APLN500: Language and Linguistics

An overview of the study of language and linguistics intended to provide students with a clear understanding of human language and with the conceptual foundations of linguistics. The course will expose students to several major areas within linguistics: language acquisition, phonetics, phonology, morphology, syntax, semantics and pragmatics. It will introduce the major tenets and principles of linguistics without surveying the areas treated in the other graduate courses in the department. It is a prerequisite for all other courses in the M.A. program. 3 sh.

APLN502: Sociolinguistics

The study of language in its social context with a focus on language variation. Topics include language and social class, language and ethnicity, language and gender, and the study of standard versus nonstandard varieties of language. 3 sh.

Prerequisites: APLN 500.

APLN504: Syntax

An investigation of the findings of theoretical syntax and the valuable insights which these provide for syntactic analysis in language teaching, for language-learning texts, for translation, for work in artificial intelligence, etc. 3 sh.

Prerequisites: APLN 500.

APLN505: Semantics and Pragmatics

An exploration of the main tenets of contemporary semantics and pragmatics, the areas of linguistics that examine various aspects of meaning. The course investigates the boundaries between semantics and pragmatics by studying utterance meaning as well as lexical and sentence meaning. Students will learn about the applications of semantics and pragmatics to a variety of areas of applied linguistics. 3 sh.

Prerequisites: APLN 500.

APLN506: Phonetics and Phonology

The study of the basic principles of phonetics and phonology, and the relevance of these principles to a variety of applications, including foreign-language teaching, speech pathology, and the analysis and synthesis of speech by computer. 3 sh.

Prerequisites: APLN 500.

APLN508: Research Design in Applied Linguistics

A course to train students in research design, methodology and data collection procedures. Students learn basic skills which prepare them for administrative and research positions in fields such as language planning, ESL curriculum evaluation and language learning measurement. 3 sh.

Prerequisites: APLN 500.

APLN510: Discourse Analysis

An investigation of the techniques used in discourse analysis, the branch of linguistics which studies how to analyze naturally occurring connected speech. Discourse analysis is the study of the organization of language above the sentence level including the structure of conversations. It considers language in a social context, in particular the language used in verbal interactions. 3 sh.

Prerequisites: APLN 500.

APLN512: Cross-Cultural Discourse Analysis

A discourse analytic examination and comparison of the verbal practices and communicative strategies of different linguistic, social, and cultural groups. Students will broaden their understanding of discourse analysis by investigating verbal interactions that take place in different languages and within a variety of cultural contexts. 3 sh.

Prerequisites: APLN 510.

APLN518: Forensic Linguistics

The study of the role of the linguist in the field of law. The course analyzes the difference between "truth" as defined by science and by the law. It describes how linguists can serve as "expert witnesses" in civil cases and in a wide range of criminal investigations. It also explores how dialect study, discourse analysis, lexical analysis, phonetics, pragmatics, etc. can provide linguistic evidence crucial to litigation. 3 sh.

Prerequisites: APLN 500.

APLN520: Current Theories of Second Language Acquisition

An in-depth analysis of the processes of child and adult second language acquisition (SLA) and how it differs from first language acquisition and the implications of these theories for the teaching and learning of second languages. The application of sociolinguistics and psycholinguistics to language teaching. 3 sh.

Prerequisites: APLN 500.

APLN522: Sociocultural Theory and Second Language Acquisition/Learning

An examination of the basic tenets of sociocultural theory of mind and their application to various aspects of second language acquisition/learning. The results of recent studies present evidence that collaborative mental activity carried out through linguistic means promotes second language learning. At the core of this theory is the principle of linguistically mediated cognition; that is, growth in mental abilities is mediated through language working in collaboration with others. 3 sh.

Prerequisites: APLN 500.

APLN524: Advanced Structure of American English

A detailed analysis of the phonological and grammatical structures of American English; advanced study of the social and stylistic varieties of American English; various theories of English grammar are studied. 3 sh.

Prerequisites: APLN 500.

APLN525: Methodology of Teaching ESL

The study of current issues in the teaching of English as a Second Language. Issues may include innovative teaching methodologies, the application of language learning theories to classroom teaching and the adaptation and development of instructional materials. 3 sh.

Prerequisites: APLN 500.

APLN526: Computer-Assisted Language Instruction

Designed for prospective and experienced foreign language and ESL teachers who are interested in exploring the following areas: the use of network-based computer instruction; authentic interactive language instruction via the World Wide Web; and the use and evaluation of currently available software and CD Roms for teaching second and foreign languages. This course is intended to introduce students to the use of computer-mediated language instruction and to the evaluation and selection of software for language learning. 3 sh.

Prerequisites: APLN 500.

APLN528: Language Testing and Assessment

Basic concepts of testing: reliability, validity, correlation, etc. Statistical concepts: correlation coefficient, standard deviation, etc. Testing individual language skills: listening, reading, writing and oral proficiency. Testing communicative competence. Measuring language dominance in bilingualism. 3 sh.

Prerequisites: APLN 520 and 525.

APLN529: TESL Practicum

To provide students who are seeking certification in Teaching English as a Second Language (TESL) as a second teaching field, with an opportunity to teach ESL in a formal classroom setting. Arrangements will be made on an individual basis for each student. 3 sh.

Prerequisites: Completion of other required courses for TESL certification. APLN 525 may be taken as a corequisite.

APLN530: Language Policy and Language Planning

The study of the problems facing multilingual societies. The course explores the function of standard languages and the competition which often exists among different populations and languages. Topics include the role of language in ethnic loyalty, the dynamics of language loss and maintenance and the linguistic, economic, sociological, political and educational aspects of language planning. 3 sh.

Prerequisites: APLN 500.

APLN532: Language and Culture in Minority Education

An investigation of the intimate connection between language, culture, and ethnic pride and identity. Study of the communication problems faced by bilingual children due to differences in verbal and non-verbal patterns of communication; survey of various instructional methods and models employed in teaching children from different linguistic and cultural backgrounds; study of the correlation between language and various socio-cultural factors. 3 sh.

Prerequisites: APLN 500.

APLN534: Languages in Contact

A study of the effects of bilingualism and multilingualism on society and on the languages involved. By examining a variety of examples, students become familiar with the possible outcomes of language contact and with the factors that play a role in language-policy decisions in multilingual societies. Pidgins and creoles are also studied. 3 sh.

Prerequisites: APLN 500.

APLN535: Language Policy in Nations in Transition

This course explores the language policy issues that arise in nations in transitions, the ways in which such countries have dealt with or are dealing with these issues, and the outcomes of their actions. The general approach will be to examine a variey of contemporary and historical case studies--i.e. cases of language policy formation in developing countries around the world. 3 sh.

Prerequisites: APLN 500.

APLN536: Languages of the USA

A survey of the indigenous, colonial, and immigrant languages of the U.S. and how they are used in education and general communication. Also studied are factors affecting the maintenance or loss of languages and the shift from native languages to English with discussion of the mutual effects of language contact. 3 sh.

Prerequisites: APLN 500.

APLN538: Cross-Cultural Perspectives on Language Socialization

A cross-cultural analysis of how children are socialized to use language and how children are socialized through the use of language. Investigates how children learn about their culture through learning their language. Connects the phenomenon of language acquisition to the belief-system and family structure within a society. 3 sh.

Prerequisites: APLN 500.

APLN540: Literacy

An exploration of the nature of written language and its role in cognition and in social and intellectual life. The linguistic, psychological, and functional differences between speaking, writing, and reading are studied. Literate and nonliterate societies are examined. 3 sh.

Prerequisites: APLN 500.

APLN542: Cross-cultural Perspectives on Literacy

An overview of how reading and writing are acquired among various societies throughout the world and what educational implications this knowledge has in applied contexts, such as in the teaching of English as a Second Language. 3 sh.

Prerequisites: APLN 500.

APLN544: Linguistics and Reading

A study of the insights into the reading process provided by the linguist's description of what the speaker knows about language; an analysis of what the process of language acquisition tells us about the process by which children learn to read; an investigation of the connection between dialect differences and reading difficulties and an exploration of the contribution that linguistics makes for teaching second language learners to read English. 3 sh.

Prerequisites: APLN 500.

APLN550: Computational Linguistics

A survey of the field of existing computer systems for analyzing natural language. The following areas are covered: parsing, semantic analysis and discourse analysis. Students will be required to analyze human language using a specific programming language such as PROLOG, LISP, or Pascal. 3 sh.

Prerequisites: APLN 500.

APLN552: Current Issues in Natural Language Processing

An investigation of the two methodologies that dominate speech and natural language processing: rule-based and probabilistic system design. The two methodologies will be compared in light of their suitability for language processing applications in syntactic and morphological analysis, speech synthesis and recognition, and text classification and information retrieval. 3 sh.

Prerequisites: ALPN 500.

APLN553: Text Analysis Tools

An introduction to the computer analysis of text for use in research and teaching. Students learn to develop software to search and manipulate written text and transcribed speech. Applications in computer assisted language learning, corpus linguistics, lexicography, and translation are considered. 3 sh.

APLN560: Translation Theory

An exploration of the principles involved in providing semantic "equivalents" between two languages, emphasizing the problems of translating a variety of different types of texts which reflect major cross-cultural differences. 3 sh.

Prerequisites: APLN 500.

APLN565: Lexicography

The study of the principles of compiling dictionaries. Topics include: the collection and evaluation of citations, semantic fields, defining, recording pronunciations, and determining usage. Attention will be paid to the differences among different types of dictionaries. Sample dictionaries are examined and students carry out their own lexicographic project. 3 sh.

Prerequisites: APLN 500.

APLN570: The Structure of American Sign Language

The study of American sign language, or ASL, the manual language of many deaf Americans. This course approaches ASL from a linguistic perspective, examining its semantics, grammar, and "phonology", and comparing ASL with English and other spoken languages. ASL is also compared with other manual languages used in America, including signed English and "total communication". The educational implications of ASL and other manual languages are discussed. 3 sh.

Prerequisites: APLN 500.

APLN590: Selected Topics in Applied Linguistics

An intensive study in a particular area of applied linguistics to address topics not covered in other courses. Topics reflect current issues in applied linguistics. May be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

Prerequisites: APLN 500.

APLN594: Independent Study

This course allows MA students to explore areas in Applied Linguistics that are not covered in the normal course offerings. May be repeated for a maximum of 6.0 credits. 1 - 3 sh.

Prerequisites: Departmental approval.

APLN596: Independent Study

This course allows MA students to explore areas in Applied Linguistics that are not covered in the normal course offerings. May be repeated for a maximum of 6.0 credits. 1 - 3 sh.

Prerequisites: Departmental approval.

CURR505: Teaching, Democracy, and Schooling

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

CURR509: Sociocultural Perspectives on Teaching and Learning

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR514: Inservice Supervised Graduate Student Teaching

Open only to post-baccalaureate and graduate students; this course replaces supervised student teaching for those already employed in teaching situations without standard certification. Joint supervision by the school district and University personnel. Student must obtain permission of department chairperson and the school district. Certain qualifications required. 4 - 8 sh.

Prerequisites: Departmental approval.

CURR516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR517: Inclusive Classrooms in Middle and Secondary Schools

This course presents the central issues in the inclusion of students with disabilities in U.S. middle and secondary schools. It focuses on best practices for providing access to the general education curriculum for students with disabilities in inclusive settings. In addition, students explore the legal, professional, and contextual influences on the implementation of inclusion. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

CURR518: Technology Integration in the Classroom

This course is designed to introduce pre-service teachers to the integration of educational technology to facilitate teaching and learning. Students explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and emerging technologies. May be repeated once for a maximum of 2.0 credits. 1 sh.

CURR519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR526: Teaching for Learning I

This course focuses on developing classroom practices necessary for student teaching and the beginning of a professional career in teaching, building from the knowledge and skills discussed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to begin to put into practice their conceptions of reflective teaching, learning, and assessment in public school classrooms. Specifically, students investigate democratic classrooms, and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501.

CURR527: Fieldwork

Students will spend 120 hours, or approximately two days per week, in a selected public school. Activities include, but are not imited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. Starting Spring 2010: Students will spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and EDFD 519 or CURR 519; and READ 501.

CURR529: Student Teaching

Full time student teaching in the public schools of New Jersey is required of all students who complete the regular program of certification requirements. May be repeated once for a maximum of 12.0 credits. 6 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 519 or EDFD 519; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

CURR543: Teaching for Learning II

This course focuses on putting into practice all of the knowledge and skills pre-service teachers have developed throughout their professional sequence and in their student teaching experience. A primary focus is on creating democratic classrooms for their students through developmentally and culturally appropriate planning, instruction, and assessment. This is the second course in a two-semester sequence, students will also learn about the impact of school and classroom culture and climate on student learning, and on relationships between students and teachers and teachers and other professionals in the school. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

EDFD505: Teaching, Democracy, and Schooling

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with CURR 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

EDFD509: Sociocultural Perspectives of Teaching

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and admission to Teacher Education program.

EDFD516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

EDFD519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates explore theory and the practice of learning and assessment with and empahsis on classroom evaluation and assessment procedures consistent with the New Jersey Core Curriculum Content Standards (NJCCCS). Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

ELRS503: Methods of Research

Theory and methods of historical, descriptive, and experimental research; formulation of a research problem; use of bibliographical sources and reference materials; statistics and measurement in research; types and instruments of research; data collection, and analysis. Writing the research report and career opportunities in research. 3 sh.

ELRS580: Learning Theories

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

ENGL500: Old English Literature

Specimens of Old English prose and poetry are read in the original language and studied for an appreciation of their literary art. No previous study of Old English is required. The first half of the course is spent on grammar and pronunciation, using prose from the chronicles and other works as examples. Oral recitation is required of all students. Poetry is studied in the second half of the course. Topics include the oral-formulaic tradition, the verse types, and the mixture of Christian and pagan themes characteristic of the literature. 3 sh.

ENGL505: Chaucer

An intensive study of the Canterbury Tales and other works against their literary and social backgrounds, with special attention to Chaucer's language and to the procedures of Chaucerian scholarship. No previous study of Middle English is required. 3 sh.

ENGL508: Shakespeare Studies: Tragedies

Shakespeare's tragic drama against a background of classical and Medieval theories of tragedy, and in relation to the practice of his contemporaries. Consideration is given to Shakespeare's use of plot sources and to Elizabethan theories of rhetoric. 3 sh.

ENGL509: Shakespeare Studies: Comedies

Shakespeare's comic art in the light of comic theory and practice from Aristotle to the present. Areas of analysis include Shakespeare's use of Roman and native English comedy, his language, characters, sources, and the traditions of Shakespearean criticism. 3 sh.

ENGL510: Shakespeare Studies: Histories

A study of the ten English history plays. Shakespeare's use of historical sources and variations from historical fact are examined carefully. Attention is given to scholarship, criticism, and production of the history plays. 3 sh.

ENGL511: Elizabethan and Jacobean Drama

A comprehensive view of the period of the apex of English drama, from 1550 to the closing of the theaters in 1642. Major works by Elizabethan and Jacobean dramatists other than Shakespeare are studied in the light of Medieval English drama and the new Renaissance theories of Shakespeare's contemporaries. Attention is given to changes in subject matter, tone, dramaturgy, and staging during the latter part of the period. 3 sh.

ENGL512: Renaissance Literature I: Prose

Major prose writers of the sixteenth century, including Erasmus, More, Castiglione, Sidney, Lyly, Nashe, and Hooker. Attention is given to the development of satire, romance, the picaresque, and utopian fiction. 3 sh.

ENGL513: Renaissance Literature II: Poetry

A study of English poetry of the sixteenth century, a period of major changes. The principal focus is on poets who contributed to the development of the English lyric (Wyatt, Surrey, Raleigh, Sidney, Shakespeare). The unique poetry of Edmund Spenser, particularly the Faerie Queene, is also examined. 3 sh.

ENGL515: Seventeenth Century Literature: Poetry

The poetry of Donne, Jonson, Herbert, Marvell, and Milton, supplemented by historical and intellectual background and by selections from the works of Vaughan, Traherne, Crashaw, Herrick, Suckling, Lovelace, Carew, and Cowley. Stylistic categories such as the metaphysical, the classical, and the meditative are considered in the light of a close critical analysis of the major poetry. 3 sh.

ENGL516: Seventeenth Century Literature: Prose

English prose between the Elizabethan period and the age of Queen Anne, including the development of prose style and the origins of the short narrative, of scientific writing, and of modern literary criticism. Authors include Milton, Pepys, Bunyan, Walton, Burton, Bacon, Brown, and Aubrey. 3 sh.

ENGL518: Milton

Paradise Lost, Paradise Regained, Samson Agonistes, and some of the minor works are analyzed intensively. Styles, themes and techniques are considered in the light of Milton's life and the political and religious controversies of his time. The poetry is also studied in terms of its relation to Milton's Italian and classical models, his Elizabethan masters, and his contemporaries. 3 sh.

ENGL520: Restoration and Eighteenth-Century Drama

Heroic, comic, and sentimental drama by playwrights from Dryden to Sheridan with emphasis on their reflection of the literary and social climate. Attention is also given to the physical theater and to the composition of the audience during the restoration and 18th century. 3 sh.

ENGL521: The Augustan Age

The literature of the Restoration and early eighteenth century in its cultural contexts. Topics include criticism and aesthetics, satire, the new nature poetry, and the relationship between literary forms and philosophical and critical ideas. Emphasis on the works of Dryden, Swift, Pope, Gay, Addison and Steele, and Thomson. 3 sh.

ENGL525: The English Novel from Defoe to Austen

The rise of the English novel and its various traditions: Comic, realistic, satirical, psychological, and gothic. Authors include Defoe, Richardson, Fielding, Smollett, Sterne, and Austen. 3 sh.

ENGL529: British Romanticism I: Wordsworth and Coleridge

The poetry of the two most important writers of the first generation of the Romantic movement in England. Emphasis is placed on the significance of their poetry in terms of the poets' own personal experience and in the context of the age of democratic and industrial revolution. 3 sh.

ENGL530: British Romanticism II: Byron, Shelley, and Keats

The major works of the second-generation Romantics are studied in relation to the experience of their lives and the movements of their time. Attention is also given to their letters and critical writings. 3 sh.

ENGL531: Victorian Studies I: Prose

The responses of the major prose writers of the period to such issues as the rise of a large working class, the sudden growth of cities, demands for political freedom, and the promises and threats of science. The problems of establishing an aesthetic of nonfiction prose are also considered. Works by Carlyle, Mill, Arnold, Macaulay, Huxley, Newman, Pater, and Wilde. 3 sh.

ENGL532: Victorian Studies II: Novel

The Victorian novel in its historical and cultural contexts, with emphasis on the responses of the most vital art form of the age to the unprecedented changes in English life that took place during the era. Works by Thackeray, Trollope, Dickens, the Brontes, Eliot, and others. 3 sh.

ENGL533: Victorian Studies III: Poetry

The course concentrates on the major mid-Victorian poets, Tennyson, Browning, and Arnold, and to a lesser extent on their successors among the pre-Raphaelites, the aesthetes, and the rhymers. 3 sh.

ENGL535: Turn-of-the-Century British Writers

An examination of British literature in the transitional period between the late nineteenth and early twentieth centuries. Writers might include Hardy, Conrad, Joyce, and Lawrence. Attention is given to the ways in which their works illuminate the movement from Victorian to modernist thinking and demonstrate the relation between literary consciousness and society. 3 sh.

ENGL540: The Modern British Novel

Innovations in characterization, narrative technique, and theme under the impact of major twentieth-century political, economic, and cultural developments. Works by Forster, Huxley, Waugh, Orwell, Greene, Amis, Murdoch, Lessing, and others. 3 sh.

ENGL542: The Irish Renaissance

The Irish contribution to twentieth-century literature and aesthetic theory, specifically to that brand of experimentation, individualism, and internationalism associated with the idea of the modern. Special attention to W. B. Yeats, James Joyce, J. M. Synge, Sean O'Casey, and Frank O'Connor. 3 sh.

ENGL550: Studies in Early American Literature

All major and several minor American writers of the seventeenth and eighteenth centuries are studied within several contexts: literary, religious, philosophical, and political. Topics include the development of American literature, 1620-1800; the effects of puritanism and deism; the concept of the American dream; the originality of the founding fathers; and the extent to which modern American literature and culture reflect the colonial heritage. 3 sh.

ENGL552: American Poetry to 1912

The continuity of American poetry as a national body of literature, with distinctively American themes, subjects, techniques, and critical theories; the shaping influences of English and continental writers; and the impact of American poets on their European contemporaries. Particular emphasis on Poe, Whitman, Emerson, Melville, Dickinson, Crane, and Robinson. 3 sh.

ENGL555: American Romanticism

An exploration of the Romantic movement in America with attention to transcendentalism and other social movements. Writers might include Brown, Irving, Cooper, Emerson, Thoreau, Fuller, Louisa May Alcott, and Whitman. 3 sh.

ENGL556: Poe, Hawthorne, and Melville

An intensive examination of the writings of the three "Dark Romantics" of the American Renaissance, set against their biographical backgrounds and the literary and historical contexts in which they worked. 3 sh.

ENGL557: American Realism

The development of American realistic fiction, with emphasis on the works of Twain, Howells, and James in relation to their literary heritage and to their social milieu. Attention will also be given to local-color writers, such as Jewett and Freeman, and to naturalist writers, such as Crane, Norris, and London. 3 sh.

ENGL560: Modern American Fiction

After a brief examination of late nineteenth-century realism, the major writers of the twentieth century (up to World War II) are studied with special attention to the critical attitudes of the period and to related scholarship. Authors include Dreiser, Stephen Crane, Sherwood Anderson, Hemingway, and Faulkner. 3 sh.

ENGL561: Modern American Poetry

Beginning with background material on late nineteenth-century poetry, the course examines selected major modern poets. The changing scene in modern poetry is noted, and the reading of contemporary poets is included. Works by Hart Crane, Hilda Doolittle, T. S. Eliot, Robert Lowell, Ezra Pound, Wallace Stevens, and others. 3 sh.

ENGL563: Recent American Fiction

American fiction of approximately the last forty years in the context of American culture and traditions. The course analyzes the characteristics of theme, technique, and sensibility which form the basis of a writer's response to the ambiguities of life in the contemporary world. Works studied might include Bellow, Roth, Didion, Walker, Doctorow, and Morrison. 3 sh.

ENGL564: American Drama

The major American playwrights, such as Eugene O'Neill, Thornton Wilder, Arthur Miller, and Tennessee Williams, are placed in the perspective of their contemporaries and of the traditions of the American stage. 3 sh.

ENGL565: Black American Women Writers

This course explores the writings of Black American women. We will examine the conditions out of which Black women write and the ways in which their works are critiqued and theorized. Discussions will center on questions of race, gender, sexuality, and class; narrative approaches and literary devices; and the Black "womanist" creative tradition. 3 sh.

ENGL571: Teaching Methods (Secondary English)

This graduate level course prepares students to teach English on the secondary level (grades 6-12). ENGL 571 is required for graduate students enrolled in either the Initial Certification or MAT program. The course familiarizes students with the English classroom, the design of lesson and unit plans, writing assignments, and alignment of classroom activities with state curriculum standards and assessments. Students explore and experiment with approaches to teaching selected literary texts, including the adaptation of teaching styles and materials to meet the needs of diverse learners. This course provides a foundational understanding of composition pedagogy, including how to respond to and assess student writing. 4 sh.

ENGL583: Teaching Literature

Current or future teachers of literature become familiar with the process of literary reading; study relevant theory, practice, and research on the teaching of literature; and develop a consistent teaching approach based on a sound understanding of the literary experience. 3 sh.

ENGL586: Teaching Writing and the Basic Writer

This course explores the social, educational and linguistic foundations of writing instruction with special attention to the problems of the basic writer. Practicing and prospective teachers examine the theory, research and practice of writing instruction through a process of inquiry, workshops and work on their own writing. 3 sh.

ENGL588: Research in Writing Studies

An introduction to representative empirical research in composition pedagogy and writing studies. In the first half of the semester students will be introduced to a range of methodologies used in research in writing and composition studies. Inquiry models will include survey, ethnography, case study, the interview. In the second half of the semester students will explore a research question using one or more of the methodologies taught. 3 sh.

ENGL590: Rhetorical Theories and the Teaching of Writing

An inquiry into the rhetorical and theoretical roots of current questions, methods and practices of writing instruction--to investigate the possibility that both teaching writing and writing itself are deeply constructed endeavors, rooted in structures of language, perception, knowing and being that are often discussed in theoretical discourse. 3 sh.

ENGL597: Independent Study in British Literature

The student completes a research project under the supervision of a member of the graduate faculty. This course is designed to allow investigations into areas not covered by regular courses and seminars. Permission of the graduate program coordinator and of the project supervisor is required before registration. May be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

Prerequisites: Departmental approval.

ENGL598: Independent Study in American Literature

The student completes a research project under the supervision of a member of the graduate faculty. This course is designed to allow investigations into areas not covered by regular courses and seminars. Permission of the graduate program coordinator and of the project supervisor is required before registration. May be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

Prerequisites: Departmental approval.

ENGL600: Seminar in British Literature

Advanced study of an author, genre, movement, theme, or critical theory. See current announcement for specific topic. May be repeated without limit as long as the topic is different. 3 sh.

ENGL601: Seminar in American Literature

Advanced study of an author, genre, movement, theme, or critical theory. See current announcement for specific topic. May be repeated without limit as long as the topic is different. 3 sh.

ENGL605: Seminar in Literary Research

Instruction and practical experience in such areas as reference sources, textual study, kinds of criticism, and the basics of editing. Recommended for the first or second semester of graduate study. 3 sh.

ENGL698: Master's Thesis

Independent research project done under faculty advisement. Students must follow the MSU Thesis guidelines, which may be obtained from the Graduate School. Students should take ENGL 699 if they don't complete ENGL 698 within the semester. 3 sh.

Prerequisites: Departmental approval.

ENGL699: Master's Thesis Extension

Continuation of Master's Thesis Project. Thesis Extension will be graded as IP (in Progress) until thesis is completed, at which time a grade of Pass or Fail will be given. 1 sh.

Prerequisites: ENGL 698.

ENLT512: Literary Criticism to 1800

Plato, Aristotle, Horace, Longinus, and their imitators and interpreters in the Medieval, Renaissance, and Neoclassical periods are studied for those ideas about the nature and value of literature which have been influential in our culture. Considerable attention is given to relating the critical works to the history, art, and principal writings of each period. 3 sh.

ENLT513: Literary Criticism from 1800 to the Present

The break from classical theory (notably by the Romantics) and the search, principally in our own day, for new definitions of the nature and function of literature. Throughout the course, critical theory is related to the history, art, and principal writings of each period. 3 sh.

Prerequisites: ENLT 512.

ENLT514: Theoretical Approaches to Literature

An in-depth study of late 19th and 20th Century theoretical approaches to literature and issues of representation. Critical methodologies to be studied will include: Formalism, Structuralism, Post-Structuralism, Historical Materialism, Psychoanalysis, Feminism, Post-colonialism and New Historicism. Students will study literary and/or filmic texts along with the critical theories. Does not count towards the International Literature specialization, as this is a required core course. 3 sh.

ENLT515: Ancient Tragedy

Selected plays of Aeschylus, Sophocles, Euripides, and Seneca in English translation; origins of Greek and Roman tragedy; religion and myth in tragedy; Aristotelian criticism; stage production; the influence of ancient tragedy on modern literature. 3 sh.

ENLT516: Ancient Comedy

Study of selected plays of Aristophanes, Menander, Plautus, and Terence. Topics include origins and development, staging, and theories of old and new comedy at Athens and of Roman comedy, mime, farce, influences on later comedy. 3 sh.

ENLT517: Ancient Epic

The Iliad, Odyssey, and Aeneid in English translation. Topics include ancient and modern literary criticism of Homer and Virgil; oral versus literary epic; history, folklore, and saga in the ancient epic; basic epic themes (the nature of heroism, fate, people and the gods, etc.); Homeric and Virgilian influence on subsequent literature. 3 sh.

ENLT535: The Enlightenment in Europe

A comparative study of literature and ideas in eighteenth-century Europe, focusing on English, French, and German literature, with some attention to Italian and Spanish. Major literary and philosophical trends are analyzed, including the rational and satirical attack on traditional values and the current of "sensibility" which stressed the powers of the emotions and the senses. Works by Swift, Voltaire, Fielding, Diderot, Johnson, Rousseau, Prevost, Goethe, Lessing, and others. 3 sh.

ENLT536: The Romantic Movement

The origins and development of romanticism in England and Germany are compared with the later triumph of the movement in France. Representative works of Chateaubriand, Goethe, Novalis, Kleist, Hoffmann, Heine, Musset, and Nerval are studied, and their themes compared with those of the English romantics. (Taught in English. Recommended to French majors as a free elective.) Cross listed with French, FREN 536. 3 sh.

ENLT565: Ibsen, Strindberg, and Shaw

Intensive study of three great modern playwrights with an emphasis on dramatic theory and criticism, social context, and literary/theatrical values. 3 sh.

ENLT569: Major Writers of Africa and the African Diaspora

The course will concentrate on literature from sub-Saharan Africa and the African diaspora and may include writers from the Caribbean, Asia, and the Americas. Discussion topics may address issues of place; power and its effects, including colonialism and slavery; gender relations, family structures, religious beliefs; the arts and other cultural expressions. 3 sh.

ENLT570: The Modern Novel

Selected works by European, English, and Latin American masters, illustrating the evolution of the novel during the twentieth century. Works by James, Proust, Kafka, Dos Passos, Woolf, Gide, Mann, Hesse, Stein, Beckett, and others. 3 sh.

ENLT571: Trends in the Contemporary Novel

Significant fiction of the last fifty years from at least five countries. Students will be introduced to a variety of fictional forms which will include work from diverse geographical regions. 3 sh.

ENLT572: Modern Movements in the Arts

An interdisciplinary course which considers theories and practices in the arts across cultures, beginning with classical modernism and its contemporary legacies. Emphasis on literature, with attention to the visual arts and/or music and performance. 3 sh.

ENLT575: Myth: Origins and Development

Selected world mythologies, both Occidental and Oriental, are studied comparatively against a background of theories concerning their origins, development, symbols, and motifs, as well as their significance to literary and interdisciplinary studies. The first part of a two-part course, but may be taken as complete in itself. 3 sh.

ENLT576: Myth: Theory and Practice

The theoretical and mythic backgrounds from ENLT 575 are applied to a study of archetypal and related criticism and to literary analysis. The creative process and the origins of literary form, theme, character, genre, imagery, and tone are intensively explored. 3 sh.

Prerequisites: ENLT 575.

ENLT577: Film Studies

On a rotating basis, different cultural, historical, and aesthetic aspects of American, British, or world film will be examined. See current announcement. Students may repeat Film Studies so long as the topic is different each time. 3 sh.

ENLT599: Independent Study: International Literature

The student completes a research project under the supervision of a member of the graduate faculty. This course is designed to allow investigations into areas not covered by regular courses and seminars. Permission of the graduate program coordinator and of the project supervisor required before registration. May be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

Prerequisites: Departmental approval.

ENLT602: Seminar in International Literature

Advanced study of an author, genre, movement, theme or critical theory. See current announcement for specific topic. Students may be repeated without limit as long as the topic is different. 3 sh.

Prerequisites: Departmental approval.

ENWR583: Teaching Literature through Writing

The course considers the best theories and practices for teaching writing through literature. Students will also examine the social and historical intersection of literary studies and writing pedagogy. 3 sh.

ENWR586: Teaching Writing and the Basic Writer

This course explores the social, educational and linguistic foundations of writing instruction with special attention to the problems of the basic writer. Practicing and prospective teachers examine the theory, research and practice of writing instruction through a process of inquiry, workshops and work on their own writing. 3 sh.

ENWR588: Research in Writing Studies

An introduction to representative empirical research in composition pedagogy and writing studies. In the first half of the semester students will be introduced to a range of methodologies used in research in writing and composition studies. Inquiry models will include survey, ethnography, case study, the interview. In the second half of the semester students will explore a research question using one or more of the methodologies taught. 3 sh.

ENWR590: Graduate Writing Seminar

Writing in one or more of the following: essay, scholarly research, autobiography, creative non-fiction, poetry, drama, screenwriting. May be repeated three times for a maximum of 12.0 credits as long as the topic is different. 3 sh.

Prerequisites: Departmental approval.

ENWR598: Rhetorical Theories and the Teaching of Writing

An inquiry into the rhetorical and theoretical roots of current questions, methods and practices of writing instruction--to investigate the possibility that both teaching writing and writing itself are deeply constructed endeavors, rooted in structures of language, perception, knowing and being that are often discussed in theoretical discourse. 3 sh.

ENWR600: Seminar in Writing Studies

Advanced study of a topic, issue or theory in the field of Writing Studies. See current announcement for specific topic. Students may repeat the Writing Studies Seminar up to 2 times for a total of 9 credits as long as the topic is different each time. 3 sh.

LNGN210: Introduction to General Linguistics

The nature and structure of language; the basic techniques for analyzing linguistic structures; phonological, morphological, syntactic and semantic structure of languages, language and dialects; language change; the comparative method in linguistics; human and animal communication; differences between first and second language learning. Meets Gen Ed 2002 - Social Science, Social Science. Meets the 1983 General Education Requirement (GER) - Social Science, Survey Course. 3 sh.

LNGN220: Structure of American English

The phonology, morphology, syntax of American English, geographical and social dialects; traditional, structural and transformational approaches to grammar. Meets the 1983 General Education Requirement (GER) - Foreign Language. 3 sh.

LNGN230: Language in Society

Correlations between language varieties, their functions in particular settings, and the characteristics of their speakers. Black English. The role of second languages within a society: Pidgin, Creole, Lingua Franca, Diglossia, etc. Meets Gen Ed 2002 - Social Science, Social Science. Meets the 1983 General Education Requirement (GER) - Social Science, Topic Course. 3 sh.

LNGN245: Language and Culture

A study of language in its cultural context. Relationship of linguistic to non-linguistic variables: ethnosemantics, linguistic relativity principle, componential analysis. Meets Gen Ed 2002 - Social Science, Social Science. Meets the 1983 General Education Requirement (GER) - Social Science, Topic Course. 3 sh.

LNGN260: Dialectology

Principles of dialect study; application to American dialects. The origin and development of American dialects in historical, literary, regional, social and urban perspectives. 3 sh.

LNGN280: Bilingualism

Compound and coordinate bilingualism; attitudes, motivation, etc.; functions of languages in multilingual settings; problems of newly-independent, multilingual nations in establishing national and standardized languages; analysis of bilingual speech; problems of educating minority groups in this country whose native language is not English. 3 sh.

LNGN284: History of the English Language

English from its Indo-European origins up to and including the eighteenth-century grammarians. The Germanic strains; old, middle and modern English. 3 sh.

LNGN300: Syntax

The study of sentence structure and the theories designed to describe it. Emphasis on structural grammar, the development of Generative Grammar and contemporary theoretical methods for describing sentence structure. Data will be taken from a number of different languages. Meets the University Writing Requirement for LIED and LING majors. 3 sh.

Prerequisites: LNGN 210 or departmental approval.

LNGN301: Semantics

The systematic and objective study of meaning in language. Topics include: referential meaning, semantic fields, componential analysis, synonymy, polysemy, hyponymy, and sequential meaning. Data will be taken from a number of different languages. 3 sh.

Prerequisites: LNGN 300.

LNGN302: Pragmatics

The study of pragmatics, an area of linguistics that examines language as situated speech and studies how context affects the interpretation of meaning. 3 sh.

Prerequisites: LNGN 300.

LNGN325: Principles of Second Language Learning

Theories of second language acquisition; error analysis; individual learner differences; the roles of input, interaction, and formal instruction in language acquisition. 3 sh.

Prerequisites: LNGN 210.

LNGN331: Phonetics

A comprehensive introduction to phonetics, the study of the production of speech sounds and their acoustic characteristics. Students will learn to identify, classify, and transcribe sounds from a variety of languages. While intended primarily for Linguistics majors, this course will also be of interest to prospective language teachers and to majors in Speech, in Psychology, and in Communication Sciences and Disorders. 3 sh.

Prerequisites: LNGN 210 or departmental approval (for Cognitive Science majors).

LNGN384: The Grammars of English

A critical overview of traditional, structural, and transformational-generative approaches to the problems of analyzing the grammar of the English language; practical applications for teaching English and for understanding grammatical principles as a means of more effective writing and literary analysis. Cross listed with English, ENGM 384. 3 sh.

Prerequisites: ENWR 106 or HONP 101 or LNGN 210.

LNGN420: Language and the Mind

An introduction to the major theoretical and methodological principles of Noam Chomsky's theory of Universal Grammar and what they tell us about structure of the human mind. 3 sh.

Prerequisites: LNGN 210 or PSYC 290.

LNGN450: Selected Topics in Linguistics

Study of special problems and topics in linguistics. Topics announced each semester. May be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

Prerequisites: LNGN 210 or departmental approval.

LNGN478: Independent Study

This course is designed (1) to allow students to explore areas of linguistics that are not covered in the normal course offerings of the department; (2) to permit an in-depth analysis of a given subject beyond the scope of a regular semester course; or (3) to provide advanced students with the possibility of research in areas of linguistics that are of special interest to them. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Departmental approval.

LNGN479: Independent Study

This course is designed (1) to allow students to explore areas of linguistics that are not covered in the normal course offerings of the department; (2) to permit an in-depth analysis of a given subject beyond the scope of a regular semester course; or (3) to provide advanced students with the possibility of research in areas of linguistics that are of special interest to them. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Departmental approval.

LNGN480: Linguistics in Education and Society

The course is intended to acquaint students involved in language education of any sort with the applications and implications of linguistics for education and for understanding the functioning of language in society. 3 sh.

Prerequisites: LNGN 210 or departmental approval.

PSYC348: Psycholinguistics

Explores the study of language through linguistic, behavioral, and cognitive methods. Basic linguistic ideas are used for the explication of problems in grammar, cognitive structure, meaning, and speech production and comprehension. 3 sh.

Prerequisites: PSYC 301.

PSYC560: Advanced Educational Psychology

A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School

Studies the improvement of nonclinical reading difficulties in the content subjects. For the subject area teacher and the beginning reading specialist. Secondary school reading needs and specific suggestions for guiding the slow, average, and gifted student in a classroom situation. 3 sh.

SPCM101: Fundamentals of Speech: Communication Requirement

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Meets the 1983 General Education Requirement (GER) - Communication, Speaking/Listening. 3 sh.