DOCSLIB.ORG

English (ENGL) 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
English (ENGL) 1 English (ENGL) 1 English (ENGL) Courses ENGL-101. Writing I. 3 Hours. Specialized instruction and practice in beginning writing. Work in usage, grammar, style, paragraphs, and short essays. Prerequisites: (ELP-120 or ELP-099 or NEIU English Placement Writing 7 - 9 or (Accuplacer WritePlacer 4 - 8 and Accuplacer Sentence Skills 095 - 120) or (Accuplacer WritePlacer 5 - 8 and Accuplacer Sentence Skills 020 - 120) or Accuplacer Writing 200 - 300). ENGL-102. Writing II. 3 Hours. Continuation of practice in composition with emphasis on a variety of forms of writing and long essays, culminating in the annotated research paper. Prerequisite: (ENGL-101 or NEIU English Placement Writing 8 - 9). ENGL-109A. First Year Experience:Chicago's Literary Diversity: Reading The Neighborhoods. 3 Hours. This course explores how literary Chicago enters into discourses on race and ethnicity in twentieth century literature. Beginning with Great Migration, students sample literary history produced by people who settled or passed through Chicago. Writers have used Chicago as a setting for major works and sociological studies have attempted to focus on Chicago's neighborhoods and how they were formed as a result of immigration from other countries and migration from the American South. The course examines several works from popular perspectives, fiction, autobiography, journalism, humor, folktales, cultural criticism and regional studies to reach a better understanding of the city. ENGL-109B. First Year Experience: Reading And Writing The Literary And Political Landscapes Of Chicago. 3 Hours. From the Haymarket "riot" of 1886 to the Pullman Strike of 1894 to the Black Sox scandal of 1919 to the trial of Abbie Hoffman and the Chicago Seven in the aftermath of the Democratic Convention of 1968, Chicago has, to say the least, a colorful and quite literally, explosive political history. As with any major urban center in the United States, Chicago bears the historical scars and contemporary fruits of vibrant and violent class conflict, labor insurgencies, racial strife, immigrant struggles, and activism for social justice. Part and parcel of this historical legacy is a rich spate of cultural production that attempts to comprehend this past in those historical moments and in our contemporary era. ENGL-109C. First Year Experience:Drama And Diversity In Chicago. 3 Hours. In this class, we will analyze and experience Chicago theater. By emphasizing theater that challenges social cultural norms, we will consider how drama works to create and define diverse urban communities and how it offers alternative visions to the status quo. This class will emphasize writing and reading about drama, interviewing theater personnel and taking notes on actual theater performances, and relating art to social and political diversity. We will attend 3-4 performances during the course of the semester. ENGL-109D. First Year Experience:Windy City Words: Ethnolinguistic Chicago. 3 Hours. This course integrates the five foundations of the First-Year Experience (Future Planning, Integral Preparation, Research, Self-Discovery, and Transitions) with concepts from the study of literacy and language. Using the city as a field site, students actively explore the linguistic and cultural diversity of Chicago through independent research, readings, online resources, speakers, and other experiences. ENGL-109E. First Year Experience: Your Chicago: Write On!. 3 Hours. This course interweaves foundations of the First-Year Experience (Future Planning, Integral Preparation, Research, Self-discovery, Transitions) with specific concepts of creative writing. Explore and experience Chicago’s vibrant cultural scene while cultivating literary culture in class. Students study their local literary heritage reading, analyzing, and discussing works of classic and contemporary Chicago authors and attending and annotating literary readings at local bookstores and cafes; experimenting with a range of writing exercises, prompts, and assignments, students will craft their own stories, recognize their unique writing process, and learn techniques to revise and polish their prose, culminating in a student reading. ENGL-201. The World Of Poetry. 3 Hours. A literature course which has three main objectives: 1) to familiarize students with the literary conventions of poetry; 2) to develop in students a critical stance towards literature; and 3) to develop in students an appreciation of both western and non-western cultures as experienced through literature. Prerequisite: ENGL-101 with a minimum grade of C. ENGL-202. The World Of Drama. 3 Hours. A literature course which has three main objectives: 1) to familiarize students with the literary conventions of drama; 2) to develop in students a critical stance towards literature; and 3) to develop in students an appreciation of both western and non-western cultures as experienced through literature. Prerequisite: ENGL-101 with a minimum grade of C. ENGL-203. The World Of Fiction. 3 Hours. A literature course which has three main objectives: 1) to familiarize students with the literary conventions of the short story and novel genres; 2) to develop in students a critical stance towards literature; and 3) to develop in students an appreciation of both western and non-western cultures as experienced through literature. Prerequisite: ENGL-101 with a minimum grade of C. ENGL-203A. The World Of Creative Nonfiction. 3 Hours. The World of Nonfiction is a literature course which has three main objectives: 1) to familiarize students with the literary conventions of creative nonfiction forms, including memoir and personal essay; 2) to develop in students a critical stance toward literature; and 3) to develop in students an appreciation of both western and non-western cultures as experienced through literature. Prerequisite: ENGL-101 with a minimum grade of C. 2 English (ENGL) ENGL-205. Literatures And Literacies. 3 Hours. This course an introduction to language arts for elementary education majors. As such, it provides practical foundation in the methods essential to the study of language arts, including active reading, critical thinking, and purposeful writing, and it includes skills such as note taking, quoting, using MLA style, summarizing arguments, and synthesizing and documenting others' opinions. This course will also explore multiple perspectives on controversial topics relevant to literary and literacy studies. Prerequisite: ENGL-101 with a minimum grade of C. ENGL-206. The Bible As Literature. 3 Hours. This course introduces students to the major characters, settings, and literary devices of the Bible. It deepens students’ understanding of the history of canon formation, textual scholarship, and interpretation as it relates to the Bible. Further, it expands their appreciation of the impact of the Bible on literature, history, and culture. Prerequisite: ENGL-101 with a minimum grade of C and ENGL-102 with a minimum grade of C. ENGL-209A. Red Scare: Literature Of The McCarthy Era. 3 Hours. The course focuses on the perceived communist threat on 1940s/50s United States and how politics affected writers such as Arthur Miller, Langston Hughes, Lillian Hellman and others as well as screenwriters in Hollywood through such films as On The Waterfront and High Noon. Research papers and projects will draw connections between societal perceptions of the times and their influence on Hollywood films and literature through genres of fiction, poetry, and drama. Prerequisite: ENGL-101 with a minimum grade of C. ENGL-210. Writing Intensive Program: Methods for English Majors. 3 Hours. Writing Intensive course designed as first course for English majors. Provides practical foundation in the methods essential to English Studies: active reading, critical thinking, and purposeful writing. Skills such as note taking, quoting, using MLA style, summarizing arguments, and synthesizing and documenting others' opinions will be emphasized. Course will also explore multiple perspectives on controversial topics relevant to the discipline. Coursework develops strategies of effective critique, argument, and analysis, and will consist of informal writing, review essays, and thesis-driven analyses of rhetorical and literary texts. Open discussion and critical thinking required. Prerequisite: ENGL-101 with a minimum grade of C and ENGL-102 with a minimum grade of C. ENGL-218. American Literature:Beginnings To 1865. 3 Hours. A course covering representative writing of the Colonial, Early National and Romantic periods in American literature, emphasizing both dominant and emergent themes and literary forms in each period where students will build the necessart cultural literacy for higher-level courses in American Literature. ENGL-219. American Literature:1865 To The Present. 3 Hours. A course covering representative writings of the Realist, Modern and Postmodern periods in American Literature, emphasizing both dominant and emergent themes and literary forms in each period. Here students will gain a broad background for higher-level courses in postbellum American Literature. ENGL-221. English Literature:The Beginnings To C. 1750. 3 Hours. Representative works in English literature from Beowulf to the middle of the eighteenth century. ENGL-222. English Literature: C. 1750 To The Present. 3 Hours. Representative works in English literature from the middle of the eighteenth century to the modern era. ENGL-235. Introduction To Creative Writing I. 3 Hours. Preliminary study to enable students to develop positive
Load more

Recommended publications
  • 18-Hour Milestone in College English Studies
    18-Hour Milestone in College English Studies The Milestone in College English Studies provides a coherent and rigorous course of study for those pursuing a Master of Arts Degree in English who want to teach English core courses at two-year colleges or dual credit English courses in high schools. It helps to ensure quality in the teaching of English core and dual credit courses by enhancing the expertise of English teachers through study of the body of knowledge and theory that builds a solid pedagogical foundation for the organization and delivery of course content. Those who wish to enter a doctoral program with training and teaching experience may also benefit in regard to teaching assistantships. Note: Completion of the Milestone in College English Studies will be designated on a student’s graduate transcript. Admission Eligibility and Progress: Students pursing the Milestone in College English Studies must be concurrently admitted to the Master of Arts program in English or another master’s program at The University of Texas at Tyler. Students must complete a Milestone Permission Form and maintain a cumulative 3.5 GPA for Milestone courses. Curriculum: The Milestone in College English Studies consists of 18-hours (6 courses) all of which count toward the hours needed to complete a Master of Arts in English at UT Tyler. Course emphasis is on composition, literature, and research and theoretical frameworks for teaching College English. Required courses for the Milestone in College English Studies (15 hours): ENGL 5300 Bibliography and
    [Show full text]
  • Rhetoric As Pedagogy
    16-Lunsford-45679:Lunsford Sample 7/3/2008 8:17 PM Page 285 PART III Rhetoric and Pedagogy Rhetoric as Pedagogy CHERYL GLENN MARTIN CARCASSON Isocrates was famous in his own day, and for many centuries to come, for his pro - gram of education (paideia), which stressed above all the teaching of eloquence. His own works . were the vehicles for his notion of the true “philosophy,” for him a wisdom in civic affairs emphasizing moral responsibility and equated with mastery of rhetorical technique. —Thomas Conley hetoric has always been a teaching tradition, the pedagogical pursuit of good speaking and Rwriting. When Homer’s (trans. 1938) Achilles, “a rhetor of speech and a doer of deeds,” used language purposefully, persuasively, and eloquently, his voice sparked a rhetorical con - sciousness in the early Greeks ( Iliad 9.443) that was carried into the private sphere by Sappho and then into the public sphere by the Greeks and Romans, who made pedagogy the heart of the rhetorical tradition. To that end, competing theories and practices of rhetoric were displayed and put to the test in the Greek academies of Gorgias, Isocrates, Aspasia, Plato, and Aristotle. Later it flourished as the centerpiece of the Roman educational system made famous by such rhetorical greats as Cicero and Quintilian. More than 2,000 years later, the pedagogy of rhetoric played a key role in the early universities of the United States. During the 18th century, for instance, “rhetoric was treated as the most important subject in the curriculum” (Halloran, 1982). It was not until the 20th century that the importance of rhetoric to the cultivation of citizens both began to wane in the shadow of higher 285 16-Lunsford-45679:Lunsford Sample 7/3/2008 8:17 PM Page 286 286 The SAGE Handbook of Rhetorical Studies education’s shift in focus from the development of rhetorical expertise to that of disciplinary knowledge.
    [Show full text]
  • English Studies in Indian Universities
    English Studies in Indian Universities English Studies in Indian Universities: The Present Scenario By Ravindra Baburao Tasildar English Studies in Indian Universities: The Present Scenario By Ravindra Baburao Tasildar This book first published 2018 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2018 by Ravindra Baburao Tasildar All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-1166-9 ISBN (13): 978-1-5275-1166-8 This book is dedicated to My Mother Shanta and The teachers of Sadhana Vidyalaya, Highschool and Junior College, Gadhinglaj, Dist. Kolhapur TABLE OF CONTENTS List of Tables ............................................................................................ viii List of Charts ............................................................................................... x Acknowledgements .................................................................................... xi Introductory Note ..................................................................................... xiv Chapter One ................................................................................................. 1 Introduction Chapter Two .............................................................................................
    [Show full text]
  • English Studies - Volume 5-6 (2005-2008), 259-267
    JOURNAL OF ENGLISH STUDIES - VOLUME 5-6 (2005-2008), 259-267 ENGLISH STUDIES: A NOTE ON THE BIRTH AND USES OF THE TERM SUSANA ONEGA University of Zaragoza ABSTRACT. The need to adapt the current Spanish degree in English Philology to meet the requirements of the European Union has recently materialised in a growing conviction among scholars that the change of contents and format of the degree itself should be accompanied by a change of title, from “English Philology” to “English Studies”. This move justifies the present attempt to briefly recall some of the main lines of discussion involved in the birth and uses of the term in Britain and abroad. In the last forty years or so, the number of academic books and essays devoted to the analysis of the birth of English Studies has been not only too numerous to be mentioned but also widely divergent in their accounts of the phenomenon. Characteristically, early books written by British scholars, like D. J. Palmer’s path- breaking study, The Rise of English Studies: An Account of the Study of English Language and Literature from its Origins to the Making of the Oxford English School, published in 1965, present English Studies as a British phenomenon closely associated with the Universities of Oxford and Cambridge. According to Palmer (1965: vii-viii), the foundation of the Oxford School in 1893 was a decisive challenge to the long supremacy of classical studies, whose methods and principles they adopted “to secure the advent of English studies as a fully-developed branch of humane learning”.
    [Show full text]
  • Rhetorics, Poetics, and Cultures: Refiguring College English Studies
    DOCUMENT RESUME ED 395 315 CS 215 285 AUTHOR Berlin, James A. TITLE Rhetorics, Poetics, and Cultures: Refiguring College English Studies. Refiguring English Studies Series. INSTITUTION National Council of Teachers of English, Urbana, REPORT NO ISBN-0-8141-4145-5; ISSN-1073-9637 PUB DATE 96 NOTE 218p. AVAILABLE FROMNational Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 41455-3050: $18.95 members, $25.95 nonmembers). PUB TYPE Historical Materials (060) Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *College English; *Cultural Context; *Curriculum Evaluation; Educational H:story; *English Departments; *English Instruction; Higher Education; Humanities; Language Role; Literary Criticism; *Rhetoric; Teacher Student Relationship IDENTIFIERS *Critical Literacy; Cultural Studies; Departmental Politics; Literary Canon; Poetics; Postmodernism ABSTRACT . This book, the final work of a noted rhetorician and scholar, examines the history and development of English studies, and the economic and social changes that affect the understanding of the humanities today. Noting that while rhetoric once held a central place in the college curriculum, the book describes how rhetoric became marginalized in college English departments as the study of literature assumed greater status in the 20th century--a result of the shift in decision-making in practical and political matters from the "citizenry" to university-trained experts. The first section of the book provides relevant historical background and explores the political uses of English as a discipline. The second section, "The Postmodern Predicament," shifts the focus to the contemporary scene. The third section, "Students and Teachers," explores the general guidelines recommend3d for the pedagogy of a refigured English studies.
    [Show full text]
  • Narration in Poetry and Drama
    Published on the living handbook of narratology (http://www.lhn.uni-hamburg.de) Narration in Poetry and Drama Peter Hühn Roy Sommer Created: 6. December 2012 Revised: 1. November 2013 Roy Sommer 1 Definition Narration as a communicative act in which a chain of happenings is meaningfully structured and transmitted in a particular medium and from a particular point of view underlies not only narrative fiction proper but also poems and plays in that they, too, represent temporally organized sequences and thus relate “stories,” albeit with certain genre-specific differences, necessarily mediating them in the manner of presentation. Lyric poetry in the strict sense (and not only obviously narrative poetry like ballads or verse romances) typically features strings of primarily mental or psychological happenings perceived through the consciousness of single speakers and articulated from their position. Drama enacts strings of happenings with actors in live performance, the presentation of which, though typically devoid of any overt presenting agency, is mediated e.g. through selection, segmentation and arrangement. Thanks to these features characteristic of narrative, lyric poems as well as plays performed on the stage can be profitably analyzed with the transgeneric application of narratological categories, though with poetry the applicability of the notion of story and with drama that of mediation seems to be in question. 2 Explication Transgeneric narratology proceeds from the assumption that narratology’s highly differentiated system of categories can be applied to the analysis of both poems and plays, possibly opening the way to a more precise definition of their respective generic specificity, even though (lyric) poems do not seem to tell stories and stories in dramas do not seem to be mediated (but presented directly).
    [Show full text]
  • BA in English & Theatre
    School Of English. BA in English & Theatre Wide-ranging, flexible and rewarding, English Our English & Theatre Degree Literature degrees at Sheffield foster your Our Single Honours Degree in English & On this programme, in each semester, you Theatre is aimed at those who are passionate will take one core (compulsory) module in about both subjects. While students taking English, and one in Theatre, and then choose love of literature, film, theatre and beyond, only English can still choose to take an a third module in either discipline (or, indeed, individual theatre module or two, those from elsewhere in the University). This means developing your critical and ethical thinking, on the English & Theatre course take a that you could opt to balance your overall dedicated series of studio-based and co- degree equally between English and Theatre, and inspiring your creative imagination. ordinated practical modules (not available to or alternatively, do two thirds of your work in other students) in which you will encounter one subject, and one third in the other. an extremely rich and challenging range We are incredibly proud of the students we of texts, practitioners, forms of theatre and approaches to theatre-making which have educated, and of our internationally will allow you to develop your creative, esteemed, civic-minded university. imaginative and intellectual skills. What our students say “I’ve made great friends, studied something I love in the way I want to study it, in a department which supports me, and had a pretty good time along the way.” “Overall, I would say my studies have completely changed me.
    [Show full text]
  • The Novelistic Poem and the Poetical Novel: Towards A
    THE NOVELISTIC POEM AND THE POETICAL NOVEL: TOWARDS A THEORY OF GENERIC INTERRELATION IN THE ROMANTIC PERIOD by Nick Bujak A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy Baltimore, Maryland July 2014 © 2014 Nick Bujak All Rights Reserved Abstract This dissertation examines the shifting set of formal and conceptual relations that have structured the intertwined development and reception of “the novel” and “poetry” since the Romantic period. In Part One, I focus on the continuing rise of the novel in the age of best-selling poetry, arguing that narrative poetry and the novel participated in a shared history of narrative innovation. I take the popular and formally innovative poems of Walter Scott as a particularly important example of poetry’s contribution to this shared history. Specifically, I argue that Scott’s knowledge of the ballad tradition and his modern experiments with poetry in that mode enabled him to introduce narrative techniques into the novel that prepare the way for the deployment of free indirect discourse in the novels of Jane Austen and her successors. More broadly, I attempt to describe a theory of generic interrelation that is capable of identifying and explaining the interrelated formal development of works written during the Romantic period. In Part Two, I work to recover and analyze the complex history of perceptions about genre from the Romantic period through the twentieth century. Since the Romantic period itself, many thinkers have been interested in identifying what is essentially poetic about poetry, and, as a closely related matter, in determining what can distinguish poetry from prose and the novel.
    [Show full text]
  • Dramatic Poetry Comedy Examples Acertm
    Dramatic Poetry Comedy Examples If clanking or overheated Horst usually rearouse his deviate heed pastorally or gropes spikily and cheap, how Abyssinian is Gustav? Unmissable Bobby never booby-traps so funnily or prying any lacquerers irreducibly. Monarchial and delusive Alec overextend her behaviourist enwreathes while Sascha frill some paediatrics imprecisely. Between what types dramatic poetry to amuse and how the website. Rhyme scheme of dramatic poetry can thus it is the song. Gull determines every decision of dramatic poetry comedy are often perilous situations are you hope you can you continue browsing the right. Articles about dramatic poetry comedy are written but does it all the comedy? Pleased and dramatic poetry examples of drama included a standard line with a rhyme, and tips on. Surprises are reunited with examples of techniques such a soliloquy and actions are comedies? Has no a series of the poetry offers a lyrical poem? Traced back to the comedy examples of the situation in the joy. Secret agent and of poetry comedy can come back to delight and your first and form of all. Russian empire in a dramatic comedy and emotions and i wake in the poet speaks of drama usually narrated in the agents. Thrive in paragraphs, dramatic poetry and then were found on the term may be easily. Brought to as a dramatic poetry examples of humors, except with examples of poetry to bring humor of george downright in them. kfc no receipt policy kenai business analyst resume samples for experienced ancap Apt rhyme scheme and dramatic comedy, the longest reigning wwe champion of the king oedipus wants to the poem? Criticisms of dramatic poetry comedy of a brief insight into the characteristics of imaginary listener or pride, music and satirical in a lyrical poetry comedy nor a rhyme.
    [Show full text]
  • Examples of Lyrical Poetry
    Name: ____________________________Section: ________________________Date: _______ Assignment #1: Examples of Lyrical Poetry Lyric – poetry that expresses the poet’s thoughts and feelings. It does not tell a complete story, as narrative poetry does, but creates a mood through vivid images. It uses very descriptive language and often the lyric poem has a “musical” quality. Often sensory images are used. Lyric poems can be made up of even stanzas or uneven stanzas. The majority of poetry is lyrical; however, there are also many subcategories of lyrical poetry. Rhyming, with even stanzas and parallelism “Four Little Foxes” “When Sue Wears Red” Rhyme by Lew Sarett scheme by Langston Hughes uses end Speak gently, Spring, and make no sudden sound; a rhyme & imperfect When Susanna Jones wears red For in my windy valley, yesterday I found a rhyme Her face is like an ancient cameo New-born foxes squirming on the ground— a (gently, Turned brown by the ages. softly, Come with a blast of trumphets, Jesus! Speak gently. b lightly) for the last word When Susanna Jones wears red Walk softly, March, forbear the bitter blow; c in each A queen from some time-dead Egyptian night Her feet within a trap, her blood upon the snow, c stanza. Walks once again. The four little foxes saw their mother go— c Blow trumphets, Jesus! Walk softly. b And the beauty of Susanna Jones in red Burns in my heart a love-fire sharp like a pain. Go lightly, Spring, oh, give them no alarm; d Sweet silver trumphets, Jesus! When I covered them with boughs to shelter them from harm, d The thin blue foxes suckled on my arm— d No set rhyme, but strong figurative Go lightly.
    [Show full text]
  • Literary Reality: Rhetoricizing Literature and English Studies
    LITERARY REALITY: RHETORICIZING LITERATURE AND ENGLISH STUDIES By Erin Williams Submitted to the graduate degree program in English and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ________________________________ Chairperson Dr. James Hartman ________________________________ Dr. Giselle Anatol ________________________________ Dr. Philip Barnard ________________________________ Dr. Frank Farmer ________________________________ Dr. Dave Tell Date Defended: 15 April 2011 ii The Dissertation Committee for Erin Williams certifies that this is the approved version of the following dissertation: LITERARY REALITY: RHETORICIZING LITERATURE AND ENGLISH STUDIES ________________________________ Chairperson Dr. James Hartman Date approved: 26 April 2011 iii Abstract Drawing on conceptual metaphor theory and John Bender and David E. Wellbery‘s description of rhetoricality, I offer a reconceptualization of literature as a conceptual metaphorization of the experience of the cognitive concept of LIFE. I demonstrate the value of such a rhetoricized reconceptualization of literature and literary study by applying them to four American autobiographies written after 1970: Bill Clinton‘s My Life, James Frey‘s A Million Little Pieces, Audre Lorde‘s Zami, and Walter Dean Myers‘ Autobiography of my Dead Brother. I also speculate about what a rhetoricized English studies in contemporary American higher education – one that sees (what Pierre Bourdieu describes as) heteronomy rather than autonomy as its primary organizing principle – might entail. iv Acknowledgements I am indebted to the following individuals for their unflagging support of me and this project: Eva and Leland Maxwell, for my inspiration; Juanita and James Williams, for showing me what WORK really means; Marsha, Emmit, and Erica Williams, for putting up with me; Joseph Braun, for the past year; Drs.
    [Show full text]
  • English Studies, AA Northwestern Connecticut Community College
    1 CSCU Pathway Transfer Degree: English Studies, A.A. Northwestern Connecticut Community College Catalog Year 2021-22 Previous catalog years 2016/17 2017/18 2018/19 2019/20 2020/21 Please contact a campus advisor for this program Professor April Dolata, [email protected] These requirements are effective if you declared the Transfer Ticket: CSCU Pathway Transfer Degree: English Studies, A.A. major for the 2016/17 through 2021/22 academic year. With this degree, you will be able to transfer to the following majors. Follow this link for important information about when and how to apply for transfer to a State University or Charter Oak State College. At Central Connecticut State University English, B.A. At Eastern Connecticut State University English – General English Studies, B.A. English – Literary Concentration, B.A. English – Creative Writing Concentration, B.A. English – Cultural Studies Concentration, B.A. English – Rhetoric and Composition Concentration, B.A. English – Student-Designed Concentration, B.A. At Southern Connecticut State University English, B.A. At Western Connecticut State University English/Literature, B.A. At Charter Oak State College English, B.A. Here is the recommended course of study for the CSCU Pathway Transfer Degree: English Studies, A.A. If you are studying part time, simply follow the order of the courses listed here. Note that not all courses will be available every semester. You will notice that in many instances you will be able to choose the specific course you will take from within a category. For a list of the courses from each category that you can choose from, go to Appendix (PDF).
    [Show full text]