Frequently Asked Questions

FAQs for FYW Students

Why do I get a “prerequisite and test score” error when I try to register? What do I do?
This error occurs when you haven’t fulfilled the prerequisite for a class. For ENGL 1301, this means that you are not TSI compliant. For 1302, this means you have not taken or have not credit applied for ENGL 1301. In some cases, the system does not recognize that you have fulfilled your prerequisite. In many instances, you need to have a permit applied in order to register. 

If you get this error, email Allie Wilson (allie.wilson@ttu.edu) for assistance. Be sure to include your R# in the email.

Why do I get a “linked course required” error when I try to register?
Some of our sections are a large lecture that require a linked discussion section as well. You need to register for the large lecture section and choose one of the linked discussion options. In https://sections.app.texastech.edu/ you can identify the linked sections by the red link icon. If you click on that icon, you will see which lectures are linked to which discussions. 

Why do I get a “permission from department” error when I try to register?
This error occurs when you try to register for a distance section or a special section of ENGL 1302. If you are an online student or need the online section due to extenuating circumstances, email Dr. Monica Norris (monica.norris@ttu.edu) to request a permit. Be sure to include your R# in the email.

The “permission from department” error also occurs on special sections of ENGL 1302. If you need a permit for the special section, email Dr. Monica Norris (monica.norris@ttu.edu). Be sure to include your R# in the email.

See the next question for more information on special sections.

What are the special sections of ENGL 1302?
Certain sections of ENGL 1302 are Writing-in-the-Disciplines (WID) sections. These sections are for specific majors. The courses focus on the genres of writing that you would do in the field. We currently have sections for Engineers and for the Health Professions.

These sections are offered during the Fall and Spring semesters. Email Dr. Monica Norris (monica.norris@ttu.edu) for more information or for a permit to register. Be sure to include your R# in the email.

Can you help me find a section of ENGL 1301 or 1302? Everything seems to be full.
We recommend using https://sections.app.texastech.edu/ to find sections with seats still available. 

I have questions or concerns about First-Year Writing. Who do I contact?
Writing Program Administrator: Dr. Callie Kostelich – callie.kostelich@ttu.edu 
Director of First-Year Writing: Dr. Monica Norris – monica.norris@ttu.edu

FAQs for incoming TAs/GPTIs

How many classes do I need to teach each semester as a GPTI?
GPTIs in First-Year Writing (FYW) teach two sections of ENGL 1301 or 1302, amounting to 20 hours of work per week. Teaching one section of ENGL 1301 or 1302 counts as 0.25 full-time equivalent and constitutes approximately 10 hours of work per week.  

How many hours of office hours do I need to hold?
All teachers must hold 3 office hours per week in their assigned English department offices that are regularly scheduled and posted on their syllabus and in Blackboard.  

How does the program support novice teachers? I have limited/no teaching experience.
The program will prepare new GPTIs for teaching through new teacher orientation, a mandatory graduate teaching-focused methods course, and mentorship during the first year. The First-Year Writing Program also has a common syllabus, assignment sequence, and textbooks.    

In early August, you will attend a one-week semester orientation for new GPTIs. This extensive orientation will be your initial preparation for teaching in the Fall, introducing you to FYW philosophy, curriculum, pedagogy, and other important information. All teachers in the program are also required to attend a one-day semester orientation in early January.

GPTIs in FYW are required to take 1 credit of ENGL 5067 (a graduate teaching-focused methods course) concurrently with each of their first three semesters teaching in FYW.  

Mentors and administrators in the FYW Program are here to provide you with support and guidance. We encourage you to contact your mentor or a program administrator as soon as problems arise or develop so that we can help you be a success.  

What kind of mentorship can I receive as a new GPTI?
For first-year MA and MATC students in the fall, you will teach discussion sections linked to a large-lecture section led by an experienced Instructor of Record of First-Year Writing. The lead instructor will be your mentor working closely with you. They will hold weekly meetings with mentees, have mentees observe each other, observe each mentee’s teaching, provide feedback, promote graduate instructor’s growth and professional development, and support assistant new teachers into becoming independent Instructors of Record.  

For first-year PhD students in the fall, you will teach two sections of ENGL 1301 independently. You will be assigned a peer mentor who is a senior PhD student with successful teaching experience in the FYW Program. In your first year as a GPTI, your peer mentor will provide support, help solve problems, address concerns, and answer questions. They will hold bi-weekly meetings with their mentee team, organize observations, and provide feedback on responding to and grading students’ writing.

What is the MA Initiative Program?
Our MA Initiative offers an unmatched opportunity to teach full-time at Texas Tech for one year beyond completion of a master’s degree in the Department of English. Instructors in the program teach a 4/4 load in the First-Year Writing Program, enabling them to continue teaching and pursue research opportunities in their fields of study. This salaried instructorship provides additional support for graduates to plan entry into doctoral programs, or to pursue industry professions, with guidance for preparing academic applications and job market materials. Continued engagement as seasoned instructors in the First-Year Writing Program allows instructors to both strengthen their professional profiles and build upon the skills they have already learned as teachers.