GOALS FOR DEPARTMENT OF ENGLISH
WINTHROP UNIVERSITY
The objectives for student achievement in the core undergraduate English major are in four areas: knowledge of literature, knowledge of language, composing and communication skills, and critical analysis. Each track in the major also has its own set of goals appropriate to that track; the goals for English Education are presented in areas five through eight. The goals for the M.A. in English degree are presented at the end of this document.
Core Goals for Undergraduate English Majors
1. Knowledge of Literature: Within the literature area majors will demonstrate knowledge of various forms of written texts, major periods in the history of English, American, and world literature, and standard terminology of literary analysis. English majors will demonstrate
1.1 knowledge of various forms of written texts (including fiction, non-fiction, poetry, drama, essay, and other literary genres);
1.2 knowledge of male and female world, English, and American authors of recognized importance drawn from a variety of cultural, ethnic, and racial backgrounds;
1.3 knowledge of major periods in the history of English, American, and world literature in terms of cultural contexts, styles, dominant genres, language, and subject matter;
1.4 knowledge of major similarities and differences among English, American, and other national literatures
1.5 an understanding of the role that literature plays in the development and understanding of human cultures;
1.6 knowledge of the standard terminology of literary analysis as found in a glossary of literary terms or a handbook to literature
1.7 knowledge of standard reference tools, methods, and forms of documentation in scholarly research; and
1.8 the ability to read and interpret an unfamiliar literary text of average difficulty with comprehension of its content and relevant literary characteristics.
2. Knowledge of Language: Within the language knowledge area majors will comprehensively study the English language arts, including language development, the history of the English language, various approaches to grammar, dialects and levels of usage, and the purposes of language. Majors will understand the nature of the English language in all its dimensions and recognize and respect the varieties of that language. English majors will demonstrate
2.1 knowledge of the English language, including its structure, grammars, vocabulary, varieties, and historical development;
2.2 familiarity with the standards of grammar, mechanics, and usage generally accepted in the academic community and the social, cultural, and historical reasons why those standards have been adopted; and
2.3 an understanding of the nature of the English language in all its dimensions and recognize and respect the varieties of that language.
3. Composing and Communications Skills: To develop advanced communication skills, majors will write thoughtful, well-organized essays conforming to standards of grammar, mechanics, and usage, including research papers on appropriate language and literature topics, that demonstrate correct use of standard reference tools and methods, and of primary and secondary sources and providing proper documentation of sources. Majors will construct persuasive arguments based on careful analysis and deliberation. English majors will
3.1 understand that composing is a practice that covers a wide range of processes, functions, purposes, rhetorical situations and strategies, and categories of discourse;
3.2 display a broad view of what constitutes texts, including both print and non-print media, and demonstrate an understanding that technological advancements can change both what is considered text and how text is prepared;
3.3 recognize such characteristics of good writing as substantial and relevant content, organization, clarity, appropriateness of tone, and correctness in mechanics and usage;
3.4 demonstrate a basic understanding of the processes appropriate to composing in a variety of forms and for a variety of audiences and purposes;
3.5 construct persuasive arguments based on careful analysis and deliberation and using a voice and format suitable for the intended audience;
3.6 write research papers on appropriate topics, demonstrating correct use of standard reference tools, methods, and technology and of primary and secondary sources and providing proper documentation of sources;
3.7 demonstrate average mastery of these characteristics and processes as measured by the English Department’s Rubric for Writing/English Courses; and
3. 8 demonstrate the ability to speak clearly, confidently, and in conformity with current standards of usage.
4. Critical Analysis: Majors will critically analyze and interpret written and non-written texts (e.g. TV, film, and oral presentations) and demonstrate their ability to present coherent, defensible critical positions based on their analyses. English majors will
4.1 demonstrate familiarity with the concepts and pertinent applications of major critical theories and schools of criticism;
4.2 be able to analyze critically and interpret written and non-written texts in terms of historical period, national origin, content, cultural context, tone, implied meaning, humor, structure, style, language, themes, form and mode, and rhetorical strategies;
4.3 understand various means of presenting their analyses and interpretations, in both written and oral forms.
5. Technology Skills: English majors in all tracks will demonstrate their ability to use technology in the study of language, literature, and communication by demonstrating effective use of existing technologies to research, prepare, and present information. At the 200-400 ENGL, ENGE, and WRIT course level, English majors, as appropriate to the course, will be able to
5.1 use technology to prepare documents (advanced word processing)
5.2. use technology to learn content (researching online, critically evaluating materials found on the Internet and in other electronic media, documenting material correctly)
5.3 use technology to collaborate with other writers (e.g., cooperative editing if appropriate)
5.4 use technology to communicate effectively with audiences (using such vehicles as web pages, e-mail, and/or discussion lists)
5.5 use technology to deliver information (using such vehicles as presentations, page design, and/or desktop publishing) in a rhetorically effective manner
In addition to the five main goals, teacher education majors will be able to
5.6 use technology (e.g., slide presentations, web pages, teaching materials, presentations software) to prepare classroom materials and deliver them in a pedagogically and rhetorically effective manner
5.7 use technology to improve instructional skills (e.g. videotaping)
5.8 use technology to deliver instruction and manage the classroom
In addition to the five main goals, professional communication and science communication majors will be able to
5.9 understand the roles technology plays in producing professional publications
5.10 use technology to integrate visual and textual information in a manner suited to professional publication in both print and electronic forms
5.11 use technology to facilitate editing and production of documents
At the 500- and 600-level, students should be able to meet the five basic undergraduate goals and also to
5.12 exploit existing technologies for literary study (e.g. making best use of online reference works, online text collections and archival materials, etc.)
5.13 incorporate technology into classroom presentations
5.14 consider alternative electronic means of presenting critical and creative viewpoints
5.15 understand the technological implications for publishing and presenting scholarly papers
Goals Specific to the English Education Track
Majors in the English Education Track will demonstrate competence in the areas outlined in the Guidelines for the Preparation of Teachers of English Language Arts,1996 Edition, as developed by the National Council of Teachers of English. In particular, they will demonstrate competence in the areas of diversity, attitudes and practices, opportunities, and fieldwork experiences. They therefore will be regarded as preservice teachers (PSTs).
6. Pedagogical Goals: Diversity
Preservice teachers (PSTs) will
6.1 Value languages native to students and their families;
6.2 Recognize and value the diversity of students;
6.3 Promote communication among cultures to foster mutual understanding;
6.4 Draw upon the diversity of students to enrich and enhance their academic achievement;
6.5 Enable students to construct meaning from multiple sources; and
6.6 Encourage the development of students’ multiple ways of knowing and understanding.
7. Pedagogical Goals: Attitudes and Practices: The program provides pre-service teachers (PSTs) with pedagogical knowledge and skill so that they will:
7.1 Understand and be skillful in planning and implementing instruction that recognizes students’ interests, abilities, and modes of learning;
7.2 Understand and be skillful in employing authentic ways of assessing students’ learning;
7.3 Understand that there are multiple positions or orientations for teaching English language arts and that many of these are valid in certain contexts and in relation to students’ needs and backgrounds;
7.4 Know and understand that the various rapidly developing uses of media and technology are becoming integral to teaching practice;
7.5 Acquire familiarity with a considerable body of literature suitable for adolescents of varying abilities, cultures, and backgrounds, and with a variety of ways for responding to this literature; and
7.6 Demonstrate the ability to analyze student writing and to communicate to students both the specific strengths and weaknesses of their writing and to suggest strategies that will help the students’ writing improve.
8. Pedagogical Goals: Opportunities: The program provides pre-service teachers (PSTs) with opportunities to:
8.1 Develop teaching/learning processes through experiences with a wide range of verbal, visual, technological, and creative media;
8.2 Expand themselves as literate individuals who use their critical, intellectual, and aesthetic abilities to participate in a democratic society;
8.3 Experience a wide range of literature consistent with their own and their students’ motivations, interests, and intellects;
8.4 Experience and consider the uses of multiple means of assessment;
8.5 Develop the sense of a professional community and a desire for professional growth that comes with being an English teacher; and
8.6 Reflect on their own and others’ instruction as a means for self-improvement and self-understanding.
9. Pedagogical Goals: Field Experiences: Preservice teachers (PSTs) will
9.1 Participate in model classrooms that function as communities of learners and users of language;
9.2 Prior to student teaching or internships, observe and participate in language arts classroom with certified, experienced teachers; and
9.3 During student teaching or internships, spend at least ten weeks in an English language arts classroom teaching groups of students, mentored by a certified, experienced teacher and a university/college supervisor.
Student Goals for the M.A. in English Degree
Within the content knowledge area, students will demonstrate knowledge of various forms of written texts, major periods in the history of English, American, and world literatures, and the standard terminology of literary analysis. Also, students will demonstrate knowledge of professional standards of grammar and mechanics, scholarly reference methodology and tools, and various critical approaches to literary analysis.
Student Objectives: Content Knowledge. The student will demonstrate knowledge of:
- various forms of written texts (including fiction, poetry, drama, essay, and other literary genres)
- major periods in the history of English, American, and world literature in terms of cultural contexts, styles, dominant genres, language, and subject matter
- major similarities and differences among British, American, and other national literatures
- professional standards of grammar, mechanics, and usage accepted in the scholarly community
- standard reference tools, methods, and forms of documentation used in scholarly research
- the standard terminology of literary analysis used in scholarly writing
- various critical perspectives such as the formalist, structuralist, and post-structuralist approaches
- the English language, including its structure, grammar, vocabulary, and historical development
- writers from different cultural, ethnic, and minority backgrounds
Student Objectives: Skills in Analysis, Writing, and Communication. The student will
1. present orally the findings of research and critical analysis
2. demonstrate the correct use of standard reference tools, the proper handling of primary and secondary sources, and proper documentation of all sources
3. write research papers and critical analyses on appropriate topics from language, literature, or pedagogy
4. demonstrate a publishable level of critical, creative, or pedagogical materials
5. sustain a high standard of written expression in lengthy critical or creative works (including but not limited to theses)
6. demonstrate synthesizing skills through a comprehensive final examination