English (BSEd)

No grade below a “C” will be accepted in a course taken to fulfill the English requirements. English course not used in the major will still count in the major gpa. Students must maintain a 2.5 (BA) and a 2.7 (BSEd) cumulative grade point average in the major to meet graduation requirements.

Note: All English majors are required to take three semesters of a foreign language as part of their BA degree or two semesters of foreign language as part of their BSEd degree - preferably with all semesters in the same language but (in the case of the BA degree) in no more than two different languages. Students pursuing either the major or minor should declare their intentions as soon as possible, preferably when signing up for their second-semester composition course.

BSEd majors must complete the teaching emphasis and the professional education course work in Secondary Education, including the secondary methods course, SEED 424 - SEED 424 - 7-12 Language Arts Methods .

Secondary education candidates fulfill requirements in general education and take the PRAXIS Core Academic Skills for Educators (CORE) exam in their freshman year; they begin professional education coursework in their junior year. 7-12 education candidates must maintain a cumulative GPA of 2.70 and a 2.70 GPA in the major. For more information regarding admission requirements and certification policies, see Teacher Education  in this catalog.

Student Learning Outcomes

• Students will demonstrate a knowledge of Anglophone, regional, and world literature across a breadth of literary periods, to make connections between those works and the historical/cultural context within which they were produced, and make connections between a literary work and the students’ own cultural/personal context. (Cross-Curricular Skill: Intercultural Knowledge)
• Students will demonstrate the ability to use literary terms accurately and appropriately. (Cross-Curricular Skill: Inquiry and Analysis)
• Students will demonstrate the ability to analyze literary texts critically and deeply. (Cross-Curricular Skill: Inquiry and Analysis)
• The students will demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture. (Cross-Curricular Skill: Information Literacy)
• Students will write coherent essays that employ the appropriate and responsible use of secondary sources as well as employ a range of rhetorical conventions appropriate for expository prose, creative writing, or journalism. (Cross-Curricular Skill: Critical and Creative Thinking)
• Students will demonstrate a professionally appropriate understanding of the structure of language, including usage patterns of standard American grammar. (Cross-Curricular Skill: Foundational Lifelong Learning Skills)
• Students will demonstrate growth in language usage and sophistication as readers as well as demonstrate self-efficacy in their ability to identify areas for improvement or potential growth. (Cross-Curricular Skill: Foundational Lifelong Learning Skills)

• Teacher candidates use their understanding of child growth and development, individual differences, and diverse families, cultures and communities to plan and implement inclusive learning environments that provide each child with equitable access to high quality learning experiences that engage and create learning opportunities for them to meet high standards. They work collaboratively with families to gain a holistic perspective on children’s strengths and needs and how to motivate their learning. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving; Teamwork; Civic Knowledge and Engagement; Intercultural Knowledge; Diversity, Inclusion, and Equity)
• Teacher candidates demonstrate and apply understandings of major concepts, skills, and practices, as they interpret disciplinary curricular standards and related expectations within and across literacy, mathematics, science, and social studies. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving; Teamwork; Civic Knowledge and Engagement; Intercultural Knowledge; Diversity, Inclusion, and Equity)
• Teacher candidates assess students, plan instruction and design classroom contexts for learning. Candidates use formative and summative assessment to monitor students’ learning and guide instruction. Candidates plan learning activities to promote a full range of competencies for each student.They differentiate instructional materials and activities to address learners’ diversity.
• Teacher candidates foster engagement in learning by establishing and maintaining social norms for classrooms. They build interpersonal relationships with students that generate motivation and promote students social and emotional development. (Cross-curricular Skill: Information Literacy; Inquiry and Analysis; Critical and Creative Thinking; Problem Solving; Integrative Learning)
• Teacher candidates make informed decisions about instruction guided by knowledge of children and assessment of children’s learning that result in the use of a variety of effective instructional practices that employ print, and digital appropriate resources. Instruction is delivered using a cohesive sequence of lessons and employing effective instructional practices. Candidates use explicit instruction and effective feedback as appropriate and use whole class discussions to support and enhance children’s learning. Candidates use flexible grouping arrangements, including small group and individual instruction to support effective instruction and improved learning for every child. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Problem Solving; Integrative Learning)
• Teacher candidates promote learning and development of every child through participation in collaborative learning environments, reflective self-study and professional learning, and involvement in their professional community. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Problem Solving; Teamwork; Civic Knowledge and Engagement; Intercultural Knowledge; Diversity, Inclusion, and Equity, Ethical Reasoning; Foundational Lifelong Learning Skills)