for Adolescents to Young Adults (3)
This course is designed to prepare multi-age physical education teacher education candidates to teach physical education to students from adolescent to young adult, grades 7-12. The course prepares candidates to demonstrate with competence, develop appropriate sequences for, and create and use appropriate instructional cues and prompts to teach the critical elements of basic motor skills, rhythms and physical activities; and concepts and strategies related to skillful movement, and physical activity. Candidates learn how to support and encourage learner expression through movement, and to incorporate interdisciplinary learning experiences that allow learners to integrate knowledge and skills from multiple learning areas. State and national standards are used to frame instruction and assessment. Candidates are also prepared to design varied instruments and procedures for instructional assessment, interpret assessment data and provide assessment results to students, parents and others. Prerequisite(s): 0 credits;
|
| |
-
EDUC 369 - Visual Arts Pedagogy for Adolescents to Young Adults (2)
This course is designed to prepare multi-age visual arts teacher education candidates to teach visual arts to students from adolescent to young adult, grades pre-K through 12. Attention is given to designing, assisting and practicing instruction in a meaningful field experience context with a master cooperating teacher and preparing a variety of authentic assessment responses that will be useful in making instructional and managerial decisions regarding extended aspects of teaching and learning in the visual arts. This course is to be taken with EDUC 365 . Prerequisite(s): 0 credits;
|
| |
-
EDUC 370 - Sociolinguistics and Culture (4)
Topics for the course include: bilingualism, dialects, ethnic group membership, gender, religion, social class and educational level as it impacts on the identity of individuals. Understanding and appreciating uniqueness and differences will allow students in the TESOL Endorsement program to effectively design learning environments for all students.
|
| |
-
EDUC 371 - Reading for Learning (2)
This course develops understanding and acceptance of the importance of reading as a means to learning, to accessing information, and to enhancing the quality of life. Students will come to recognize the importance of embedding reading instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks. In addition, they will acquire strategies that are necessary for teaching content area reading. This course is for Music Education majors only. Prerequisite(s): 0 credits;
|
| |
-
EDUC 374 - Content Area Reading (3)
This course develops understanding and acceptance of the importance of reading as a means to learning, to accessing information, and to enhancing the quality of life. Students will come to recognize the importance of embedding reading instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks. In addition, they will acquire specific strategies that are necessary for teaching content area reading. Content Area Reading includes on site or school based clinical experiences.
|
| |
-
EDUC 375 - Reading Difficulties: Assessment and Intervention (3)
Education students will learn how to administer and score developmentally appropriate reading assessments for K-12 students. Included in the course will be running records/miscue analysis of grade leveled passages, early intervention tasks, analytic spelling tests, fluency measures, and comprehension assessment. These assessments results will be used to plan lessons that are focused on the strengths and needs of individual students K-12 and to provide evidence of reading achievement for individual students K-12. This course includes tutoring of children. Prerequisite(s): EDUC 141 ;
|
| |
-
EDUC 380 - Assessment, Evaluation and Program Development in TESOL (4)
Students in the class will work toward skills in the development of lessons for ESOL (English for speakers of other languages) students that reflect Ohio’s grade-level learning outcomes. They will select, create, and adapt resources to support ESOL students’ language and literacy development and content area achievement. They will use age-appropriate assessment procedures, interpret data to make instructional decisions, communicate assessment results to learners and their caregivers, and develop strategies to encourage learners to use assessment results to make decisions about their own learning.
|
| |
-
EDUC 381 - Diagnostic Teaching of Students with Mild/Moderate Disabilities (3)
This course prepares intervention specialist teacher education candidates to assess and instruct students with mild to moderate disabilities. Includes a clinical experience in an after-school tutoring program. Prerequisite(s): EDUC 211 or EDUC 221 ; EDUC 313 ;
|
| |
-
EDUC 382 - Effective Behavior Modification for Students with Mild/Moderate Disabilities (3)
This course prepares teacher education candidates to work with exceptional children with mild to moderate disabilities. A focus will be on children with emotional/behavioral disorders. Includes a field-based with children with emotional and behavioral disabilities. Prerequisite(s): ;
|
| |
-
EDUC 400 - Practicum-Classroom Observation and Practice Teaching (5)
The TESOL practicum consists of classroom observation and practice teaching through direct experience. These experiences will allow the student to demonstrate knowledge, dispositions, and skills for the ten performance areas required of teachers in the State of Ohio. Two university-faculty members, one, each from the University’s ESL and the Department of Education will serve as supervisors.
|
| |
-
EDUC 401 - Developing As a Professional IV (2)
This is the last course in a four course sequence designed to provide teacher education candidates with an ongoing awareness, exploration, commitment, development, and refinement of the knowledge, dispositions, and skills expected of entry year teachers in Ohio’s performance-based licensure program. Culminating expectations for Capital University’s teacher education program are addressed and a review is made of the underlying professional commitments, dispositions and values upon which the program is based. Attention is given to a candidate’s responsibility to serve as an advocate on behalf of students and their families, improved quality of programs and services for students, and enhanced professional status and working conditions for all educators. Overriding themes of this four course sequence are classroom management, diversity, and technology. Prerequisite(s): 0 credits; Corequisite(s): EDUC 402
|
| |
-
EDUC 402 - Inquiry:Theory Into Practice (3)
The course provides a study of research designs appropriate for action research in classrooms and schools. Students create and carry out a research study focused on improving their practice that may address content, pedagogy, or management issues identified through self-evaluation and reflection. Students learn group processing protocols and meet in learning groups to examine their practice and research. In addition, legal issues, legislation and other public policies affecting all children and all families are addressed. Prerequisite(s): 0 credits; Corequisite(s): EDUC 401
|
| |
-
EDUC 410 - Student Teaching: Early Childhood Education (5)
Student Teaching is an intensive fourteen week experience in an appropriate school setting. The experience allows the candidate to demonstrate the knowledge, dispositions, and skills of the ten performance areas for entry year teachers in the State of Ohio under the direct supervision of school and university personnel. Candidates conduct ongoing reflection, analysis, and evaluation of the experience. Candidates in Early Childhood Education must complete experiences in two different settings, serving children of two different age groups with varying abilities. Prerequisite(s): 0 credits; Corequisite(s): EDUC 401 and EDUC 402
|
| |
-
EDUC 420 - Student Teaching: Middle School (5-10)
Student Teaching is an intensive fourteen week experience in an appropriate school setting. The experience allows the candidate to demonstrate the knowledge, dispositions, and skills of the ten performance areas for entry year teachers in the State of Ohio under the direct supervision of school and university personnel. Candidates conduct ongoing reflection, analysis, and evaluation of the experience. Candidates in Middle Childhood Education must complete experiences in both levels of concentration during Student Teaching. Prerequisite(s): 0 credits; Corequisite(s): EDUC 401 and EDUC 402
|
| |
-
EDUC 430 - Student Teaching: Adolescents to Young Adult (5-10)
Student Teaching is an intensive fourteen week experience in an appropriate school setting. The experience allows the candidate to demonstrate the knowledge, dispositions, and skills of the ten performance areas for entry year teachers in the State of Ohio under the direct supervision of school and university personnel. Candidates conduct ongoing reflection, analysis, and evaluation of the experience. Prerequisite(s): 0 credits; Corequisite(s): EDUC 401 and EDUC 402
|
| |
-
EDUC 440 - Student Teaching: Multi-Age (10)
Student Teaching in Art, Health and Physical Education is an intensive fourteen week experience in appropriate school settings. The experience allows the candidate to demonstrate the knowledge, dispositions, and skills of the ten performance areas for entry year teachers in the State of Ohio under the direct supervision of school and university personnel. Candidates in Multi-Age Education must complete experiences in two different settings, serving children of two different program levels. Prerequisite(s): 0 credits; Corequisite(s): EDUC 401 and EDUC 402
|
| |
-
EDUC 441 - Stud Teaching Elementary Music Education (5)
Student Teaching is an extensive twelve-week experience in an elementary/middle/secondary school music setting. Candidates conduct ongoing reflection, analysis, and evaluation of the experience.
|
| |
-
EDUC 442 - Stud Teaching Secondary Music Education (5)
Student Teaching is an intensive twelve-week experience in an elementary/middle/secondary school music setting. Candidates conduct ongoing reflection, analysis, and evaluation of the experience.
|
| |
-
EDUC 450 - Student Teaching: Intervention Specialist (5-10)
Student Teaching is an intensive experience in two appropriate school settings. The experience allows the candidate to demonstrate the knowledge, dispositions, and skills of the ten performance areas for entry year teachers in the State of Ohio under the direct supervision of school and university personnel. Candidates conduct ongoing reflection, analysis, and evaluation of the experience. Candidates in Intervention Specialist Education must complete experiences in two different settings, serving children of two different program levels of Mild/Moderate programs. Prerequisite(s): 0 credits; Corequisite(s): EDUC 401 and EDUC 402
|
| |
-
EDUC 491 - Individual Study (1-6)
|
| |
-
EDUC 493 - Selected Topics (1-12)
|
| |
-
EDUC 495 - Internship (1-12)
The internship program allows the student to become a co-teacher in a public school for an entire school year calendar. The intern receives a stipend and is under contract to the public school system. Students who wish to intern must carefully plan their program from the initial stages of their college experience in order to have course work completed prior to the internship. A student’s student teaching experience is a component of the internship.
|
Electronic Media and Film |
| |
-
EMF 100 - Pre-Professional Studies (0-3)
Laboratory experience in radio, television or film. Repeatable for a maximum of 6 hours.
|
| |
-
EMF 141 - Introduction to Film (3)
An introduction to film analysis and a survey of the history of film from its beginnings to the present. This course is recommended for English majors and others who are interested in film theory, teaching film analysis and appreciation, or reviewing film for newspapers or magazines. Typically offered fall semester of even-numbered years.
|
| |
-
EMF 193 - Selected Topics (1-6)
Repeatable under different topics.
|
| |
-
EMF 232 - Electronic Media Writing (3)
Introduction to the composing and editing processes, different forms of oral and written discourse, and writing for different purposes and audiences as related to broadcast news writing, specifically for the electronic mass media. (Same course offered as ENGL 222.) Prerequisite(s): UC 120 COMM 131 ;
|
| |
-
EMF 241 - Film Criticism (3)
The study of film, film theory and film criticism. Students will read works by film critics, but also will write their own critiques of films watched in class. Typically offered in fall of odd-numbered years.
|
| |
-
EMF 293 - Selected Topics (1-6)
Repeatable under different topics.
|
| |
-
EMF 300 - Advanced Pre-Professional Studies (0-3)
Advanced laboratory experience in radio, television or film. Repeatable for a maximum of 6 hours.
|
| |
-
EMF 333 - Video Production (3)
Learning the equipment and developing the skills essential to television program planning, production and performance. Prerequisite(s): 0 credits;
|
| |
-
EMF 336 - Broadcast Announcing (3)
Development of skills required for effective communicating, with special emphasis placed on announcing before the microphone and camera. Prerequisite(s): RTVF-232;
|
| |
-
EMF 337 - Electronic Media Management (3)
Principles of broadcast station and cable management with an emphasis on business management, marketing, sales and audience analysis. Prerequisites: COMM 131 and junior standing. Typically offered in fall of odd-numbered years. Prerequisite(s): COMM 131 ;
|
| |
-
EMF 341 - Gender and Film (3)
Students will examine how film reflects, reinforces and redefines cultural assumptions about masculinity and femininity. Students will watch and, using theoretical perspectives discussed in class, analyze selected films. (Same course offered as ENGL 330.) Prerequisite(s): UC 110 ;
|
| |
-
EMF 342 - Horror Films and Their Audiences (3)
This course traces the development of the horror film. This class also explores the relationship between horror and society.
|
| |
-
EMF 343 - Major Directors (3)
This course provides an in-depth consideration of one or two major directors/auteurs. Topics will vary. Repeatable under different topics.
|
| |
-
EMF 344 - Film Genre Studies (3)
In this course, students will engage in an in-depth critical analysis of film genre. Topics will vary. Repeatable under different topics.
|
| |
-
EMF 345 - Screenwriting (3)
Students are introduced to the elements of screenwriting (e.g., 3-act structure, proper screenplay format, conflict, plot, character, point of view, dialogue, step outline, and treatment). Students write, revise, and critique screenwriting in a structured workshop setting.
|
| |
-
EMF 393 - Selected Topics (3)
Repeatable under different topics. Prerequisite(s): EMF 333 ;
|
| |
-
EMF 433 - Advanced Video Production (3)
Advanced study and performance in producing, directing and editing various programs for television. Concept development and script preparation included. Prerequisite(s): RTVF-333;
|
| |
-
EMF 491 - Individual Study
Specialized study in an area of radio, television or film under the supervision of a faculty member with an approved format. Repeatable to a maximum of 12 hours.
|
| |
-
EMF 493 - Selected Topics (1-6)
Repeatable under different topics.
|
| |
-
EMF 495 - Radio/TV Internship (0-12)
Qualified students are placed in radio and television stations, media production houses or in similar organizations. Offered every semester.
|
English |
| |
-
ENGL 100 - Basic Writing (3)
English 100 engages students in the full writing process-invention, drafting, revising, editing-to prepare them for the rigors of Gen. Ed. 1 and for academic writing in general. Basic Writing focuses on composing essays and is not a grammar review course, though editing concerns are covered. Students who have taken UC 110 may not take English 100 for credit or to fulfill an elective requirement in any major or minor. Taken Pass/Fail only. Note: ENGL 100 does not meet GEN ED Goal #1.
|
| |
-
ENGL 102 - Writing for Intrntnl Students (3)
English 102 is designed specifically for non-native English speakers who have reached the 500 TOEFL level. Assignments will focus on preparing students for the Gen. Ed. requirement in writing. This course covers the same material as ENGL 100 , but is tailored specifically for students who are writing in a second language.
|
| |
-
ENGL 122 - Media and Society (3)
Development of print and electronic media-newspapers, magazines, radio, television and emerging electronic forms-with an emphasis on structure, economics and impact with regard to the individual and society. (Same course offered as COMM 131 .)
|
| |
-
ENGL 150 - Introduction to Literature (3)
This course is a study of a variety of poems, short stories, plays and novels from a range of historical and geographical backgrounds. Students will develop skills for critically analyzing and clearly writing about texts.
|
| |
-
ENGL 204 - Creative Writing (3)
Gen Ed Goal #7. A disciplined workshop in fiction and poetry.
|
| |
-
ENGL 211 - Critical Writing for English Majors (3)
Students will study critical approaches to understanding literature and practice using them in writing analytical papers. They will also investigate key issues and controversies within the discipline and begin to formulate their own literary theory.
|
| |
-
ENGL 223 - Newswriting (3)
Introduction to basic journalism techniques of investigation, interviewing and reporting.
|
| |
-
ENGL 240 - Genre Studies:Fiction (3)
Study of a single literary genre.
|
| |
-
ENGL 241 - Genre Studies:Modern Short Story (3)
Study of a single literary genre.
|
| |
-
ENGL 243 - Genre Studies:Poetry (3)
Study of a single literary genre.
|
| |
-
ENGL 245 - Genre Studies:Drama (3)
Study of a single literary genre.
|
| |
-
ENGL 247 - Song of Self: Autobiography and Biography (3)
The reading of autobiographies, biographies, journals, letters, and memoirs and the writing of autobiographical and critical essays.
|
| |
-
ENGL 250 - Survey of English Literature I (3)
English literature from the Middle Ages through the early 18th century.
|
| |
-
ENGL 251 - Survey of Engl Literature II (3)
English literature from the late 18th century to the early 20th century.
|
| |
-
ENGL 255 - Survey of American Literature (3)
American literature from pre-Colonial times to the beginning of the modern period.
|
| |
-
ENGL 260 - Introduction African Literature (3)
This non-Western literature course provides survey and analysis of traditional and contemporary African literatures including fiction, poetry and drama in relationship to their social, economic and political environments.
|
| |
-
ENGL 263 - Introduction to Latin American Literature (3)
This introductory course in non-Western literature explores fiction, poetry, and other literary genres from Central and South America. It focuses on the twentieth century and considers this literature in its social and political contexts. (Students may not take both this course and SPAN 355 for credit. Only one will count.)
|
| |
-
ENGL 270 - Black Women Writers (3)
The course provides an intensive study of African-American women writers with an emphasis on the explosive creative period of the last 50 years.
|
| |
-
ENGL 275 - Native American Literature (3)
The course provides a study of oral and written literatures of Native Americans, emphasizing the writing of men and women from the last half of the 20th century. Works are presented in their historical and cultural contexts.
|
| |
-
ENGL 280 - Detective Fiction (3)
|
| |
-
ENGL 282 - Contemporary American Fiction (3)
This course covers American fiction from the 1980s to the present. It considers these works as imaginative responses to contemporary culture aesthetic accomplishments.
|
| |
-
ENGL 290 - Mythology (3)
A study of myth, primarily Greek, Roman and Norse, as expressions of the human imagination and as influences on other forms of literature. Topics may vary.
|
| |
-
ENGL 301 - Poetry Writing (3)
Students read, write and revise contemporary poetry in a workshop setting. Prerequisite(s): ENGL 204 ; Minimum grade B;
|
| |
-
ENGL 302 - Fiction Writing (3)
Students study contemporary fictional forms (short stories, novellas, and novels) and the elements of fictive craft (e.g., voice, character, setting, scene, dialogue and plot) as sources to inform the writing of literary fiction. Students write, revise and critique fiction in a structured workshop setting, learn about the basics of the publishing industry and attend local literary readings. Prerequisite(s): ENGL 204 ; Minimum grade B;
|
| |
-
ENGL 303 - Creative Non-Fiction (3)
Students read, write, and revise creative nonfiction in a workshop setting, study forms of nonfiction and elements of craft, and learn about the basics of publishing creative nonfiction on a local and national level. Prerequisite(s): ENGL 204 ; Minimum grade B;
|
| |
-
ENGL 310 - Writing in the Professions (3)
General coverage of the writing activities and tasks commonly encountered in business and technical communication; focused attention will be given to business and technical report writing, proposal writing, and other writing tasks often completed in the corporate and non-profit sectors. (Same course offered as COMM 350 .)
|
| |
-
ENGL 320 - Editing (3)
Development of advanced journalistic techniques needed to produce publications.
|
| |
-
ENGL 321 - Print Design and Layout (3)
Coverage of the principles guiding layout and design of multiple facets of print publication. Topics may include layout and design of: newspapers, magazines, newsletters, flyers, brochures, booklets, and other print documents. Students will also gain practice in implementing these principles using industry-standard software platforms. (Same course as PR 361 .) Prerequisite(s): ENGL 320 ;
|
| |
-
ENGL 322 - Magazine Article Writing (3)
Research and writing skills needed to write a variety of nonfiction pieces for magazines will be taught seminar style. The business of freelance writing, including query letters, contracts and rights, will be addressed. Prerequisite(s): 0 credits;
|
| |
-
ENGL 323 - Chimes: Reporting Practicum (1)
Supervised practicum in reporting and writing for the campus newspaper. Prerequisite(s): ENGL 223 ;
|
| |
-
ENGL 324 - Chimes: Editing Practicum (1)
Supervised practicum in editing for the campus newspaper. Prerequisite(s): ENGL 320 ;
|
| |
-
ENGL 325 - Chimes: Design Practicum (1)
Supervised practicum in layout and design for the campus newspaper. Prerequisite(s): ENGL 320 ;
|
| |
-
ENGL 326 - Ethics, Law and Media (3)
A history of style and the development of journalism, and a study of the complexities of today’s mass media communications, including the freedom of the press and the corresponding legal and ethical responsibilities of the writer. (Same course offered as COMM 338 .) Prerequisite(s): UC 120 COMM 131 ;
|
| |
-
ENGL 336 - Writing for the Web (3)
Students will engage theory governing composition and design of web texts and put that theory into practice. Particular attention will be given to HTML text creation, including generation of content, HTML coding, and such elements as cascading style sheets (CSS) and basic JavaScript functionality. Will likely include client-based projects. Students will also gain practice in implementing these principles using industry-standard software platforms. (Same course as PR 366 .) Prerequisite(s): ENGL 211 PR 262 ;
|
| |
-
ENGL 340 - English Language (3)
A study of the development and grammar of English including the history of the language, its structure, and the acquisition of language by native speakers.
|
| |
|
| |
-
ENGL 345 - Major Authors (3)
This course may be repeated. Recent offerings include Jane Austen, Hemingway and Faulkner, Willa Cather and the West, Joyce and Yeats.
|
| |
-
ENGL 350 - Classical Literature (3)
Study of ancient Greek and Roman myth and literature in translation.
|
| |
-
ENGL 351 - Survey Modern European Literature (3)
Study of outstanding European authors in translation.
|
| |
-
ENGL 355 - Medieval Literature (3)
Study of English literature in the Medieval period.
|
| |
-
ENGL 356 - Renaissance (3)
Study of English literature in the Renaissance.
|
| |
-
ENGL 357 - Restoration (3)
Study of English literature in the Restoration.
|
| |
-
ENGL 358 - 18th Century (3)
Study of English literature in the 18th century.
|
| |
-
ENGL 359 - Romantics (3)
Study of English literature in the Romantics.
|
| |
-
ENGL 366 - 19th Century American Fiction (3)
An intensive study of key works, ranging from Moby Dick to Little Women to Huck Finn. This fiction will be studied in its cultural and literary contexts.
|
| |
-
ENGL 368 - Harlem Renaissance (3)
An intensive study of African-American writers, male and female, of the 1920s. Included are key writers leading up to and following this central period of Black literary tradition.
|
| |
-
ENGL 370 - Modern and Contemporary Drama (3)
|
| |
-
ENGL 371 - 20th Century Literature (3)
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
|
Print this Page