English Language Arts Education Major

The study of the advanced aspects of interpersonal communication as it occurs in friendships, families, professional relationships, leadership roles, gender differences and sameness, and small groups. The student will explore in a more in-depth manner goals, roles, strategies, messages, conflict, perceptions, and listening as they are applied toward successful verbal and nonverbal communication in males, females, and cultures across borderlands. Meets the general education cross cultural requirement.

The course centers on a study of personae (speakers) and their role in the oral performance and communication of literature. There is emphasis on point of view, mode, characterization and dialogue, vocal techniques, and the use of imagery and tone color in oral interpretation. Emphasis is placed on performance as a method for studying literature. Cross listed with ENG 321. This course does not meet the general education literature requirement.

This course prepares the candidate for admission to Teacher Education. Course content includes the characteristics of the Greenville College Teacher Education Program, a survey of the legal, social and ethical issues involved in public school education, an introduction to Live Text and program portfolio development, and a correlation of psychological principles to varied learning styles and milieus. This course is conducted on campus and includes 70 hours of field experience in school settings that have a large minority population. This course will give students the opportunity to determine whether they want to persist in the Teacher Education Program. (Offered fall semester for transfer students and students with special needs by permission of instructor, and offered every Interterm for freshmen.)

The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students spend 40 hours assisting in a classroom which serves a high minority and low socioeconomic population. Meets the general education cross cultural requirement. Except for those students completing the requirements for the elementary education major, this course also fulfills the general education sociology requirement. Students who take EDU 202 and then change to a non-education major will need to take a course with a SOC prefix to graduate.

A study of children whose intellectual, physical, or emotional development deviates from the norm and of techniques to modify school programming to accommodate them. Focus is on the identification of exceptionalities and creating appropriate teaching/learning strategies. The legal basis for the education of exceptional children, as well as the historical and social foundations of special education, is studied. Thirty hours of field experience required.

A course in the reading sequence designed to acquaint candidates with a variety of reading programs and approaches used in contemporary elementary and middle school classrooms. Emphasis is on the reading process and product from the early stages of readiness through middle school. Field experiences required.

Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Field experiences required. Cross listed with ENG 316.

The application of learning theory to the management of both exceptional and regular school populations. Field experiences required.

This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored.

A study of social and philosophical assumptions related to curricula, materials, and methods of instruction pertinent to middle school students. Focus is on organizing classes, making curricular decisions, determining methods and selecting learning resources. Field experiences required.

After admission to the professional internship, candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required.

This course will provide secondary education teacher candidates with an opportunity to develop a personal professional teaching identity as they integrate their understanding of content, students, and pedagogy in an 85-hour clinical practice setting. On-campus experiences will involve the candidate in exploring the role of various factors on the learning environment, as they begin to intentionally plan the learning environment they wish to foster in their future classrooms. Within this context, candidates will also develop their teacher "toolbox" of teaching strategies that promote active learning and which engage students with diverse abilities, cultures, and ethnicities. This course will also address some elements of the job search process.

Full semester of student teaching required for secondary education majors.
*K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDU 424.

An introduction to the history, principles, and practice of news writing. Extensive experience in basics of newsgathering and reporting. Emphasis on "hard" news and "beat" writing. Cross listed with COM 226.

A study of literary selections from the ancient world to the present, from diverse writers such as Homer to Garcia Marquez. This course serves as the first course for English majors and as an Honors Program option for general education.

A study of the development of English with attention to historical influences as well as to linguistic evolution of sound, forms, structure, and meaning. Students will focus throughout the semester on current issues of gender, ethnicity, regionalism, etc. as they apply to the language. An introduction to the form and syntax of Modern English, with emphasis on the descriptive approach to grammar. Includes review of both traditional grammar and transformational-generative grammar.

This course will help English education majors develop a pedagogical strategy for teaching writing and literature.

A study of the chief writers and types of American literature, prior to Twain.

A study of the chief writers and types of American literature, from Twain to the present.

A survey of the major literary currents of Great Britain before 1800 through the study of selected major works by representative major writers.

A survey of the major literary currents of England, Ireland, Scotland, Wales, and selections from the Commonwealth nations from 1800 to the present.

A comprehensive study of contemporary literature for the adolescent, involving inquiry into the nature and characteristics of literary materials to which adolescents respond; and criteria for selection and critical evaluation. Meets the general education literature requirement for secondary education majors.

A study of the tragedies, histories, comedies, romances, and poetry of William Shakespeare. Students will do a close reading of the texts, analyzing them in light of classical and medieval dramatic influences, English history and Renaissance English society, and Shakespeare's own art and genius. Cross listed with COM 450.

The transitional years of human development from puberty to early adulthood form the focus of this course. Emphasis is placed upon the developmental tasks and choices through which adolescents develop mastery and a sense of self-competence.