Texas Tech University

Graduate Course Offerings, Spring 2023

If you have any questions about the Literature, Creative Writing, or Linguistics courses, please contact the graduate advisor. For all Technical Communication courses, please contact the Director of Graduate Studies.

Courses from previous semesters are archived here.

Campus Map - the English/Philosophy building is #46, located in D1


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ENGL 5000 MATC Capstone

Dr. Rebecca Rickly
Asynchronous (CRN: 66363D)

The workshop-based, capstone course is designed to support you to create a portable digital portfolio. However, the overarching goal is to produce and articulate a professional identity based in reflective, collaborative practices bolstered by rigorous theoretical framing. Consequently, you are invited to develop a portfolio that contains a set of artifacts (things you have produced) for specific audiences and purposes in alignment with your professional identity and the MATC program outcomes as described in the Graduate Student Handbook.

Your sense of professional identity as a technical communicator will vary depending on your goals and career trajectory. The capstone experience can support you to synthesize content from your work throughout the program as you recognize habits of mind, skills, and key theoretical or methodological approaches that emerged across your programmatic experiences.

Rather than simply making an attractive document, your goal is to produce a portfolio of revised artifacts grounded in core curricular concepts and skills. Ultimately, a well-composed portfolio demonstrates a clear sense of professional identity, ability to reflect upon and illustrate skills, and preparedness to transition to another setting.

Questions you're invited to explore include:

    • How do I develop a portfolio that showcases my rhetorical finesse, design savvy, and academic acumen?
    • What is a ‘bridge' portfolio, and how do I adapt it for different audiences and purposes?
    • Why is theoretical framing important for portfolio development and artifact revision?
    • How do I showcase ethical communication competencies and why does it matter in a portfolio?
    • What are distinctions between an industry-, teaching-, or research-focused portfolio, and what role does academic framing play across these genre variations?

ENGL 5067 Methods of Teaching College Composition (MA & PhD)

Dr. Callie Kostelich
Mondays, 12:00 – 1:20 PM
Onsite CRN: 57603

This course is designed as a practicum for GPTI teaching first-year writing at Texas Tech University. This course will introduce teachers to methods and practices of teaching writing and provide scaffolding for their first three semesters teaching first-year writing. We will use class time to discuss teaching activities, to introduce you to theories of learning, writing, and rhetoric, to solve problems related to teaching and learning, and to help you build your teaching philosophy.

ENGL 5303 Studies in Medieval British Literature: Beowulf

Dr. Brian McFadden
Tuesdays, 2:00 – 4:50 PM
Onsite CRN: 49653; Online CRN: 63652D

Note that ENGL 5301 (Old English Language) is a prerequisite for ENGL 5303. History of the English Language is not a satisfactory substitute for ENGL 5301.

This course will be an in-depth translation and analysis of Beowulf, the first major epic poem in the English language. Topics to be discussed: early medieval English conceptions of monstrosity, Otherness, and race; Germanic social structure as depicted in the poem versus the realities of early medieval English society; the role of women in the poem and women in early medieval English society; the tension and accommodation between Christian and Germanic elements in the poem; the paleography and codicology of the text and the application of digital technology, especially the online Electronic Beowulf project at the University of Kentucky, to the study of the poem and the Beowulf manuscript (London, British Library, Cotton Vitellius A.xv). Requirements: leading one class discussion; one 20- to 25-page seminar paper; weekly translation and reading in Old English. Texts to be announced but will probably include Mitchell and Robinson's edition of Beowulf; Klaeber's Beowulf Fourth Edition by Fulk, Bjork, and Niles; The Beowulf Reader (ed. Bjork and Niles); and A Critical Companion to Beowulf (Orchard).

Requirements fulfilled: British Literature, Period: Early, Genre: Poetry; BHDH, MRSC; Philology/Methods Sequence for Foreign Language Requirement

ENGL 5304 Studies in Renaissance British Literature: How to Read an Early Modern Play

Dr. Matthew Hunter
Wednesdays, 6:00 – 8:50 PM
Online CRN: 64969

This course introduces students to early modern drama alongside some of the major critical developments that have shaped our understanding of the genre in the last several decades. How do material conditions of the theater—from the architecture of the stage, to the actors in an acting company, to practices of rehearsal, to the makeup of an audience—affect the composition, performance, and uptake of plays like Shakespeare's Hamlet or Marlowe's Tamburlaine? How do we think about the relationship between politics and performance, between widespread cultural ideologies and individual plays? How do early modern printing practices come to condition the way we read early modern plays today? Surveying important developments in new historicism, cultural materialism, history of the book, and performance theory, this course will offer a history of early modern drama that is also a history of our continuing, unfinished efforts to think about plays from the past.

Requirements fulfilled: British Literature, Period: Early, Genre: Drama

ENGL 5323 Nineteenth-Century American Literature: The Novel from Romanticism to Realism

Dr. John Samson
Wednesdays, 6:00 – 8:50 PM
Online CRN: 66349

The nineteenth-century American novel begins with romanticism, a spirit of adventure, exploration, and heightened experience, based on the European gothic movement, on Wordsworthian sensibility, and on Kantian idealism. Midcentury novelists, however, began to question or deconstruct this romanticism as outmoded if not un-American. Instead, they tended to focus on a pragmatic realism that came to dominate the last half of the century. Realist novelists were less concerned with sensationalism and idealism and more with representing the social, political, and ideological conditions of the time—especially gender and class inequities. Some novels we will read and discuss include: Charles Brockden Brown's Wieland, Edgar Allan Poe's Narrative of Arthur Gordon Pym, Herman Melville's Pierre: Or, the Ambiguities, Fanny Fern's Ruth Hall, Elizabeth Stuart Phelps's The Silent Partner, Henry Adams's Democracy, Mark Twain's A Connecticut Yankee in King Arthur's Court, and Sarah Orne Jewett's The Country of the Pointed Firs.

Requirements fulfilled: American Literature, Period: Early, Genre: Fiction

ENGL 5327 Studies in Multicultural American Literatures - “Calling all black people”: Black Power, Black Aesthetics, and African American Creative Collectives in the Late Twentieth Century

Dr. Michael Borshuk
Mondays, 9:00 – 11:50 AM
Onsite CRN: 51679; Online CRN: 61846D

This class will consider the history of African American creative collectives from the 1950s to the end of the twentieth century, to examine their participation in ongoing theoretical discussions about, and praxis in, Black art and aesthetics in that period. More specifically, we will think about how these groups of Black creators fused Black Power's emerging political and economic sensibility with historical interrogations of art's relationship to liberation movements and civil rights activism. We will pay close attention to how so many African American intellectuals and artists propose a turn away from individual creation in this period and imagine Black art as a necessarily cooperative exercise: bringing together different artists, of course, but also connecting African American creators to a broader Black public. We will follow all of these threads across history, geography, and expressive forms.

Among the groups we will discuss are, in literature, the Black Arts Movement, the Harlem Writers Guild, Umbra, the Organization of Black Culture, and Dudley Randall's Broadside Press; in visual art, AfriCOBRA, Spiral, and Where We At; in film, the L.A. Rebellion movement; and in music, the Association for the Advancement of Creative Musicians, the Art Ensemble of Chicago, Black Fire (Washington, DC), the Black Artists Group (St. Louis), and Tribe (Detroit).

Students will be expected to write a conference-length paper, contribute to an ongoing collective blog discussion board, compose an academic book review, and collaborate as a class on some kind of outreach project that enables us to extend our academic activity beyond the borders of our classroom and into the community at large.

Requirements Fulfilled: American Literature, Period: Later; Genre: Poetry or Non-fiction; LSJE

ENGL 5335 Principles of Language

Dr. Aaron Braver
Tuesdays & Thursdays, 12:30 – 1:50 PM
Onsite CRN: 66351; Online CRN: 66352D


Language touches every aspect of our lives. From reading the morning paper to decrypting secret codes, the subconscious knowledge of language is uniquely human. In this course we'll ask what it means to have a command of language—do animals have it? Infants? How can analysis of its structure help us understand literary or poetic works?

By examining the structures of the world's languages, we will discover why linguists believe in a “universal grammar” in spite of the world's rich linguistic diversity. We'll also learn how to make the sounds of the world's languages—from French nasal vowels to the clicks of Africa's Bantu languages.

This course is suited to anyone interested in language, literature, how the mind works, or the characteristics that make us uniquely human.

No prior linguistics knowledge is assumed or required. More information: https://bit.ly/engl5335.

Requirements fulfilled: Philology/Methods Sequence for Foreign Language Requirement; Linguistics Graduate Certificate

ENGL 5342 Critical Methods

Dr. Jennifer Shelton
Thursdays, 6:00 – 8:50 PM
Onsite CRN: 64965; Online CRN: 64966D

This course is a “tools” course and is designed to be wholly pragmatic. In this course, you will learn to identify major theoretical movements and the assumptions that underlie them, to use literary theory in your own interpretive work, and to generate your own theoretical approaches to literature. Students should not expect to emerge from this course with a lengthy seminar paper that can be revised for publication; instead, you will write several short papers that allow you to engage with multiple theoretical models.

Requirements fulfilled: Foundation Course

ENGL 5343 Studies in Literary Criticism - Boundaries, Bridges, and Crossings: Transnational Feminist and Queer Studies

Dr. Kanika Batra
Tuesdays, 6:00 – 8:50 PM
Online CRN: 64074

This course serves as an introduction to feminist and queer studies as important modes of thinking and activism, their separations, and the political and academic potential of their intersections. When Women's Studies emerged in the Euro-American academy in the late 1970s and early 1980s, the work of lesbian and women of color feminists Gloria Anzaldúa, Cherríe Moraga, Chandra Mohanty, Gayatri Spivak, Adrienne Rich, Barbara Smith, and Audre Lorde provided models for crossing political, activist, and academic divides and building bridges across national boundaries. Their inflection of global concerns highlights the narrow focus of white, middle-class, first-world feminism.

Transnational feminist thinkers have challenged the exclusive Euro-American emphasis in women's and gender studies since the late 1980s. As a method of enquiry encompassing biological, kinship, and work-related categories that span cultures and continents – women as unwaged white, blue, or pink-collar workers performing corporate, academic, manual, domestic, or sexual labor – transnational feminist studies has emerged as an important branch of globalization theory. Following Nancy Fraser, we can identify therein struggles for recognition of new identity categories and redistribution of economic, social, and political power as the major strands in transnational feminist analysis.

‘Redistribution' and ‘recognition' are keywords in the feminist philosophical, literary, and historical accounts we will read in this course. The broad range of issues addressed include emergence of racial categorizations that continue to have valence in contemporary times including categories of transnational work such as ‘higglers', piece workers in export processing zones, and migrant sex workers; women's changing public and private roles including an increase in domestic and social violence; new forms of affective intimacy in late capitalism including the adoption of a global vocabulary of identity politics such as ‘gay', ‘lesbian' or ‘queer'; and the intersection of these identities with practices of tourism and migration. While we will examine these issues in a multiregional framework, the course includes a special focus on place of the global South in gender studies scholarship and curricula in the Euro-American academy.

We will read a necessarily selective representation of work which charts the emergence of transnational feminist and queer studies. The twentieth and twenty-first century focus of this course does not preclude the study of period-based literature from a theoretical lens.

Reading List (may change):

    • Cherrie Moraga and Gloria Anzaldua, ed. This Bridge Called My Back, 4th edition
    • Chandra Talpade Mohanty, Feminism without Borders (2003)
    • Nancy Fraser, Fortunes of Feminism: From State-Managed Capitalism to Neoliberal Crisis (1998/2020)
    • Hazel Carby, Imperial Intimacies: A Tale of Two Islands (2018)
    • Patricia Williams, The Alchemy of Race and Rights: The Diary of a Law Professor (1992)
    • Annamarie Jagose, Queer Theory: An Introduction (1997)
    • Jack Halberstam, Gaga Feminism (2013)
    • Shalini Puri and Debra Castillo, Theorizing Fieldwork in the Humanities: Methods, Reflections, and Approaches to the Global South (2016)

Requirements fulfilled: CLGT, Period: Later; Genre: Non-fiction; Women's and Gender Studies Certificate

ENGL 5346 Digital Humanities

Dr. Marta Kvande
Mondays, 2:00 – 4:50 PM
Onsite CRN: 62379; Online CRN: 63643D

What is the digital humanities, and what is it good for? What are its range of uses? What are its limitations? Is it a way forward and a new tool for the liberal arts scholar's toolbox, or a neoliberal tool that undermines the value and contributions of qualitative analysis? Is it both? Something in between? Does it serve to cement old canons and power structures, or can it be used to move toward greater equity? We will begin with a consideration of the various debates about the nature of the field itself. We'll then survey various DH tools and projects with a critical eye, seeking to understand not only what these tools make possible but also their limitations. The course will include a number of guest speakers working in various kinds of digital humanities, sharing expertise in techniques, tools, and strategies. Assignments will include position papers, critical study of existing DH projects, and DH project proposals.

Requirements fulfilled: BHDH, Tools/Methods for Foreign Language Requirement

ENGL 5365 Studies in Composition: Rhetoric and Globalization

Dr. Jennifer Nish
Thursdays, 6:00 – 8:00 PM
Onsite CRN: 62316; Online CRN: 62315D

How do people, things, and ideas move across cultural, national, and regional borders? What kinds of relationships do these movements reveal? What is unique about transnational movement and connectivity in our current historical moment?

In this course, we will explore how globalization impacts rhetorical processes and how people use rhetoric to respond to globalization. For our purposes, globalization refers to the specific forms of economic, social, political, and cultural connectivity and mobility that have developed in the late twentieth and early twenty-first century. We will focus especially on transnational feminist approaches to globalization, which highlight to the gendered dimension of these processes. Course readings and discussion will engage themes such as migration, citizenship, education, and resistance movements in relation to contemporary globalization.

ENGL 5366 Teaching Technical Communication

Dr. Kellie Gray
Wednesdays, 6:00 – 8:50 PM
Onsite CRN: 54729; Online CRN: 50774D

English 5366 is a course that will prepare you to teach technical and professional writing as an introductory (survey) course for students across the disciplines. It will introduce you to the theoretical and pedagogical knowledge you will need to teach technical and professional writing successfully. English 5366 will also ask you to consider critical issues related to teaching technical communication. From this foundation, it will progress to more practical concerns ranging from what to teach in a technical writing introductory class, how to teach this information in both face-to-face and online settings, and why to teach it.

In addition to technical writing pedagogy, you'll write a variety of technical documents as you prepare a lesson, review textbook components, develop assignments, observe master teachers at work, and report your findings and experiences. You'll conclude the semester by producing a teaching portfolio that showcases your preparation for teaching technical communication. The portfolio will include a syllabus and weekly schedule for an introductory course, a lesson plan with instructional materials, a teaching philosophy, and an instructional video appropriate for online teaching.

ENGL 5370 Nonfiction Workshop: The Micro Memoir

Dr. Leslie Jill Patterson
Mondays, 6:00 – 8:50 PM
Onsite CRN: 32540; Online CRN: 57931D

When flash nonfiction rose to prominence two decades ago, some essayists—Brian Doyle, Bernard Cooper—began specializing in it, building collections in which the chapters were no longer than three or four pages each. Editors launched journals and magazines—Brevity, Sentence, and Paragraph—devoted solely to the form. By 2012, Rose Metal Press released The Rose Metal Press Field Guide to Writing Flash Nonfiction: Advice and Essential Exercise from Respected Writers, Editors, and Teachers, the first instructional textbook of its kind. Today, the microburst of flash seems fitting for a generation of readers addicted to social media, scrolling, click bait, and media outlets that denote the time it will take to read an article or story. Anything longer than ten minutes is considered a risk.

In this workshop, we will study flash essays, micro memoirs, and, mostly, the recent development of book-length memoirs written in shards and fragments. We'll consider how micro texts convey what Dinty W. Moore calls the form's through line of emotion, beauty, and discomfort, and then we'll learn how to structure a memoir that turns on these factors while based on the briefest of episodes in the writer's life. Each student will write two flash chapters a week for thirteen weeks in a row. The result: 75 pages toward the completion of a memoir written in flash (approximately half the book). The final exam will be the production of a video essay based on one of the student's flash chapters.

Throughout the semester, students will submit many of their flash essays for publication, and they may choose to use the manuscript written in this class as the initial start of their dissertation.

Required texts to be selected from: Marcia Aldrich, Companion to an Untold Story; Pamela Carter, No Relation; Roxane Gay, Hunger: A Memoir of (My) Body); Carmen Maria Machado, In the Dream House: A Memoir; Aimee Nezhukumatathil, World of Wonders: In Praise of Fireflies, Whale Sharks, and Other Astonishments; Ruth Ozeki, The Face: A Time Code; Cheryl Savageau, Out of the Crazywoods; and Jenn Shapland's My Autobiography of Carson McCullers.

Requirements Fulfilled: Creative Writing Workshop; Genre: Non-fiction

ENGL 5372 Reports

Dr. Ken Baake
Wednesdays, 6:00 – 8:50 PM
Onsite CRN: 50207; Online CRN: 50206D

This course focuses on the report—the primary workplace document that creates knowledge and supports decision-making. Our class will examine reports of various types: information reports, analytical reports, feasibility studies, recommendation reports, empirical research reports. We will consider proposals as part of the document cycle that leads to reports. In the workplace, proposals seek approval or funding for a plan or activity. Reports provide information on the progress of such activities, or on the status of research.

All writing in some way tells a story, and so it is with reports and proposals. A proposal from a social service agency seeking money to expand a program for the poor must tell the story of the people it hopes to serve. A report on a study of sub-atomic particles conducted by physicists using a particle accelerator tells the story of those particles, even though they exist only for nano seconds. Narrative is intrinsic to reports and proposals.

As is typical in any graduate technical writing class, we will approach this topic from a theoretical and applied perspective. We will analyze reports provided by students and the professor using rhetorical theory and we will produce reports and proposals based on primary and secondary research. The class will involve reading and response in Blackboard and a report project in which students address a decision they are facing in their lives. In previous classes, students have used the report project to help with decisions involving career choices, medical issues faced by family members, technology options for their workplace, and similar challenges.

Our text will be Houp, Pearsall, Tebeaux, Dragga. Reporting Technical Information. Oxford University Press. ISBN-13: 978-0195178791.

ENGL 5373 Instructional Design for Technical Communicators

Dr. Jason Tham
Tuesdays, 6:00 – 8:50 PM
Onsite CRN: 57476; Online CRN: 57475D

Technical communicators don't just write or communicate information; they use multiple tools to instruct people how to perform certain tasks safely and effectively. In many professional settings, technical communication and instructional design are interchangeable responsibilities, and so this course brings the two together so you can study and examine their relationships.

This course introduces students to the principles and processes involved in developing instructional content for professional settings, including design thinking philosophy, user and task analysis, learning theories, and methods of usability evaluation. The course also covers several theoretical approaches to technical instructions, including instructional architecture strategies, human-centered design principles, practical learning objects, and other rhetorical methods. Major assignments include reviewing instructional materials, analyzing instructional situations, prototyping an instruction set, testing the prototype, and creating recommendations for future development.

Upon completion of the course, students should feel confident about:

    • Describing planning processes and methods in instructional development
    • Applying principles of user-centered design in developing instructional materials
    • Explaining how methods of assessment and evaluation contribute to instructional quality and usability

ENGL 5374 Technical Editing

Dr. Michael Faris
Mondays, 6:00 – 8:50 PM
Onsite CRN: 64926; Online CRN: 62330D

This course focuses on the professional practices of technical editors, including developmental or comprehensive editing (providing editorial feedback for global issues, like audience, purpose, organization, and appropriate content), design and layout editing, copyediting, proofreading, and production editing. While we will spend time on mechanical issues related to grammar and punctuation, we will focus more on how technical editing is “a complex communication problem that requires strategic assessment” (Flanagan, 2019, p. 40). That is, we will focus on exploring and practicing the habits of mind and practices that make technical editors effective: attention to detail; developing relationships with authors/writers; being flexible and adaptive; advocating for audiences and users; and mediating the relationships between authors/writers and their audiences.

As such, this course is a practice-based course, and students will gain practice with the following: analyzing and assessing documents for their rhetorical purposes and audiences; providing developmental editorial feedback to authors; copyediting and proofreading documents; providing editorial feedback for a variety of modes and media; using and creating style guides; considering ethical issues related to technical editing; editing for language diversity and global and diverse audiences; developing and implementing workflows for technical editing; designing and editing layouts for production; and describing and explaining the values that inform their editorial practices.

ENGL 5379 Empirical Research Methods

Dr. David Roach
Mondays, 6:00 – 8:50 PM
Onsite CRN: 62318; Online CRN: 62317D

The course explores empirical research methods in communication research, emphasizing research design, methods, and quantitative analysis. The course will emphasize: 1) the philosophy of empirical inquiry; 2) methodological concepts including design and data gathering; 3) the assumptions underlying and uses for various statistical analyses (descriptive and inferential), and 4) interpreting and arguing from empirical data analysis results. The course project will focus on designing an empirical research study with the goal of publication.

ENGL 5380 Special Topics in Literary Studies: Colonialism, Capitalism, and Climate Change

Dr. Bruce Clarke
Thursdays, 9:30 AM – 12:30 PM
Onsite CRN: 54916; Online CRN: 56195D

This seminar in Comparative Literature centers on themes drawn from the Indian American writer Amitav Ghosh's historical critique of climate change, The Nutmeg's Curse: Parables for a Planet in Crisis (2021). Ghosh aims to reverse the stereotypical framing of climate change as an unprecedented anomaly. In terms of cultural and ecological disruptions visited upon whole peoples, such things have happened many times before. Ghosh excavates the precedents of climate change in the events and practices of European colonialism and capitalism.

Our readings will be guided by the historical and theoretical work of Ghosh's Nutmeg's Curse and Dipesh Chakrabarty's influential papers in The Climate of History in a Planetary Age. We will gain an Indigenous perspective on settler colonialism in the Americas from two outstanding works: the Amazonian Davi Kopenawa's memoir The Falling Sky: Words of a Yanomami Shaman, and Citizen Potawatomi Nation botanist Robin Wall Kimmerer's Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants. Picking up from Ghosh's history of Dutch exploitation of the Spice Islands, we will proceed to a focus on the literature of East Indies, in Joseph Conrad's tale of British gunrunners meeting a Native island chief, “Karain”; the Dutch author Louis Couperus's tragicomedy of a Dutch administrator's family in a Javanese colony beset by mysterious Indigenous powers, The Hidden Force; and the dissident Indonesian author Pramoedya Ananta Toer's novel This Earth of Mankind, depicting the rise of national political consciousness out of the historical clash of Native, mixed, and European races and classes.

Requirements fulfilled: CLGT; Period: Later; Genre: Non-fiction; LSJE

ENGL 5385 Ethics in Technical Communication

Dr. Steve Holmes
Tuesdays, 6:00 – 8:50 PM
Onsite CRN: 52331; Online CRN: 62329D

ENGL 5385 is a theoretical course on the topic of ethics and technology. Students will become familiar with a wide range of traditional (Western) ethical frameworks, including utilitarianism, virtue ethics, care, deontology, and postmodernism & poststructuralism, and non-Western (ubuntu, indigenous virtue ethics, cultural rhetorics) approaches. Students will endeavor to understand how each respective frameworks can and cannot be applied to TC through workplace case studies and contexts. This course offers students the opportunity to apply ethics to a wide range of ethical approaches to both academic and/or workplace applications.

ENGL 5387 Publications Management

Dr. Beau Pihlaja
Tuesdays, 6:00 – 8:50 PM
Onsite CRN: 66361; Online CRN: 66362D

This course covers strategies of content management, project management, asset management, and content strategy development, especially as they are used to support the publication of technical communication in professional contexts.

Students will explore the complexities of content management through reading case studies and advice on best practices and approaches; practicing content management strategies through a documentation project; practicing structured authoring, single sourcing, markup languages, and content reuse; and conducting a case study (including interviews and quasi-ethnographic observations).

ENGL 5389 Field Methods

Dr. TJ Geiger
Thursdays, 6:00 – 8:50 PM
Onsite CRN: 32580; Online CRN: 32579D

What do we do when we want to study something that can't be re-enacted in a laboratory, dissected analytically from detailed, constrained experimental conditions? This question is incredibly important for researchers who study everyday language and language-in-use. Historically scholars of technical communication and rhetoric have called upon the methods of anthropology, ethnography, observation, note-taking, and interviews. These methods remain crucial to the discipline's ability to study our technical writing, design, and rhetoric as it's practiced in uncontrolled conditions. The technical communication and rhetoric's long-standing relationship with usability testing and now user experience architecture have moved to fuse the traditional ethnographic methods with the experimental insights of user-centered and participatory design research.

Our class will survey and practice those methods most common to field research, ethnography, observation, note-taking, and participatory design research. We will also contextualize those methods relative to the debates and concerns the field has had about replicability, generalizability, and the relationship of qualitative research methods to quantitative methods as equally “empirical.” We will also pay close attention to the ethical implications of this mode of research, attending to the potential risks and rewards of conducting research of language-use outside a lab, in public spaces, even in digital, online, and new media contexts.

ENGL 5390 Writing for Publication (Creative Writing)

Dr. Katie Cortese
Wednesdays, 6:00 – 8:50 PM
Onsite CRN: 57479; Online CRN: 50212D

This course will facilitate the generation, revision, polishing, and submission of new and previously drafted multi-genre creative works to journals, presses, and contests for potential publication. Students are also expected to bring a body of previously drafted and revised work into the class to hone and submit. While the number of individual items will vary by student and genre, the material should comprise anywhere from a minimum of fifteen pages (i.e., poetry or flash prose chapbook) to a maximum of seventy-five pages (novella, long essay, long poem, a chapbook of essays or stories, or chapters/sections of a novel, memoir, or work of long-form creative nonfiction). In addition, students will engage in a range of other brief writing projects intended to support their professional development, potentially completing: a) an interview with the writer of their choice, b) a book review, c) a submission cover letter, and d) a residency, grant, or fellowship application, among other such endeavors. Several times throughout the semester, Skype interviews will be held with agents, editors, publishers, and other such literary professionals. The required text, Before and After the Book Deal by Courtney Maum, will be supplemented by timely articles on such subjects as working with editors, targeting publishers, querying agents, writing synopses, submitting to contests, creating an author website, maintaining a social media presence, writing craft articles, and other aspects of building a writing career and author platform.

Requirements fulfilled: Professional Development Component (Writing for Publication)

ENGL 5390 Writing for Publication (Literature and Linguistics)

Dr. Sara Spurgeon
Thursdays, 6:00 – 8:50 PM
Onsite CRN: 61179; Online CRN: 61180D

This is a pragmatic course focusing on the process of preparing an essay for submission to a peer-reviewed journal or scholarly collection, and on professional activity more broadly. Students must begin the course with a previously prepared article-length critical paper (5,000 to 7,000 words), usually one from a previous graduate course. Revising this essay for publication (including peer workshops and other revision practices) will be one of the major projects of the course. In addition, students will also learn other aspects of the scholarly process, such as preparing and presenting conference-length papers, determining appropriate venues for their work (both conferences and journals/critical collections), composing abstracts, applying for grants, writing book reviews and book proposals, among other scholarly genres and conventions.

Requirements fulfilled: Professional Development Component (Writing for Publication)

ENGL 5393 Grants and Proposals for Academia and Business

Dr. Rich Rice
Thursdays, 6:00 – 8:00 PM
Onsite CRN: 64922; Online CRN: 64921D

Technical communicators and educators see problems in their communities that require sophisticated plans to solve. Such problems often require additional funding and resources or a plan of action which involve formative and summative assessment measurements, including in our work in the academy and industry. In this course you will learn rhetorical processes of grant seeking from identifying a problem, to coming up with an idea to solve the problem, to making sure the idea furthers the mission of the organization, to finding potential sponsors, to planning and developing a proposal. The goal of the course, in other words, is to define objectives and then to turn those objectives into outcomes.

ENGL 5394 User Experience Design

Dr. Rob Grace
Mondays (on campus section only) 6:00 – 8:00 PM (CRN: 62320)
Wednesdays (online section only) 6:00 – 8:00 PM (CRN: 62321D)

Our experiences with technology go beyond simple appraisals of utility. User experience (UX) refers to the range of meaningful experiences—physical, ludic, affective, aesthetic, and ethical—people have when interacting with technologies for work or play. UX design, in turn, refers to a process and range of practices that researchers and designers use to create technologies that provide people with experiences they value.

In this class, students will undertake a UX design project that involves user research, requirements definition, and the design and evaluation of a digital artifact. Students will individually develop their projects by identifying and researching a use context targeted for design, engage potential users in activities that define design requirements, and create low-fidelity prototypes for experience-centered evaluation. Throughout the UX design process, students will iteratively develop their design concept and reflect on its development by reading and discussing assigned texts, writing use case scenarios, and participating in class activities.