Sometimes, when you look at catalog descriptions of courses, they seem more like a random amalgamation than a deliberately structured curriculum. And, indeed, that may well be the case when you first look at our courses. After all, what is the connection between Australian Literature and Gender and the Body Politic? Or between Studies in Film/Television History and Criticism and Reading Early English Texts? Or how can taking Reading th e Popular in Culture prepare you to study Postcolonial Literature? But at Drake these connections do exist.
Unlike traditional English department curricula, which tend to be organized chronologically (literary history or periodization), generically (literary modes, like comedy or tragedy; or types, like drama, novel, and poetry), or by activity (critical reading OR creative writing), we have shifted our focus from a study of texts as containers of meaning (nuts to crack or puzzles to solve) to a study of the critical thinking process by which writers and readers activate meaning through language. In our courses you are likely to become adept at developing and employing a set of critical practices in reading and writing. Thus, what you learn about engaging with texts in Reading the Popular in Culture does connect in important ways to what you will do in Postcolonial Literature.
To acquaint you better with what we (and perhaps you) do, and why we do it, we have assembled this "narrative" of our curriculum. By selecting the topic that most interests you, you can find out about the goals and objectives for our courses, the requirements for the majors, the levels of study, and our policy on materials used in courses
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English
Department Statement of Goals and Objectives [BACK TO TOP]
The program in English is committed to establishing a habit of lifelong learning that emphasizes the relationship of reading, writing, and critical thinking. Undergraduate English and Writing majors will be able to:
Our courses involve students in
a range of activities, including discussions (in class and on-line),
collaborative projects, conferences, presentations, and service
learning. Our graduates pursue professional careers in such fields
as advertising, publishing, education, management, computers,
public relations, and public service, or pursue post-baccalaureate
study in graduate or professional schools, including law, medicine,
and business.
The Levels of Study[BACK TO TOP]
We have organized our curriculum across three levels of study,
which range from courses that provide fundamental attention to
the interdependence of reading and writing to courses that provide
advanced students the opportunity to extend previous course work
and to explore further subjects or issues of particular interest.
Here, in more detail, is a description of our levels of study:
English 1-99
All of the 1-99 courses serve as introductions to particular
aspects of contemporary English studies (literature, culture studies,
women's studies, popular culture, writing in various genres, film,
and linguistics). Since most of these courses carry no prerequisites,
this level serves many populations and performs many functions.
It allows students to satisfy variously labeled Drake Curriculum
Areas of Inquiry. Not surprisingly, given our emphasis on reading
and writing, many English courses in the 1-99 level may work to
fulfill an Area of Inquiry. And, certainly, sometimes this introductory
study motivates students to select the English or Writing major
or minor. Regardless of why you take a 1-99 course, you can expect
to explore texts, your own and others', through writing, to share
your thoughts in class discussion with a wide mix of students,
and to collaborate with others through small groups or projects.
English 100-174
Courses taught at the 100 to 174 level assume that students enter
the classroom with a basic sense of how to read critically and
how to write effectively. This assumption is reflected in the
typical prerequisite for study at this level: one course at the
20-99 level. Taken during the sophomore through senior years,
courses at this level build on "introductory" knowledge
and skills by providing students with opportunities to explore
more specific areas of English studies, to practice various critical
approaches to reading and writing, and to further develop their
own voices as imaginative writers. While working within a collectively-defined
framework, students at this level of study are expected to become
independent thinkers, designing projects and paper topics individually
and in groups. Class sizes range from twenty to twenty-five students.
English 175-198
The third level of study in our curriculum is designed to offer
one or more "capstone" experiences for students. Simply
because of the extensive prerequisites (ENG 60 & 61, and at
least three courses at the 100-174 level), courses numbered 175-197
are open principally to students majoring (or minoring) in English
or Writing. These courses are seminars, with a maximum enrollment
of 15, encouraging students, in conjunction with faculty, to engage
in intellectual work together in class discussion. Seminar topics
usually are quite specific in focus; they are selected not only
to take advantage of faculty expertise but to allow students to
extend previous course work and to explore further subjects or
issues of particular interest (theoretical, textual, pedagogical,
etc.). In addition to seminars, this level also includes ENG 198,
Independent Study, an option for students to design their own
courses and to work independently with a faculty advisor, and
ENG 196, Writing Portfolio, the capstone for writing majors. At
this level, then, you take on increased responsibility, not only
for your own learning, but for the learning of others.
The
Required Courses[BACK
TO TOP]
ENG 60: Literary Study
ENG 60 is taken sometime
during your first year and certainly no later than second semester
of your sophomore year. Literary Study builds on the critical
engagement with texts first begun in First Year Seminars. Specifically,
ENG 60 introduces students to the theories and processes of literary
study that is, to the problems, questions, and issues that constitute
literary study as a critical activity and as a profession. Students
will examine such areas of inquiry as literature's definition,
function, and value; the authority of authors, readers, critics,
and texts; the "nature" of texts; and the problem of
situating both the text and the reader in history, society, and
culture. Designed primarily, but not exclusively, for English
majors and minors, ENG 60 exposes you to the methodologies, discourses,
and critical strategies that you will encounter as you progress
through the curriculum.
ENG 61: Writing Seminar
ENG 61 is also taken sometime
during your first year and certainly no later than second semester
of your sophomore year. This is a topics-oriented course, concerned
with theoretical issues that confront writers and the practical
ways in which those issues are addressed. The course is designed
to help students become more fully aware of what assumptions govern
their own and others' writings, of how writing works cognitively
to contribute to intellectual growth, of ways of reading writing
culturally and rhetorically. Each section takes up a specific
issue or set of issues ("language awareness," "the
politics of revision," "writing as search and re-search")
for the class to explore both through the reading of selected
theoretical and/or exemplary texts and through a series of writings
(10-16) in which students examine the issues, produce original
texts, and comment on their own and others' texts. Though each
instructor will assign, respond to, and use writing in ways that
seem suitable to the aims and focus of the course, all sections
of the course will have these assumptions and practices in common:
1) "Writing" is the major subject for the course; 2)
Student writing constitutes one of the "texts" in the
course; 3) Teachers will attend to the development of each student
writer as needed at every stage of the writing process (composing,
revising, editing).
Your
Progress in the English Major or English/Writing Major[BACK TO TOP]
Although every English major's program is different, there are
some general guidelines that should assist you in getting the
most out of your work in English studies and completing your degree
on time.
The
First Year
In your first year, you will take a First Year Seminar. You may
also wish to take other English courses this year, such as English
60: Literary Study and English 61, Writing Seminar, from the list
of courses offered numbered 20-99. Retain your notes, portfolios,
and other course materials on file for future reference. Make
the most of your opportunities. Participate in department activities,
such as the Writers and Critics Series. Consider joining such
students groups as the staff of Periphery, submitting work
to it, or reading at Drake Writers Nights. Get to know your instructors
and student colleagues. They can be excellent sources of information
and advice. If you think you might be eligible, apply for awards
and scholarships.
The
Second Year
If you have not taken English 60 and 61, you should take them
this year. Later courses in the major require them and/or additional
course work as prerequisites. You should begin taking courses
numbered 100-174 as soon as you have the prerequisites for course
study at this level. Monitor your progress toward the degree.
If you are curious about study abroad, visit the International
Programs Office during this year. Ordinarily, students go abroad
during their third year, and it takes a lot of planning. If you
are interested in tutoring, now is a good time to visit with the
Director of the Writing Workshop.
The
Third Year
During your third year, you should take especially careful note
of your progress within the major, as well as toward the degree.
The Department STRONGLY urges you take your critical practice
and theory course (160, 171, or 173) in the third year.
Be aware of your course work in English numbered above 100, as
your eligibility to senior seminars (175-197) relies upon such
courses as prerequisites. Review your plans to meet the pre-1900
requirement for the major. If you are meet the prerequisites you
may wish to take your senior seminar in the second semester of
your third year, especially if you are a SEED/English double-major
and will be student teaching your senior year.
The
Fourth Year
Your fourth year requires you to be most aware of course work
completed and requirements pending (major/s, minor/s, concentrations,
certifications, general education, upper-level study, minimum
G.P.A. in the major, and total credits toward degree). During
your fourth year, you should take any needed seminars and electives.
You also need to register for ENG 196, The Writing Portfolio if
you are a Writing Major. In the fall of your fourth year, you
should file a petition to graduate. This document notifies the
college of your intention to complete the degree by a certain
date. It also alerts the dean's office that an official audit
of the academic folder needs to be conducted to assure that the
plan to graduate can be fulfilled. If you have not already done
so, you will need to take English 173 in the fall of your fourth
year. It is often a prerequisite for senior seminars.
Independent
Study[BACK
TO TOP]
Directed independent study and/or research in a problem area selected
by the student and not otherwise provided for in a regularly scheduled
course. The College of Arts & Sciences mandates that Independent
studies and undergraduate research proposals with the College
of Arts & Sciences must be approved by the faculty member
sponsoring the study, the student's faculty advisor and the curricular
approval body of the department or interdisciplinary body in which
the independent study is taking place. The department or interdisciplinary
program will then enroll the student and forward the form to the
Registrar's office. The student must also file an Add/Drop form
with the Dean's Office of the College in which the student is
enrolled.
Independent Study Application Forms are Available on the English
Resource Table.
- a. secure the consent of the faculty member in the Department of English who will supervise the independent study.
b. submit a petition, with the signature of the student's faculty advisor, to the English Department Chair requesting permission for the independent study; the petition must be submitted by the end of the semester previous to the semester in which the independent study is planned.
c. if the independent study is approved by the English Department, complete the form (available from the Arts and Science Office) required to enroll in independent study.