Texas Tech University

Graduate Course Offerings, Summer 2024

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.

The English/Philosophy building can be found on the Campus Map.

We also have a listing of past graduate course offerings.

Click an Option to Show Courses by Focus


ENGL 5000, Portfolio

TCR Graduate Faculty
Asynchronous (CRN: 63396)

ENGL 5000 is an MATC portfolio seminar that fulfills MATC student's capstone requirement. MATC students pursuing the Portfolio option for their degree will develop their portfolio in this course under the direction of TTU TCR faculty. MATC students should take this course in the semester before the semester they graduate. (e.g., if you are graduating in the spring, take it in the fall).

IMPORTANT: This is a “variable credit” course and will require you to assign the number of credit hours you need when you register. This course should count for 3cr. hours. Instructions for changing variable credit hours: Changing Variable Credit Course Hours.

Note: Your portfolio will be reviewed a second time by TTU TCR faculty in your final semester before graduation. While there is no examination, your portfolio fulfills the "comprehensive exam" requirement.

ENGL 5067, Methods of Teaching College Composition

5067 sections are required for onsite GPTIs. Enroll in the section based on your program/year.

Note: Online students/non-GPTIs are not permitted to enroll in these courses. These sections are integrally linked to the work GPTIs do in our First-Year Writing

IMPORTANT: This is a “variable credit” course and will require you to assign the number of credit hours you need when you register. This course should count for 1 credit hour each.

ENGL 5067 (MA & PhD 2nd Year)

Dr. Callie Kostelich
Online (CRN: 72247)

This course is designed as a practicum for GPTI teaching first-year writing at Texas Tech University. This section will be specifically focused on preparing you to teach writing in asynchronous online classes. This section will introduce teachers to methods and practices of teaching writing online and provide scaffolding for your first time teaching asynchronously in our program. We will use digital spaces through Blackboard to discuss teaching activities, to introduce you to theories of online learning, writing, and rhetoric, to solve problems related to teaching and learning, and to help you build your online teaching philosophy.

ENGL 5309, Studies in Nineteenth-Century British Literature: Recentering the Influences of The Arabian Nights

Dr. Dana Shaaban
Thursdays, 6:00 - 8:50 PM
Online (CRN: 75816)

This course will explore the influence of The Arabian Nights on Victorian Literature. Using Hussain Haddawy's Norton Critical Edition of The Arabian Nights, we will read the frame story of female storyteller Shahrazad and despotic ruler Sultan Shahrayar, in addition to a selection of intertwined tales like “The Story of the Merchant and the Demon,” “The Story of the Fisherman and the Demon,” and “The Story of the Three Apples.” After identifying key elements in this collection of stories, we will then examine their impact on British canonical nineteenth-century novels such as Emily Brontë's Wuthering Heights (1847) and Edith Nesbit's The Story of the Amulet (1906). When analyzing these texts, we will pay close attention to the intersections of race, class, gender, and national identity in the larger context of the British Empire. We will also engage with theoretical materials to gain a deeper understanding of the assigned texts, bringing to the forefront “othered” characters and voices that have been overlooked or ignored. Assignments include a conference-length paper, discussion leading, an oral presentation, and an annotated bibliography.

Requirement Fulfilled: British Literature; Later Period; Genre (Fiction)

ENGL 5324, Studies in Twentieth-Century American Literature: Literatures of the American Southwest

Dr. Sara Spurgeon
Mondays, 6:00 - 8:50 PM
Online (CRN: 74734)

This course introduces students to a variety of twentieth and twenty-first century texts from the region currently referred to as the American Southwest. We will explore the Southwest through award-winning westerns by Cormac McCarthy and Percival Everett, a 1903 collection of non-fiction essays from Mary Hunter Austin, foundational Native American texts by Leslie Marmon Silko and Tommy Orange, a canonical Mexican American coming-of-age novel, and the 2016 film Hell or High Water (screenplay by Taylor Sheridan), among other texts. We'll also read multiple scholarly essays about the region and its history. Some questions we will consider as we read include: What common themes run through these works? How do different cultures describe the landscape of the Southwest? The relationship they feel exists between themselves and this region's history? Between themselves and the other cultures of this region? We will attempt to answer these questions through lectures, class discussions, a series of short Summary & Synthesis assignments which put our scholarship in conversation with the texts, and a seminar paper.

Requirement Fulfilled: American Literature; Later Period; Genre (Fiction); Literature, Social Justice and Environmental Studies (LSJE)

ENGL 5327, Studies in Multicultural American Literature: The Borderlands of Visionary Fiction

Dr. Cordelia Barrera
Mondays, 6:00 - 8:50 PM
Online (CRN: 74510)

Recent years have seen an impressive outpouring of speculative fiction by women and people of color that falls under the neologism, “visionary fiction.” In this course, we will study genres that often overlap—science fiction, apocalyptic/post-apoc, and utopian/dystopian forms—from a Borderlands perspective. To conceive a Borderlands position broadly means that we approach spaces, places, and even bodies in terms of peripheries and edges rather than centers. Visionary fiction is radical, highly imaginative, and often calls for a paradigm shift in consciousness; its aims are egalitarian and aimed at social and environmental justice. Some questions that will focus our discussion include: how and why have speculative forms so radically transformed in recent decades? How do people of color engage speculative forms to re-imagine genocidal campaigns and modern, colonialist enterprises? How do the articulations of feminist theory, third space theory, and environmental philosophy bring into conversation the territorial, ideological, and metaphorical intersections between the U.S. and other countries with the goal of illuminating how individual subjectivities negotiate local, national, and global borders (transfronteras) of experience? Some of the authors we'll read include Gloria Anzaldúa, Octavia E. Butler, Ursula K. LeGuin, Daniel Quinn, and Nnedi Okorafor.

Requirement Fulfilled: American Literature; Later Period; Genre (Fiction); Literature, Social Justice and Environmental Studies (LSJE)

ENGL 5340, Research Methods

Dr. Wyatt Phillips
Tuesdays, 6:00 - 8:50 PM
Online (CRN: 72995)

This seminar introduces students either beginning or near the start of their graduate work to a range of research methods and methodologies utilized in humanities-based studies, including the vast array of digital, material, and archival resources available to researchers. The course focuses on the process of research to better prepare students for the kind of work expected at the graduate level. Students will develop a significant research project in their selected area of specialization that will include a book review, annotated bibliography, conference-length presentation, and research paper. This section is reserved primarily for new distance/online MA students in English, but is open (based on enrollment availability) to graduate students across the humanities.

Requirements Fulfilled: Foundation Course (English MA)

ENGL 5355, Studies in Comparative Literature: Global Vietnam War Literature and Culture

Dr. Yuan Shu
Wednesdays, 6:00 - 8:50 PM
Online (CRN: 72149)

This course investigates the representation of the American War in Vietnam through diverse theoretical, cultural, and historical perspectives. We begin by scrutinizing Graham Green's The Quiet American and screening the French film Indochine with special attention to the differences between the traditional European colonial powers and the US-centered global order, which Donald Pease theorizes as the “global state of exception.” We then examine Joan Didion's Democracy and Norman Mailer's Armies of the Night in relation to the impact of the military-industrial complex and in light of the blurry boundary between history and fiction. We then direct our critical interest to Philip Caputo's A Rumor of War, Tim O'Brien's Going after Cacciato, and Lynda De Devanter's Home before Morning, which would invoke senses of “being there,” of “a hyperreality,” as well as of “the return of the repressed.” Meanwhile, we also try to get a glimpse of the war from both the North and South Vietnamese perspectives and explore Bao Nin's Sorrow of War in terms of what Shu-Mei Shih dubs “the exceptional particular.” We conclude by reading Le Ly Hayslip's When Heaven and Earth Changed Places, Viet Thanh Nguyen's The Sympathizer, and Thi Bui's The Best We Could Do: An Illustrated Memoir, and by rethinking the ecological consequences of the war upon the land and the people.

Requirement Fulfilled: Comparative Literature; Genre (fiction)

ENGL 5365, Writing Studies & Well-Being

Dr. TJ Geiger
Thursdays, 6:00 - 8:50 PM
Online (CRN: 71700)

In this class, we will explore questions and problems related to rhetoric and writing about wellbeing, wellness, and similar concepts through questions such as the following: What, exactly, does it take to find a sense of wellness today and what role might writing and rhetorical practice, research, and theory play? How, for whom, and under what conditions might people experience writing for wellness—and how might we leverage such insight for the public good more broadly? What are the relationships among discourses and practices of wellbeing, wellness, gratitude, healing, contemplation, and democracy? To explore these questions, we will read work from writing and rhetoric studies, education, psychology, disability studies, and other areas. Assignments will include autoethnographic or other forms of selfstudy research, a book review, discussion questions, and in-class writing.

Readings will include articles as well as all or parts of the following books: Rhetorical Healing: The Reeducation of Contemporary Black Womanhood by Tamika L. Carey; The Art of Gratitude by Jeremy David Engels; Unwell Writing Centers: Searching for Wellness in Neoliberal Educational Institutions and Beyond by Genie Nicole Giaimo; Composition Studies special issue on Writing and Well-being edited by Susan Miller-Cochran and Stacey Cochran; Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy by Christy I. Wenger; and Writing as a Way of Healing by Louise DeSalvo. Carey, Engels, and Giaimo are available as e-books through the TTU library; Miller-Cochran and Cochran and Wenger are open access.

ENGL 5377, Rhetoric of Entrepreneurialism and Innovation

Dr. Mason Pelligrini
Mondays, 6:00 - 8:50 PM
Online (CRN: 35331)

This course explores the intersection of entrepreneurship, innovation, and the writing and communication practices that constitute these areas of activity. First, this class will delve into theories of management, entrepreneurship, and critical entrepreneurship studies to provide necessary background information. We will explore such questions as what is entrepreneurship? Who counts as an entrepreneur? and Why is entrepreneurship a central societal innovation? Next, we will systematically engage with the types of writing and communication most important to these professionals. We will cover such popular topics as the business pitch, business plan, and business model canvas, but we will also explore the use of entrepreneurial storytelling, the formation of entrepreneurial ecosystems, and other important topics. The content of this class will be useful to any aspiring innovator or business owner but will mainly give students a foundation that they could use to begin publishing in the small cross-disciplinary field sometimes called entrepreneurship communication.

ENGL 5377, Risk Communication

Dr. Rob Grace
Tuesdays, 6:00 - 8:50 PM
Online (CRN: 23272)

The field of risk communication examines the relationship between information sharing and people's assessment and responses to possible harms. This course surveys research in risk communication that helps us understand how individuals and communities perceive and manage risks to their health, safety, and environment, as well as best practices for communicating risk information to community audiences. Throughout the semester students will read and discuss theoretical and applied literature on risk communication and apply best practices to design risk communication plans and messages that effectively address targeted audiences.

ENGL 5385, Ethics in TCR

Dr. Steve Holmes
Wednesdays, 6:00 - 8:50 PM
Online (CRN: 72333)

This class offers an introductory overview of major Western and non-Western ethical frameworks that past and present technical communication and rhetoric scholarship has drawn on. Major western frameworks include virtue ethics, consequentialism (utilitarianism), and deontology. We will also cover introductory concepts such as metaethics to ask: What are values? How do ethical frameworks produce different values? Which ethical frameworks should I use in some situations but not others? Students will read work by some of the major ethical philosophers who contributed to these movements, such as Immanuel Kant, Alasdair Mcintrye, and Aristotle, but they will also learn how to apply ancient frameworks to contemporary causes such as the resurgent interest in “effective altruism” (a modified form of utilitarianism) in Open AI discourses. Students will also study the ways in which 20th century scholars have critiqued and extended these positions to include frameworks on indigenous virtue ethics, feminist ethics of care, black feminist ethics of care, and non-western virtue ethics (Confucianism; Ubuntu). We'll read about Lisa Tessman's efforts to update virtue ethics through diversity and social justice alongside Martha Nussbaum's ideas on feminist generosity and Margaret McLaren's work on feminist virtues such as feistiness and playfulness.

In this class, we will not only read about ethics, but we will discuss how to think about applying past and present Western and non-Western frameworks ethically through our unique positionalities. Students will be encouraged to apply an ethical framework of their choice to a wide range of academic, industry or pedagogical ends for a final project.