This course seeks to enable the students, through extensive writing practice, to develop their skills in each of several rhetorical and critical types. While emphasizing writing, the course also requires continued vocabulary development and analytical reading in literature of various types. The course also introduces students to the conventions of documentation and manuscript form.
A writing intensive course designed to familiarize engineering and science students with the process of planning, drafting, and revising technical reports, scientific papers, communications and proposals. Multiple writing practice assignments, group work, and exams will be oriented towards refining communication skills in professional discourses.
This course introduces theory and research in teaching English to speakers of other languages (TESOL), by examining linguistic, psychological, sociocultural, and sociopolitical factors in second language learning. The overall objective of this course is to provide understanding of second language learning for a future teaching career.
Students will focus on the theoretical and practical aspects of teaching English as a Second Language. Students will have an opportunity to learn current teaching approaches in ESL, the dimensions of language proficiency, the connections between language and culture, learning strategies, and the pedagogy of teaching oral and written skills. Students will also develop ways to facilitate language learning by considering language learning contexts and language learner differences, by designing appropriate language tasks, and by evaluating teaching materials and texts.
This course introduces students to central concepts and theories in Rhetoric and Composition – such as rhetorical situation, triangle, and appeals, genre, audience, and multimodality. Students are asked to draw upon these concepts in analyzing other texts and in composing their own. During the course, students write four essays in different genres and to different audiences, and come to see good writing as that which responds appropriately to the given rhetorical situation.
Building upon the rhetorical foundation established in ENG 103, students write a 12-page ethnography, and in the process, learn to formulate appropriate research questions, use a variety of research methods to collect data, analyze the collected data using Grounded Theory, and then write a verbal snapshot of the subculture studied. This course also enables them to understand the rhetorical nature of research and present their results in an infographic or a 6 to 8-minute documentary.
In this course, students are introduced to data collection techniques commonly used in sociolinguistic research, and undertake a research project on sociolinguistic variations, regional variations, gender-based variations, and ethnic variations, or the attitudes associated with the variations. In the process, the acquire the knowledge and skills necessary to make informed decisions regarding language in professional settings and in every-day activities.
This course provides a foundational understanding of second language learning for a future teaching career, including teachers of K-12, post-secondary and/or adult learners. It introduces theories and research in teaching English to Speakers of Other Languages (TESOL) by examining linguistic, psychological, sociocultural, and sociopolitical factors in second language learning.
Building upon the principles of language learning addressed in ENG 436, students immerse themselves in the world of learners in Muncie Community Schools, where they tutor learners and teach the thematic unit they have developed in class. In the process, they learn to understand, recognize, and address the language acquisition challenges both in the U.S. and abroad.