English Language Arts Education Major

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Courses

Visit the Online Undergraduate Catalog for an explanation of graduation requirements.

The English language arts education major requires completion of 43 credits in English and communication plus 46 credits of professional studies in education. Students anticipating a secondary teaching career should consult with the English language arts education advisor and follow the specific requirements and sequences in the Guide to Teacher Education.

 

English Language Arts Education Major Courses

This course prepares the candidate for admission to Teacher Education. Course content includes the characteristics of the Greenville University Teacher Education Program, a survey of the legal, social and ethical issues involved in public school education, an introduction to program portfolio development, and a correlation of psychological principles to varied learning styles and milieus. This course is conducted on campus and includes field experience in school settings that have a large minority population. This course will give students the opportunity to determine whether they want to persist in the Teacher Education Program. (Offered fall semester for transfer students and students with special needs by permission of instructor, and offered every Interterm for freshmen.) Pre-requisite: signature of instructor IN15 - $92 Fee.
The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. This course meets the general education global foundations requirement. Prerequisite: EDUC 101. (Offered every Interterm.) IN18 - $60 Fee
This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Thirty hours of field experience in a special education classroom are required. Prerequisite: EDU 101. (Offered every semester.)
This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Prerequisite: EDUC101; Corequisite: EDUC280. (Offered every term.)
EDU 316 Reading and Writing Across the Curriculum Three Credits Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Field experiences required. Cross listed with ENG 316. Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)
This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required. Prerequisite: EDU280
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored. Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)
This course focuses on curriculum and instruction as it applies to the grades nine through twelve. Teacher candidates explore curriculum and instruction specific to their designated content area. The course content includes exploring national and state standards, exploring local standards, writing instructional objectives, and exploring and designing student centered instruction. The course has a field experience component. Prerequisite: EDUC202, 280, and 282. (Offered every semester.)
After admission to the professional internship , candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required. Prerequisite: Admission to the Professional Internship. (Offered fall semester)
Teacher candidates work to integrate prior coursework experienced into the context of real classrooms. Teacher candidates develop a teaching philosophy and an operational "professional identity." Candidates consider the impact that various factors have on the learning environment, develop teaching strategies that promote active learning and which engage students with diverse abilities, cultures, and ethnicity. Candidates explore methods specific to their subject areas under the additional guidance of the program coordinator. Teacher candidates will engage in preparing for the edTPA. Candidates complete a minimum of 15 hours in the clinical setting completing pre-mini student teaching assignments. Students must take EDU409 and 410 (Offered Interterm) during the same academic year. Prerequisites: Admission to the Teacher Education Program; EDU316, 333, and 340. (Offered fall semester.)
Candidates complete a mini-student teaching experience, consisting of 12 full days in the secondary classroom. Teacher candidates will meet on campus for a minimum of three class sessions. The course faculty member, assisted by the Director of Field Experience, will determine the placement for the clinical experience. Students must take EDU409 in the same academic year. Prerequisite: Admission to the Teacher Education Program and EDUC 409. (Offered Interterm.)
EDU 421 Secondary Student Teaching Seven* or Fifteen Credits Full semester of student teaching required for secondary education majors. *K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDU 424. Prerequisite: Admission to the Professional Internship. (Offered every semester.)
The seminar addresses professional topics within the field of education and provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The portfolio documents practices in the areas of planning, instruction, assessment, analyzing teaching, and academic learning to reveal the impact of a candidate's teaching performance on student learning. This course is to be taken concurrently with student teaching and is pass/fail. Prerequisite: EDU410.
A basic introduction to the post-digital/post-media theory and practice of public speaking, media communication and speech communication. The proliferation of platforms and a general decentering of who can speak (through social media) changes the way individuals communicate and changes the systems of communication individuals find themselves in. The goal of this course is to help broaden the student's knowledge of the entire systems and processes of Communication so that they become more skillful as an initiator and recipient of messages.
A writing intensive course with special attention to the uses of expository writing and group discussion in interrogating culture, a sense of self, and one's calling. Through discussion of both fiction and non-fiction texts, students enhance the critical thinking ability required for meaningful academic communication (both written and oral) within the disciplines. Emphasis given to the development of thesis statements, logical organization, and the honest and effective use of sources in summary, analysis, and argument. Students should complete this course during their first year. (Offered every semester.)
The course explores various aspects of literature including literary analysis, creative writing, and the role of literature in a liberal arts education. In studying three genres (poetry, fiction, and drama) students will learn to analyze literary texts within a cultural context, explore the role of literary theory in this process, try their hand at creative writing, and consider the ways an understanding of how literature plays a role in a well-rounded liberal arts education and preparation for a chosen career. The course meets the general education literature requirement. (Offered every semester.)
This class is designed as an introduction to the history, principles, and practice of news writing. It will provide students with extensive experience in basics of newsgathering and reporting., while placing great emphasis on "hard" news and "beat" writing. Cross-listed with COM 226. Prerequisite: ENG 105. (Offered fall semester.)
A study of the chief writers and types of American literature. Meets the general education literature requirement.
A study of literary selections in various genres from diverse writers around the world. This course serves as an introductory course of English majors, as an option for general education, and Honors Program credit. (Offered spring semester.)
A survey of the major literary currents of Great Britain, England, Ireland, Scotland, Wales through the study of selected major works by representative major writers. Meets the general education literature requirement.
A study of the development of English with attention to historical influences as well as to linguistic evolution of sound, forms, structure, and meaning. Students will focus throughout the semester on current issues of gender, ethnicity, regionalism, etc. as they apply to the language. An introduction to the form and syntax of Modern English, with emphasis on the descriptive approach to grammar. Includes review of both traditional grammar and transformational-generative grammar. Prerequisite: ENG 101. (Offered fall semester of odd calendar years.)
The course centers on a study of personae (speakers) and their role in the oral performance and communication of literature. There is emphasis on point of view, mode, characterization and dialogue, vocal techniques, and the use of imagery and tone color in oral interpretation. Emphasis is placed on performance as a method for studying literature. Cross listed with COM 321. Prerequisite: ENG 201 or ENG 243. (Offered fall semester of even calendar years.)
A comprehensive study of contemporary literature for the adolescent, involving inquiry into the nature and characteristics of literary materials to which adolescents respond; and criteria for selection, and critical evaluation. The course also examines the pedagogy behind teaching literature in middle school and high school. For students who intend to be teachers, this course will examine how to teaching reading, analysis, and writing in grades 7-12. For students who are taking the course to study literature, they will be asked to apply literary theory to the young adult texts of their choice. Prerequisite: ENG 201 or 243 or consent of instructor. (Offered spring semester of even calendar years.)
A study of the tragedies, histories, comedies, romances, and poetry of William Shakespeare. Students will do a close reading of the texts, analyzing them in light of classical and medieval dramatic influences, English history and Renaissance English society, and Shakespeare's own art and genius. Cross listed COM 450. Prerequisite: ENG 201 or 243, or consent of instructor. (Offered spring semester.)
Gender, class, and race, as represented in media, presents a metric for understanding the dominant cultural conceptions of the identity of individuals in groups. This course provides a survey of the theory, issues, and practice of gender, race, class, and identity in relationship to popular culture and Western Media. Specifically, this course considers topics such as relationships of power, spectatorship, authorship, and how popular media shapes the cultural assumptions made about individual and group identity. Meets the general education upper division writing intensive requirement.

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  • High School English Teacher
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