Academics
Areas of Study

Overview

The study of language and literature is the heart of a liberal arts education. The major program at Gallaudet provides not only an understanding of our rich literary heritage, but also offers an opportunity to develop the advanced reading and writing abilities necessary for anyone wishing to participate fully in modern society. A major or minor in English prepares students for graduate school, careers in education, professional, and creative writing, and for a variety of professional fields. A minor in Writing provides students with the critical thinking skills and information and digital literacies that are essential to employment in the professional world, as well as the exploration of their creative capacities. Students who major in English may also minor in writing, but courses cannot be double-counted

Declaring a Major

Admission to the English major program requirements: 

A grade of C or better in any ENG Literature-focused course or ENG 250 or their equivalents, and permission of Major/Minor coordinator or chair.

Students who have not yet declared a major in the English Department may take up to twelve credits of courses numbered 208 or above with permission of the English Major/Minor coordinator; thereafter, admission to the major program is required.

Courses & Requirements

Summary of Requirements

  2022-2023
Core Curriculum 43
Pre-Major Courses 3
Major and Related Courses 30
Free Elective Courses 44
TOTAL 120

 

Requirements for a Major in English

To continue and graduate in the program, English majors must maintain a GPA of C or better in their major coursework. Students whose major GPA falls below this will be placed on probation and given one semester to improve to a C average. Failure to do so will result in dismissal from the major. English majors are also expected to demonstrate academic and personal integrity in major coursework and interactions with faculty and peers, as specified in the university’s Academic Integrity Policy and Behavior Codes. Violations of either will result in probation for the remainder of the student’s major coursework, in addition to other penalties deemed appropriate by the instructor and/or Major/Minor Review Committee. Further violations will result in dismissal from the major, in addition to other penalties deemed appropriate by the instructor and/or Major/Minor Review Committee. Students may appeal such decisions to the school leader and/or university Academic Integrity Committee.

 

Required Pre-Major Courses 3 hours

To be taken in freshman or sophomore years:

Surveys genres and modalities of professional writing, including social media and writing for the web. Provides an overview of areas such as digital publishing, new media journalism, business and technical writing, and editing. Develops a rhetorical understanding of professional writing as the ability to write in response to elements including audience, purpose, medium, and design.

Required English Courses 6 hours

This course provides a way for students to integrate theory and practice. Students will apply knowledge and skills gained in the classroom by interning at a business, government agency, or at another field experience site approved by the Major-Minor Coordinator in the department. Students will fulfill their duties in a learning contract developed by their on-site supervisor and faculty sponsor. Student performance will be assessed via products agreed upon with the faculty sponsor, including, but limited to, weekly journals, reflective papers, and research proposals or projects.

In-depth study and research of a topic combined with a major writing project (e.g., seminar paper, pedagogical unit, collection of short stories) of at least 15 pages. The project will situate the student's original work in a scholarly context and should have direct ties to the student's intended career path. At the end of the semester, students will present their work before a faculty panel. The course will also include career and graduate school preparation (investigating options, preparing and submitting resumes or applications, etc.). Should be taken in the final year of the students' major coursework.

Elective English Courses 24 hours

ENG 433 and ENG 435: Topic to be specified

Study of narrative and dramatic works with an emphasis on literature. When offered for 4 credits, this course will be dual listed with GSR 210, 220, or 240 and will address the Student Learning Outcomes of these courses.

Study of narrative and dramatic works with an emphasis on literature. When offered for 4 credits, this course will be dual listed with GSR 210, 220, or 240 and will address the Student Learning Outcomes of these courses.

Study of important and representative works of literature written by D/deaf authors. When offered for 4 credits, this course will be dual listed with GSR 210, 220, 230, or 240 and will address the Student Learning Outcomes of these courses.

Study of important and representative works of literature and literary forms that make up the African American literary tradition. When offered for 4 credits, this course will be dual listed with GSR 210, 220, 230, or 240 and will address the Student Learning Outcomes of these courses.

Study of important and representative works of literature by women. The unifying theme of this course is the creative expression by women, in all genres and including journals, of their personal and cultural experiences. An introduction to feminist critical theory will be offered to provide a context for the works. When offered for 4 credits, this course will be dual listed with GSR 210, 220, 230, or 240 and will address the Student Learning Outcomes of these courses.

This course is a survey of representative writers and literary forms that make up the Hispanic-American literary tradition.

This course provides students with an overview of multicultural literature in conjunction with the historical and contemporary issues facing each culture. The texts discussed in this course may include Hispanic/Chicano/Chicana literature, African American literature, American Indian literature, Deaf literature, Gay/Lesbian literature, English from the former colonies/postcolonial literature, and others. The course will focus on the techniques and strategies implemented by the authors to undermine and question mainstream attitudes and values through an investigation of questions such as these: What is ''minority?'' How is identity formulated in the margins?

Introduction to quality adolescent literature and examination of issues relevant to the reading and teaching of the genre. The history and characteristics of adolescent literature will be explored, along with theoretical approaches to reading and interpretation, issues of multiculturalism and diversity, and the relationships between adolescent literature and 'classic' adult literature.

In-depth study of literature in the context of significant theoretical questions. Examines primarily American and British texts exemplary of key moments, movements, and discourses. May also include authors writing in English from other cultures. May be repeated for credit if topics differ.

In-depth study of literature in the context of significant theoretical questions. Examines primarily American and British texts exemplary of key moments, movements, and discourses. May also include authors writing in English from other cultures. May be repeated for credit if topics differ.

This course is an analysis of the poetic and dramatic structure of some of Shakespeare's major comedies, tragedies, romances, and history plays, with a consideration of the background of the plays.

This course is a study of the life and works of a major author writing in the English language, such as Chaucer or Milton. The author to be studied in any given semester will be announced at registration.

Special topics in the discipline, designed primarily for seniors. May be repeated for credit if topics differ.

Study of important and representative works of popular culture, genres, and literary forms. When offered for 4 credits, this course will be cross-listed with GSR 210, 220, or 240 and will address the Student Learning Outcomes of these courses. The course can be repeated if topic changes.

Study and intensive practice of writing in digital environments, with a focus on journalistic contexts. Examines technical and rhetorical features of online environments, including interactivity, hyperlinking, spatial orientation, and non-linear storytelling. Focuses on the writing conventions and standards of digital media, as well as editing techniques and competencies.

Study and intensive practice of composition in social media genres. Examines rhetorical conventions for digital communication and the dissemination of information through social media for professional purposes, including developing a social media content strategy and analytics. Integrates editing techniques and competencies. May also cover theoretical issues such as copyright and authorship, visual literacy, and moderation of collaborative online environments.

Study and intensive practices of inventing, shaping, producing, and delivering text, audio, video, and images aesthetically and purposefully. Examines various genres of and technical platforms for multimedia composition. Integrates editing techniques and competencies. May also cover theoretical issues relevant to digital media such as universal access and participatory culture.

Study of media literacy, including techniques and strategies used to analyze the use of diverse media to inform, entertain, and sell. Examines diverse media messages in advertisements, television, film, newspapers, magazines, and the Internet.

Study and intensive practice of professional writing skills and genres, such as resumes, letters of application, emails, memos, short proposals and reports.

Study and intensive practice of professional writing skills and genres, with a focus on longer proposals and reports.

Study and intensive practice of professional writing skills and genres, with a focus on grant applications and reports, letters of introduction, and other fundraising materials.

This course will deal with these features: news, feature, and editorial writing; copy editing and fact checking; headline writing; and page layout, both in print and online. This course touches on the growing possibilities and ethical considerations for journalism in the digital age.

This course is designed to prepare students to work in Gallaudet University¿s English Center (Tutorial and Instructional Programs) and will also provide a foundation in theory and practice for similar tutorial and instructional contexts. This course focuses on strategies for teaching writing and reading, particularly in one-on-one conference settings, and gives students practical tutoring experience. Students will read and discuss applicable theory and will complete a practicum in Gallaudet University¿s English Center. Before taking the course, students need to complete the Tutorial and Instructional Program application process.

Surveys theories of composition and language acquisition, with the aim of providing a context for students interested in teaching professions. Examines current cognitive studies of how people learn and use language. Students will write compositions following the different approaches studied.

Introduction to the study and intensive practice of creative writing. The course will touch on fiction, drama, poetry, and other creative forms. Analysis and critique of students' writings in group and individual conferences. May be repeated for a maximum of nine credit hours if topics differ.

Intermediate study and intensive practice in creative writing in a specific genre or topic. Intended for intermediate level students with knowledge of and experience in the fundamentals of creative writing in the genre or topic of study (topics will vary by semester). Analysis and critique of students' writings in group and individual conferences. May be repeated for a maximum of nine credit hours if topics differ.

Advanced study of English grammar, structure, and usage. Focuses on applying the principles of grammar in one's own writing and in the teaching of writing. Reinforces students' cognitive knowledge of English grammar. Also covers skills and technical aspects of editing.

Individual work for juniors and seniors in an area of special interest; designed and carried out by the student in consultation with the instructor.

Memoir is one of the hot genres right now. Real stories affect us in ways that fictional stories don’t. There is power in knowing that the stories we are reading really happened to the person who wrote it--or at least they claim the stories happened! People aren’t always truthful, and memories are not always reliable; we will talk about this too as we read, discuss, and analyze memoirs by deaf and hard of hearing writers from a variety of backgrounds. We will read memoirs from members of the Deaf community, and from those outside of it--and of many different intersectional identities. 

Since ancient times, ghost stories have played an important role in storytelling and in folklore from cultures around the world.  As we read and analyze ghosts in literature, folklore, and pop culture, we will assess how these stories create voice and identity, and how ghosts are used as metaphors. Readings will include the nineteenth-century rise of Spiritualism, a religion essentially devoted to ghosts; the Indian bhuta

The genre of travel literature encompasses outdoor literature, guidebooks, nature writing, and travel memoirs. This course will focus on a specified topic that includes a selection of fictional and non-fictional texts all included under the broad category of 'travel literature'. This course may be repeated for a maximum of six credit hours if topics differ.

This course will employ critical literacy and graphic novels’ academic disciplines and encourage students to apply various popular graphic novels’ knowledge, modes of inquiry, and technological competence.  In addition, students will learn and discuss how graphic novels can be used as resources for critical literacy and deliver messages about the current social issues. The reading assignments will provide a variety of situations and characters to develop moral reasoning skills to address the positions and challenges provided in the readings regarding the -isms and the balance of privilege/power.

Program Outcomes

SLO 1: Students will use written English and American Sign Language (ASL) to communicate effectively. Aligns with GU SLOs Bilingualism and Wellnes
SLO 2: Critical Interpretation of Texts.  Students will demonstrate ability to read and interpret texts critically for different tasks and purposes.
Aligns with GU SLOs Bilingualism, Digital Awareness, Critical Thinking, and Wellness
SLO 3: Research Competencies. Students will demonstrate knowledge of research competencies and be able to incorporate these in their own texts.
Aligns with GU SLOs Ethics, Digital Awareness, Career Readiness, and Science Literacy.
SLO 4: Knowledge of major traditions and contexts of literatures written in English.  Students will demonstrate knowledge of the major traditions of literatures written in English in their cultural, historical, critical, theoretical, and linguistic contexts.
Aligns with GU SLOs Global Citizenship, Bilingualism.

SLO 1: Language and Communication. Students will use written English and American Sign Language (ASL) to communicate effectively. Aligns with GU SLOs Bilingualism and Wellness

1.1 Write in English effectively and clearly for various purposes, settings, and audiences in diverse media and genres.

1.1.1 Demonstrate flexibility and range in adapting writing to match the rhetorical, stylistic, critical, and creative demands of the situation and media choice. Bilingualism: Bilingualism competence; Wellness: Wellness behaviors, Wellness: Meaning in life

1.1.2 Demonstrate competence in written English. Bilingualism: Bilingualism competence

1.1.3 Develop, revise, and edit for content and style across both higher-order (e.g. thesis, audience, purpose, organization, structure, paragraphing) and lower-order (grammar and spelling) concerns in a paper. Bilingualism: Bilingualism competence

1.2 Communicate and collaborate effectively and clearly using American Sign Language (ASL) in academic and professional contexts. Bilingualism: Bilingualism composition

1.2.1 Demonstrate flexibility and range in ASL receptive and expressive communication to match the rhetorical, stylistic, critical, and creative demands of the situation and media choice. Bilingualism: Comprehension and summarization; Wellness: Wellness behaviors

1.2.2. Demonstrate competence in academic ASL. Bilingualism: Bilingualism composition

1.2.3 Present content coherently, which involves clarifying points, bringing together information in a well-organized way, and drawing logical connections among ideas. Bilingualism: Bimodal, multimodal communication strategies

SLO 2: Critical Interpretation of Texts. Students will demonstrate ability to read and interpret texts critically for different tasks and purposes. Aligns with GU SLOs Bilingualism, Digital Awareness, Critical Thinking, and Wellness

2.1 Demonstrate ability to read and interpret texts critically—thoughtfully, actively, reflectively, and analytically—for different tasks and purposes and in different contexts. Bilingualism: Articulate the influence

2.1.1 Apply a variety of critical reading strategies to texts. Bilingualism: Comprehension and summarization; Critical Thinking: Analyze arguments, Critical Thinking: Evaluate argument; Wellness: Meaning in life

2.1.2 Identify key elements such as the comprehension of content, language, and formal elements for the purposes of a development of an interpretation or an argument. Bilingualism: Discourse competence

2.1.3 Indicate awareness of a particular text’s genre, purpose, style, and related rhetorical and contextual matters. Bilingualism: Comprehension and summarization; Critical Thinking: Critique and creativity

2.1.4 Identify and work with textual evidence. Bilingualism: Bilingualism Composition; Digital Awareness: Ethical use of data and technology; Critical Thinking: Creative contribution

2.2 Demonstrate ability to watch ASL texts critically—thoughtfully, actively, attentively, reflectively, and analytically—for different tasks and purposes. Bilingualism: Comprehension and summarization

2.2.1 Apply critical receptive strategies to a variety of ASL texts and contexts. Bilingualism: Comprehension and summarization

2.2.2 Identify key elements such as content, language, and formal elements in an ASL text for the purposes of the development of an interpretation or an argument. Bilingualism: Comprehension and summarization; Wellness: Meaning in life

2.2.3 Indicate awareness of a particular ASL text’s genre, purpose, style, and related rhetorical and contextual matters. Bilingualism: Comprehension and summarization; Critical Thinking: Critique and creativity

2.2.4 Identify and work with textual evidence from ASL texts. Bilingualism: Discourse competence; Digital Awareness: Ethical use of data and technology; Critical Thinking: Creative contribution

SLO 3: Research Competencies. Students will demonstrate knowledge of research competencies and be able to incorporate these in their own texts. Aligns with GU SLOs Ethics, Digital Awareness, Career Readiness, and Science Literacy.

3.1 Identify topics and formulate questions for inquiry appropriate for the discipline and writing task. Ethics: Identification of ethical issues.

3.2 Identify and evaluate appropriate methods and primary and secondary sources for research. Ethics: Evaluation and debate; Science Literacy: Evidence of supported decisions

3.3 Incorporate their chosen sources effectively in their own writing. Ethics: Evaluation and debate; Science Literacy: Evidence of supported decisions

3.4 Implement ideas from literary, rhetorical, and cultural criticism in their own reading and writing. Ethics: Codes of behavior; Digital Awareness: Ethical use of data and technology.

3.5 Express ideas as informed opinions that are in dialogue with a larger community of readers and writers. Ethics: Evaluation and debate; Career Readiness: Personal interests.

3.6 Indicate in informal and formal analyses an understanding of how the student’s approach compares to the variety of critical and theoretical approaches available. Ethics: Codes of behavior; Digital Awareness: Ethical use of data and technology

3.7 Cite all sources accurately, ethically, and appropriately. Ethics: Codes of behavior; Digital Awareness: Ethical use of data and technology; Science Literacy: Evidence of supported decisions

SLO 4: Knowledge of major traditions and contexts of literatures written in English. Students will demonstrate knowledge of the major traditions of literatures written in English in their cultural, historical, critical, theoretical, and linguistic contexts. Aligns with GU SLOs Global Citizenship, Bilingualism.

4.1 Read and demonstrate a critical awareness of the structure and history of the English language, major works and materials related to literary periods, genres, and their defining characteristics. Bilingualism: Articulate the Influence; Global Citizenship: Intersection of privilege and oppression, Global Citizenship: Identities/histories shift

4.2 Indicate an awareness of and appreciation for the diversity of literary and social perspectives contained within the major traditions. Bilingualism: Articulate the Influence; Global Citizenship: Working in multicultural groups

4.3 Indicate knowledge of the conventions of both literary and non-literary texts and genres. Bilingualism: Articulate the Influence; Global Citizenship: Civic discourse

4.4 Develop knowledge of the historical, cultural, and linguistic contexts of texts. Bilingualism: Articulate the Influence; Global Citizenship: Identities/histories shift

4.5 Know and identify traditions of cultural and literary theory and be able to apply key components of a particular theoretical approach or methodology. Bilingualism: Articulate the Influence; Global Citizenship: Intersection of privilege and oppression, Global Citizenship: Identities/histories shift

4.6
Indicate awareness of both canonical and non-canonical literatures and writers to appreciate and understand the many contributions diverse and multicultural writers bring to our study of literature and identity in written English literatures. Bilingualism: Articulate the Influence; Global Citizenship: Intersection of privilege and oppression, Global Citizenship: Identities/histories shift.

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B.A. in English

Sharon Pajka

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