2020-2021 Academic Catalog [ARCHIVED CATALOG]
English, BA
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Program Description:
The English major provides a balanced program of introductory and advanced work in British, American and Anglophone postcolonial literature, English language and linguistics, and writing. The program offers students the chance to engage in a major humanistic discipline, the study of literature, which is challenging and enriching in itself. The English major also provides sound professional training for those interested in middle school, high school or college teaching; the teaching of English as a second language; business or technical writing; or graduate work; and the program is an excellent background for students entering professional schools or planning business careers.
The English major offers five concentrations that have been designed to meet the needs of students with a general interest in literature and of those with special interests in writing or teaching. Students seeking a strong background in literature, history, theory, and analysis should take the literature concentration in English, which combines the historical and critical study of literature with innovative approaches to critical methods, women’s studies, nontraditional literatures, and non-Western literature in English. The concentration in English with an emphasis on creative writing offers students a full series of introductory and advanced creative writing courses. The concentration in English with an emphasis on professional writing gives interested students a strong combination of literature and professional writing instruction, including course work in technical writing, professional editing, and document design. The concentration in English with an emphasis on TESOL (Teaching English to Speakers of Other Languages) provides a combination of advanced work in applied linguistics with training in current methods of language teaching.
Finally, the concentration in English with an emphasis on Integrated Language Arts offers a combination of courses in literature, communication, language study, and pedagogy for students interested in seeking licensure to teach English and language arts in middle schools or high schools.
In choosing electives, students should try to select, in consultation with the departmental advisor, courses that complement their major interest and form a coherent unit of study or courses that provide an appropriate career-oriented concentration.
English Honors Program:
The honors program in English is designed to encourage and recognize superior academic accomplishments by English undergraduates. With the approval of the chair of the English department and the departmental honors advisor, students who meet the eligibility standards may enter the English honors program before the beginning of their senior year. Students may be admitted to the program on the recommendation of any member of the English department faculty, or students may petition to enter the program. Under the direction of a faculty tutor, students in the honors program will complete an honors project that culminates in their writing an honors thesis or project report. For further information on eligibility and enrollment, students should consult the departmental honors advisor.
Program Learning Outcomes:
All graduates with a B. A. in English will be:
- Informed readers, able to formulate readings of texts based on their knowledge of literary historical contexts and of basic critical strategies;
- Skilled writers, able to develop a thesis and sustain a coherent written argument about literature using secondary sources.
Students in the Literature Concentration will also be:
- Familiar with works in the Anglo-American literary tradition and other literatures written in English;
- Familiar with and able to use the terms of literary analysis.
Students in the Creative Writing Concentration will also be:
- Familiar with the discipline of creative writing and the value of criticism in the creative process;
- Able to write in their chosen creative forms.
Students in the Professional Writing Concentration will also be:
- Familiar with the fields of professional writing and the primary writing conventions and skills needed in several fields;
- Able to create and edit appropriate professional and/or technical documents.
Students in the TESOL Concentration will also be:
- Familiar with the nature of language, the structure of English, and the fundamentals of language teaching;
- Able to develop a classroom pedagogy informed by their understanding of language.
Students in the Integrated Language Arts Concentration will also be:
- Familiar with the fundamentals of teaching language arts at the high school and middle school levels;
- Able to develop an approach to Language Arts teaching informed by their understanding of literature and language.
For additional information:
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Concentrations
Creative Writing Concentration
I. Wright State Core: 38 Hours
Element 1 - Communication: 6 Hours
Element 2 - Mathematics: 3 Hours
Element 3 - Global Traditions: 6 Hours
Element 4 - Arts and Humanities: 3 Hours
Element 5 - Social Sciences: 6 Hours
Element 6: Natural Sciences: 8 Hours
Additional Core Course: 6 Hours
II. Departmental Requirements: 36 Hours
English Core requirements
Two 4000-level literature courses from
One course in language or rhetoric from
Creative Writing Concentration Requirements
Two Courses from the following (including at least one course at the 4000 level): 6 Hours
III. Related Requirements
IV. College Requirements: 18-22 Hours
Foreign Language: 12-16 Hours
Through 2020 level (1010, 1020, 2010, 2020) of one language: 12 Hours
Arabic, Spanish, French, German, Greek, Latin, Chinese, American Sign Language or other.
V. Electives: 24-28 Hours
Graduation Planning Strategy
The Graduation Planning Strategy (GPS) has been created to illustrate one option to complete degree requirements within a particular time frame. Students are encouraged to meet with their academic advisor to adjust this plan based on credit already earned, individual needs or curricular changes that may not be reflected in this year’s catalog.
Integrated Language Arts/English Education Concentration
Program Description
Students who wish to teach English or integrated language arts for grades 7-12 in Ohio public schools should pursue the B.A. in English: Integrated Language Arts Education with licensure pathway. Prior to September 15 of the junior year, students must be admitted to the licensure program in the College of Education and Human Services. Students completing the B.A. in English: Integrated Language Arts (ILA) with licensure pathway and state licensure requirements are eligible to seek licensure from the Ohio Department of Education for Adolescece/Young Adult: Integrated Language Arts (AYA:ILA).
Admission Requirements
For admission to the major in English: Integrated Language Arts, students must achieve an overall GPA of 2.7 or above after completion of 30 credit hours.
OR
For students applying direct from high school, students must avhieve a 3.25 minimum cumulative high school GPA, and score of 22 ACT or 1030 SAT.
To maintain academic standing in the English: Integrated Language Arts program and eligibility to continue ILA coursework, student must maintain at least a 2.7 GPA throughout their undergraduate program
Note: Again, students who seek AYA:ILA licensure in the state of Ohio should apply for admission to the licensure program in the College of Education and Human Services prior to September 15 of their junior year. Once admitted to the licensure program, students may take 4000-level education courses required for licensure. While students may earn a B.A. in English: Integrated Language Arts without completing the licensure pathway during their senior year, they will not be licensed to teach.
Registration for ILA Courses
To register for ILA courses (ENG 3520, 3530, 3560, 3570, or 4560), you must officially be an ILA major.
Maintaining Academic Standing in ILA
To continue in the ILA program, you must maintain a 2.7 GPA throughout your undergraduate program. You also must maintain a C or better in all English and Education classes in order to be admitted into the licensure program. Please note you must have at least a 2.75 GPA for admission into the licensure program.
If you fall below these requirements, a block will be placed on your ability to register for courses. You will need to see your ILA advisor to discuss this block.
Registering for the Pearson Ohio Assessments for Educators (OAE) English Language Arts Test
To be a licensed ILA teacher in Ohio, you must pass the Pearson OAE content exam for English language arts. You must pass the OAE ELA content exam (score of 220) before you can student teach full-time (typically spring of the senior year). Consider taking the test with time to re-take it in case there are issues. Pearson requires a 30-day waiting period before re-taking an exam (e.g., spring or summer prior to the licensure year). Be sure to designate Wright State as a recipient of your scores, and allow time for official scores and sub-scores to be received by WSU. The ELA content test should be #020, but please check that Pearson has not changed the test number.
To register for the OAE, visit the Ohio Assessments for Educators website.
Professional Organizations
There are several professional organizations we encourage ILA students to consider joining:
- WSU-NCTE is our university chapter of the National Council of Teachers of English and is open to all students interested in teaching English at any level, elementary through college. The organization provides support for students studying to take the Pearson OAE English Language Arts test, conducts fundraisers for the Language Arts Fair and conference attendance, supports local teachers with resources and classroom texts, and offers information on the licensure application, program, and careers in education. To learn more, or to inquire about becoming an officer, please contact Dr. Angela Beumer Johnson at angela.johnson@wright.edu.
- Ohio Council of Teachers of English (OCTELA) is the Ohio affiliate of the National Council of Teachers of English that supports classroom teachers with resources, censorship issues, and serves as a liaison between Ohio educators and the Ohio Department of Education and legislators. OCTELA publishes Ohio Journal of English Language Arts (OJELA), a nationally recognized journal for ELA researchers and educators at all levels. They also have an annual conference in Columbus, Ohio, a great place to meet authors, regional teachers, administrators, and view presentations by area teachers and researchers. The conference cost for reduced for students, and membership and a subscription to OJELA are included in the conference fees. Visit the OCTELA website for more information.
- National Council of Teachers of English (NCTE) is a national organization for English teachers at all levels. NCTE publishes several journals for language arts teachers and researchers. They hold an annual conference (the week before Thanksgiving) that is widely attended and offers presentations about innovative ILA pedagogy and research. Visit the NCTE website for more information and student rates for membership and conferences.
- Assembly on Literature for Adolescents of NCTE (ALAN) is an affiliate of the National Council of Teachers of English. ALAN specifically focuses on advocacy, research, and teaching of young adult literature. They publish The ALAN Review, which is an excellent journal for teachers and candidates who wish to incorporate young adult literature in their classrooms. The ALAN Workshop is held immediately after the annual NCTE convention, the Monday-Tuesday of Thanksgiving week. At the workshop, you will hear the best of both established and new authors in YA literature, learn what is new in the field, and go home with a hefty (approximately 35 pounds) box of new books signed by the authors. Workshop attendance includes a year’s membership, including The ALAN Review. Visit the ALAN website for more information.
We strongly encourage ILA candidates to take advantage of professional memberships during their time as students in our program. Student rates are significantly reduced, and these memberships often lead to incredible professional development, employment, and networking opportunities within and outside of the Ohio area. Teachers who enjoy nurturing their own passion are teachers who stay energized.
Program Learning Outcomes:
Students will be:
- Familiar with theory and pedagogy in Adolescence/Young Adult Integrated Language Arts
- Able to develop an approach to language arts teaching informed by their understandings of literature and language and their understandings of the AYA:ILA content area standards
- Prepared through coursework for the initial stages of licensure in the AYA:ILA content area
I. Wright State Core: 38 Hours
Element 1 - Communication: 6 Hours
Element 2 - Mathematics: 3 Hours
Element 3 - Global Traditions: 6 Hours
Required:
Element 4 - Arts and Humanities: 3 Hours
Element 5 - Social Sciences: 6 Hours
Required
Element 6: Natural Sciences: 8 Hours
Additional Core Course: 6 Hours
Required
II. Departmental Requirements: 39 Hours
Notes: One course must feature works of Shakespeare (eligible courses include ENG 3210 , ENG 3550 , or any course from ENG 4200 -ENG 4470 with the characters “Ss” at the end of the course title).
Students must earn a grade of C or better in every English and Education course.
English Core requirements
One British literature survey from
One American literature survey from
One non-western literature survey:
Two 4000-level literature courses, one of which must feature works of Shakespeare, from
One course in linguistics
Integrated Language Arts Courses
III. Related Requirements: 5 Hours
IV. College Requirements: 18-22 Hours
Foreign Language: 12-16 Hours
Through 2020 level (1010, 1020, 2010, 2020) of one language: 12 Hours
Spanish, French, German, Greek, Latin, Chinese, Russian, Italian, Japanese, American Sign Language or other. V. Electives: 16-20 Hours
If admitted to the College of Education and Human Services licensure program, see your ILA advisor and the Graduate Planning Strategy sheet for licensure courses to take for this category.
Graduation Planning Strategy
The Graduation Planning Strategy (GPS) has been created to illustrate one option to complete degree requirements within a particular time frame. Students are encouraged to meet with their academic advisor to adjust this plan based on credit already earned, individual needs or curricular changes that may not be reflected in this year’s catalog. Literature Concentration
I. Wright State Core: 38 Hours
Element 1 - Communication: 6 Hours
Element 2 - Mathematics: 3 Hours
Element 3 - Global Traditions: 6 Hours
Element 4 - Arts and Humanities: 3 Hours
Element 5 - Social Sciences: 6 Hours
Element 6: Natural Sciences: 8 Hours
Additional Core Courses: 6 Hours
II. Departmental Requirements: 36 Hours
English Core requirements
Two 4000-level literature courses from
One course in language or rhetoric from
Literature Concentration Requirements
- One additional survey from the remaining category above (A, B, or C)
- Two additional 4000-level literature courses from 4200-4470
- One additional 3000- or 4000-level English course
- One course from ENG 4110 or ENG 4190
*One course must cover literature before 1900 (eligible courses include ENG 3210 , ENG 3220 , ENG 3230 , ENG 3310 , ENG 3320 , or any course from 4200-4470 with the characters “B19” at the end of the course title); one course must cover literature after 1900 (eligible courses include ENG 3230 , ENG 3320 , or any course from 4200-4470 with the characters “A19” at the end of the course title).
III. Related Requirements
IV. College Requirements: 18-22 Hours
Through 2020 level (1010, 1020, 2010, 2020) of one language: 12-16 Hours
Arabic, Spanish, French, German, Greek, Latin, Chinese, American Sign Language or other.
V. Electives: 24-28 Hours
Graduation Planning Strategy
The Graduation Planning Strategy (GPS) has been created to illustrate one option to complete degree requirements within a particular time frame. Students are encouraged to meet with their academic advisor to adjust this plan based on credit already earned, individual needs or curricular changes that may not be reflected in this year’s catalog.
Professional Writing Concentration
I. Wright State Core: 38 Hours
Element 1 - Communication: 6 Hours
Element 2 - Mathematics: 3 Hours
Element 3 - Global Traditions: 6 Hours
Element 4 - Arts and Humanities: 3 Hours
Element 5 - Social Sciences: 6 Hours
Element 6: Natural Sciences: 8 Hours
Additional Core Courses: 6 Hours
II. Departmental Requirements: 36 Hours
English Core requirements
Two 4000-level literature courses from
Professional Writing Concentration Requirements
III. Related Requirements
IV. College Requirements: 18-22 Hours
Through 2020 level (1010, 1020, 2010, 2020) of one language: 12-16 Hours
Arabic, Spanish, French, German, Greek, Latin, Chinese, American Sign Language or other.
V. Electives: 24-28 Hours
Graduation Planning Strategy
The Graduation Planning Strategy (GPS) has been created to illustrate one option to complete degree requirements within a particular time frame. Students are encouraged to meet with their academic advisor to adjust this plan based on credit already earned, individual needs or curricular changes that may not be reflected in this year’s catalog.
Teach English to Speakers of Other Languages Concentration
I. Wright State Core: 38 Hours
Element 1 - Communication: 6 Hours
Element 2 - Mathematics: 3 Hours
Element 3 - Global Traditions: 6 Hours
Element 4 - Arts and Humanities: 3 Hours
Element 5 - Social Sciences: 6 Hours
Element 6: Natural Sciences: 8 Hours
Additional Core Courses: 6 Hours
II. Departmental Requirements: 39 Hours
English Core requirements
Two 4000-level literature courses from
One course in linguistics:
TESOL Concentration Requirements
TESOL Grammar and Assessment:
III. Related Requirements
IV. College Requirements: 18-22 Hours
Through 2020 level (1010, 1020, 2010, 2020) of one language: 12-16 Hours
Arabic, Spanish, French, German, Greek, Latin, Chinese, American Sign Language or other.
V. Electives: 24-28 Hours
Graduation Planning Strategy
The Graduation Planning Strategy (GPS) has been created to illustrate one option to complete degree requirements within a particular time frame. Students are encouraged to meet with their academic advisor to adjust this plan based on credit already earned, individual needs or curricular changes that may not be reflected in this year’s catalog.
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