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ESL 6612 - Advocating for English Language Learners
Are you advocating for students, programs, and professional status? Learn to enlist support from administrators, parents, community, lawmakers, and the media. Through a series of readings, guest speakers, discussions, and assignments, learn how to speak and write about issues with authority, how to identify and organize potential supporters, and how to take practical steps toward changing policies and attitudes that affect ESL students, programs, and teachers.
Credits: (2 credits)
Target audience: teachers of ESL/bilingual K-Adult; others who advocate for ESL/bilingual students in a school setting.
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ESL 6620 - TEFL Certificate Course
Credits: (8 credits)
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ESL 6631 - Introduction to the Adult English Language Learner: Developing Reading/Writing Skills
How do adult learners acquire a second language? What is involved in the development of literacy skills? Explore the basic concepts of second language acquisition and the development of literacy skills. Discuss how languages are learned, and the implications for classroom instruction. The development and assessment of reading, writing and academic skills, and the politics of literacy will also be addressed.
Credits: (2 credits)
Target audience: ESL teachers of adult learners.
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ESL 6634 - Introduction to the Adult English Language Learner: Developing Oral Skills
How can we help the adult ESL learner develop oral skills? Uncover the nature of oral communication. Gain an awareness of the form, meaning and use of spoken English and how to present language to learners most effectively. Learn about the principles of teaching, listening, and speaking; use of authentic materials; and the assessment of oral proficiency and listening comprehension. Develop a basic understanding of the sound system of English phonetics, stress, rhythm and intonation. Learn strategies for teaching pronunciation. Emphasis is on developing classroom practices that maximize students’ participation.
Credits: 2 credits
Target audience: ESL teachers of adult learners.
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ESL 6636 - Course Design for Adult ESL Classes
How can ESL teachers develop courses to meet a variety of language and learning needs? ESL students come to programs for a variety of reasons: some need English for the workplace; some need survival English; others may want to go on to study in a community college or university. Understand the principles of needs assessment and course design, and learn the tools to develop courses that are tailored to the language and learning needs of your students. Learn how to develop different types of curricula including English for special purposes and content-based courses. Create curricula and materials for use in your own program.
Credits: (2 credits)
Target audience: ESL teachers of adult learners.
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ESL 6638 - Assessment of the Adult English Language Learner
Learn the basic principles of testing and evaluation, and how assessment is related to curriculum. Learn how to conduct valid and reliable formal and informal assessment of ESL learners. Develop authentic assessment tools for academic and workplace settings. Discuss entrance and exit criteria for ESL programs and how to assess student progress. Explore the politics of testing and assessment.
Credits: (2 credits)
Target audience: ESL teachers of adult learners.
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ESL 7502 - Language and Society
Focus on the varieties of language and how they reflect social patterns. Explore the importance of language in all our interactions. Examine the social nature of language, and how language reflects social situations. Study the issues of language and social class, ethnic group, and gender, as well as topics in language and nationality, language and geography, and the social nature of writing. Learn to pay particular attention to the social-linguistic situations of second language learners (i.e., those who are not native speakers of a socially dominant language or dialect) as well as the sociolinguistics of language in the classroom.
Credits: (4 credits)
Target audience: language arts, modern language, and ESL teachers, K-adult.
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ESL 7519 - Linguistics for Language Teachers
Teachers Study language in all its complexity! This is a broad, applied introduction to the study of language including morphology (word forms), syntax (sentence structure), semantics (meaning), and phonetics/phonology (pronunciation), as well as the social and cognitive dimensions of language. Study the application of linguistic skills to language instruction and the use of technology in teaching, in addition to an introduction to graduate-level research and Internet skills in a two-hour in-class library orientation.
Credits: (4 credits)
Target audience: teachers K-12.
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ESL 7610 - History of English
Have you wondered why the English language has such a bizarre spelling system, so many exceptions to its grammar rules, and the largest vocabulary of any modern world language? Discover the answers by studying the development and forms of the English language from Anglo-Saxon beginnings to present-day standard English and varieties of English. Understand the sociocultural and linguistic forces that cause language to undergo constant change. NOTE: Should be taken after or concurrently with a linguistics course.
Credits: (4 credits)
Target audience: language arts and ESL teachers, K-12.
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ESL 7650 - Basics of Modern English
An overview of English grammar designed for teachers of ESL grades K-12. Develop an understanding of the basics of English grammar both descriptively and pedagogically, particularly in areas that cause difficulties for learners of English as a Second Language. Improve your skills at error analysis and your ability to effectively incorporate grammar instruction into your classroom in a way that is meaningful and interesting to your learners. NOTE: Should be taken after or concurrently with a linguistics course.
Credits: (4 credits)
Target audience: ESL teachers, current or prospective.
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ESL 7660 - Second Language Acquisition
How do students learn a second language? Examine the factors that affect how languages are learned—age, environment, academic background, motivation, and developmental processes. Emphasis will be placed on understanding the language learning process and being able to communicate this process to administrators, teachers, and parents. Current research issues will also be addressed, with opportunities for teachers to apply theory to practice.
Notes
NOTE: Should be taken after or concurrently with a linguistics course.
Credits: (4 credits)
Target audience: ESL and bilingual/bicultural education teachers K-12.
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ESL 7753 - Testing & Evaluation of English Language Learners
Examine the complex issues of assessment, testing, and evaluation of ESL students, in both ESL and mainstream classrooms. Develop an understanding of the policies, procedures and instruments used in assessing English language proficiency and the academic competency of ESL students. Learn how to use appropriate assessment to improve student performance and how to advocate for students in testing situations.
Credits: (4 credits)
Target audience: teachers K-12.
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ESL 7755 - Development of Literacy Skills
Literacy development is crucial for the academic success of ESL students! Develop a working knowledge of best practices in literacy development for second language learners. Learn about emergent and content literacy theory and methods through a critical literacy framework.
Credits: (4 credits)
Target audience: teachers K-12.
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ESL 7776 - ESL Methods
Explore the intersection of theory and practice! Examine historical and contemporary methods for teaching language. Learn to develop lessons that focus on reading, writing, listening, speaking, grammar and vocabulary for a variety of ages, proficiency levels and educational contexts. Learn to write language and content objectives and align standards, objectives, assessment, and activities to ensure purposeful instruction. This course also presents cultural theory and development.
Notes
NOTE: Methods should be taken at the end of the licensure course sequence.
Credits: (4 credits)
Target audience: persons seeking ESL licensure.
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ESL 7790 - Advanced Practicum
Credits: (variable credits)
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ESL 8010 - Phonetics and Phonology
Help English language learners attain intelligible pronunciation. This course addresses areas of phonetics and phonology that ESL professionals need to know in order to assess and respond to learner needs. Issues of age, motivation, and context as they relate to pronunciation are discussed. Ideas for integrating pronunciation instruction into various curricula are included as well. The needs of both children and adults are addressed.
Credits: (2 credits)
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ESL 8020 - Advanced Linguistic Analysis
Using naturally occurring linguistic data from the first languages that ESL practitioners encounter in Minnesota (e.g. Spanish, Hmong and Somali), this course will provide ESL practitioners with a solid understanding of topics in syntax, semantics and pragmatics. The emphasis will be on recognizing pattern and structure (including linguistic universals) and relating this knowledge to the language learning needs of ESL students.
Credits: (3 credits)
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ESL 8490 - Research Methodology
This course examines the ideological and theoretical underpinnings of research in second language pedagogy and learning. In conjunction with reviewing quantitative and qualitative research methods, students formulate the research question for their capstone projects, design the methodology, and write the literature review.
Credits: (4 credits)
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ESL 8495 - Capstone
Credits: (4 credits)
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GED 0050 - Student Teaching Seminar
This is the required weekly seminar that accompanies the classroom student teaching experience. It is offered for no credit. Refer to the course description for the student teaching experience.
Credits: 2 credits
Prerequisite: Formal acceptance in the MAT teacher education program; successful completion of content area and education course requirements; and, successful presentation and evaluation of your Professional Teaching Portfolio.
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GED 7801 - Introduction to MAT
An orientation course is required prior to or during the first semester of a student’s program in order to facilitate the MAT student’s progress through the complexities of the licensure coursework and the gateways toward state licensure. The course will cover material such as the conceptual framework of the program, the requirements of the licensure coursework, and the gateways which have been established for monitoring successful progress through the program.
Credits: (0 credit)
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GED 7815 - Schools and Society
This course will explore the profession of teaching from historical, philosophical and sociological viewpoints. Students will develop a personal philosophy of education and conduct research on current topics in the field. This course includes three days of school tours and a 30-hour field experience.
Credits: (4 credits)
Prerequisite: Concurrent enrollment in GED 7825 is recommended.
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GED 7825 - Educational Psychology
This course surveys theories of learning, motivation and intelligence; theories of cognitive, social, and emotional development; and, influences of social and cultural background on development and learning. Students will learn about assessment and evaluation and the theoretical bases for instructional models.
Credits: (4 credits)
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GED 7862 - Education and Cultural Diversity
This course will explore the impact of diversity in the classroom: race/ethnicity, class, gender, language, sexual orientation, and disability and will explore nature, causes, and effects of prejudice. Approved by MN Department of Education as satisfying the Education 521 human relations requirement.
Credits: (4 credits)
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GED 7867 - Theory to Practice
This course will require students to analyze the structure and methods of managing learning environments, design developmentally appropriate learning opportunities that incorporate different approaches to learning, learning styles, and multiple intelligences, and practice strategies for culturally mediated instruction and uses of technology to facilitate and enhance learning. This course has a 15-hour field placement.
Credits: (4 credits)
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GED 7872 - Exceptionality
This course will survey areas of exceptionality such as learning disabilities, physical and mental disabilities, emotional and behavior disorders, and giftedness, and consider their impact on classroom learning. The course will address educational practices for responding to exceptional students’ needs. The course includes a 4-hour field placement.
Credits: (2 credits)
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GED 7885 - Elementary Student Teaching K-6
Elementary student teaching provides preservice educators with experiences to connect theory and practice in the context of a K-12 classroom; instructional planning; and implementation in an assigned learning environment. Preservice teachers’ responsibilities include; longterm planning, implementation of an integrated curriculum, the facilitation of small- and large-group learning, and the develpment of assessment systems that support the Minnesota graduation standards for K-12 students.
Notes
Students must attend a student teaching intake session, which takes place in the fall semester. Contact your advisor or the Director of Field and Student Teaching Experiences, for scheduling information.
Attendance at weekly seminar is required (no credit). Refer to course description for Student Teaching Seminar.
Credits: 6 credits
Open only to preservice teachers who have adequate preparation in subject matter; have demonstrated proficiency with regard to the program and Minnesota’s Standards for Effective Practice for Beginning Teachers; have met all program requirements; and, have evidenced fitness for entering the teaching profession. This is graduate level student teaching with graduate level exceptions.
Prerequisite: Formal acceptance in the MAT teacher education program; successful completion of content area and education course requirements; and, successful presentation and evaluation of your Professional Teaching Portfolio.
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GED 8020 - Explorations: Reflection, Community Building, and Knowledge
Participants increase their reflection skills through dialogue, writing, and examination of their personal beliefs about teaching and learning. They learn about and practice building community with class colleagues and in their workplaces. They explore how knowledge is constructed individually and socially.
Credits: (4 credits)
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GED 8021 - Designing Effective Learning Environments
In the context of individual values and beliefs and the complexity of an increasingly diverse society, providing effective learning environments for all students is a continual and complex challenge. Participants take up this challenge by considering a variety of research-based approaches for crafting inclusive, active, and engaging learning environments. These include pedagogically sound technology integration, differentiated instruction, and understanding by design.
Credits: (2 credits)
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GED 8022 - Action Research: Practice and Application
Participants design an action research project. In the process, they learn to value their own voices and the questions they generate about their professional practice. Engaging in action research enables participants to use structured inquiry as a strategy for enhancing learning environments.
Credits: (2 credits)
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GED 8023 - Capstone Practicum
As members of an inquiry community, participants challenge contemporary notions of “research.” Each participant explores and owns a critical question and drafts a capstone proposal. Participants learn to design and implement an extended structured inquiry.
Credits: (4 credits)
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GED 8024 - Educating for Equity and Social Justice
This community critically examines education through an equity and social justice lens. Using critical cultural studies and multicultural education as theoretical frameworks, participants collaboratively investigate ways in which racism, sexism, classism, heterosexism, ageism, and other forms of discrimination permeate educational policy and practice. Participants consider what individuals and communities can do to ensure that all students have equitable educational opportunities.
Credits: (4 credits)
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GED 8025 A - Public Policy: Design and Action
Policy decisions or actions present opportunities for teachers-leaders to use a policy cycle to improve teaching and learning. Participants collect data, analyze problems, and design policy initiatives, which may be at the classroom, department, school, district, state, or federal level.
Notes
Students must register for both 2-credit sections of 8025 at the same time.
Credits: (2 credits)
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GED 8025 B - Public Policy: Design and Action
Policy decisions or actions present opportunities for teachers-leaders to use a policy cycle to improve teaching and learning. Participants collect data, analyze problems, and design policy initiatives, which may be at the classroom, department, school, district, state, or federal level.
Notes
Students must register for both 2-credit sections of 8025 at the same time.
Credits: (2 credits)
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GED 8030 - Essentials in Literacy and Learning
Examine the relationship between literacy theories and classroom practice. Expand the definition of literacy as it relates to self, students and society. Learn about and practice building community with colleagues in a literacy environment.
Credits: 4 credits
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GED 8031 - New Literacies in the 21st Century
Explore the variety of different text types that can be used to teach 21st century students. Examine visual literacies and methods for teaching reading and writing with multimedia and new literacies. Learn an array of strategies intended to increase new literacy practices in the classroom.
Credits: 2 credits
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GED 8032 - Rethinking Literacy Across the Disciplines
Gain an overview of the reading process based on current theory and research. Practice and incorporate instructional methods for teaching and promoting literacy across the disciplines. Learn how to expand language specific to academic subjects and explore assessment tools that strengthen student learning with diverse texts.
Credits: 3 credits
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GED 8033 - Diverse Readers and Writers
Through self study and critical reflection, examine how culture informs literacy practices. Expand an understanding of all types of readers and writers. Transform literacy practices, curriculum, and the learning environment to ensure all students have equitable educational opportunities.
Credits: 3 credits
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GED 8034 - Literacy Leadership and Coaching
Explore the role of literacy leaders and literacy coaches in schools. Learn a wide range of leadership skills through the study of adult learning, professional development and research-based coaching practices. Examine methods for building and maintaining relationships with colleagues and the school community.
Credits: 3 credits
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GED 8035 - Literacy Capstone - Thinking, Researching, Writing
Become a teacher researcher by learning to design and implement structured inquiry in literacy education. Develop a critical question and draft a capstone proposal. Expand an understanding of the research process, methodology and structure of the capstone.
Credits: 3 credits
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GED 8036 - Educational Policy and Literacy Practice
Develop an understanding of educational policy at the classroom, department, school, district, state or federal level. Study literacy reform efforts through inquiry, reflection and analysis. Learn how to influence policy and become an agent of change.
Credits: 2 credits
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GED 8495 - Capstone
The capstone project is the culmination of an MAEd student’s work at Hamline University. It is generally an applied research project conducted in the student’s school or workplace. The student works closely with an administrative advisor to construct the research question, carry out the research, and complete the project. The capstone committee offers additional support throughout the process. Registration requires advisor and committee members signatures. Please note: Registration materials, timelines, and formatting guidelines are found in the Program Completion Guide. If you have not received this guide, please contact the MAEd Program office.
Credits: (4 credits)
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GED 8501 - The Learning Organization
This course examines the social foundations of United States education from comparative and historical perspectives with attention to future trends. The course provides ample opportunities for participants to articulate and understand the presuppositions and suppositions (foundations) of their individual philosophy, knowledge base, valuation of education, schooling, the relationship between teachers and learner, and between skills and knowledge.
Credits: (4 credits)
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GED 8502 - Educational Foundations
This overview course examines how schools, universities, and other formal organizations built around learning have evolved, particularly in the United States. Learners and learning processes, teachers and teaching processes, and leaders and leading processes will be discussed in the context of education as a discipline.
Credits: (4 credits)
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GED 8504 - Educational Organizations
This course examines organizations that educate: their structures and processes, cultures, management of change processes, productivity and effectiveness issues, their place in society, and organizational development techniques and theories. Participants will explore the implications of social, cultural, and racial demographic changes on historically Eurocentric thinking about organizations. This exploration offers opportunities to rethink these social constructions.
Credits: (4 credits)
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GED 8505 - Leadership
This course focuses on understanding and analyzing these aspects of leadership: theories, with special attention to constructivist leadership; complexities of leading in an interdependent world; leader-follower relationships; change and transition; and communication and decision-making processes. Participants will apply their understanding and analysis to personal, professional, and organizational settings.
Credits: (4 credits)
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GED 8507 A - Frameworks for Inquiry
The major aim of this course is to develop and extend critical habits of mind via inquiry. It surveys the qualitative and quantitative research paradigms. Both paradigms require habits of mind that include: making sense of competing paradigms; framing research questions; respecting data over prejudices; and judging whether conclusions are supported by evidence. This course continues the study of research designs and methods from both paradigms.
Credits: (2 credits)
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GED 8507 B - Frameworks for Inquiry
The major aim of this course is to develop and extend critical habits of mind via inquiry. It surveys the qualitative and quantitative research paradigms. Both paradigms require habits of mind that include: making sense of competing paradigms; framing research questions; respecting data over prejudices; and judging whether conclusions are supported by evidence. This course continues the study of research designs and methods from both paradigms.
Credits: (2 credits)
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GED 8508 - Advanced Inquiry
This course extends the knowledge and activities of Frameworks for Inquiry with attention to the intersection of the two paradigms and multimethod designs. Participants critique current research practices, analyze research findings related to current educational issues, and analyze and evaluate the implications of those findings. Participants also draft a dissertation prospectus, which is the initial stage of dissertation work.
Credits: (4 credits)
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GED 8513 - Paideia Seminar: Knowledge Construction
Participants in the seminar explore and think critically about ideas and practices related one EdD theme: Constructivism/Constructing Knowledge. Exploration is done through Socratic questioning, a set of guiding questions, and active participation in a variety of learning mediums.
Credits: (2 credits)
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GED 8514 - Doctoral Writing Seminar
Participants focus in improving aspects of writing assignments from the 1st-semester courses. This is done through assessments, analysis of strong and weak models of doctoral-academic writing, focused revision, self-reflection, and goal setting to improve writing for the doctoral course work and the dissertation.
Credits: (2 credits)
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GED 8515 - Paideia Seminar: Community Building
Participants in the seminar explore and thinking critically about ideas and practices related to one category of the professional education unit’s shared vision: Building Community. Exploration is done through Socratic questioning, a set of guiding questions, and active participation in a variety of learning media.
Credits: (2 credits)
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GED 8516 - Equity and Social Justice Policy
Notes
In addition to an overview of educational policy development, particular focus is placed on equity and social justice implications of educational policies at the local, state, national, and international levels. This includes the impact of the history of the U.S. civil rights and global human rights movements on educational policy. Public scholarship related to policy is examined. Participants engage in the design, development, and evaluation of policy related to educational policy issues. An underlying principle of the course is policy activism.
Credits: (4 credits)
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GED 8517 - Paideia Seminar: Inquiry and Reflection
Participants in the seminar explore and think critically about ideas and practices related to one category of the professional education unit’s shared vision: Practice thought inquiry and reflection. Exploration is done through Socratic questioning, a set of guiding questions, and active participation in a variety of learning mediums.
Credits: (2 credits)
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GED 8991 - Dissertation Credit I
Students register for four 4-credit dissertation courses after successful completion of the eight required courses, the written examination, the synthesis presentation, and the portfolio. Working individually with a dissertation committee, students develop the proposal and the dissertation. The completion of the dissertation, including the defense, is the final requirement for the doctor of education degree.
Notes
(All are graded on a Pass/No credit basis)
Credits: (4 credits)
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GED 8992 - Dissertation Credit II
Students register for four 4-credit dissertation courses after successful completion of the eight required courses, the written examination, the synthesis presentation, and the portfolio. Working individually with a dissertation committee, students develop the proposal and the dissertation. The completion of the dissertation, including the defense, is the final requirement for the doctor of education degree.
Notes
(All are graded on a Pass/No credit basis)
Credits: (4 credits)
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GED 8993 - Dissertation Credit III
Students register for four 4-credit dissertation courses after successful completion of the eight required courses, the written examination, the synthesis presentation, and the portfolio. Working individually with a dissertation committee, students develop the proposal and the dissertation. The completion of the dissertation, including the defense, is the final requirement for the doctor of education degree.
Notes
(All are graded on a Pass/No credit basis)
Credits: (4 credits)
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GED 8994 - Dissertation Credit IV
Students register for four 4-credit dissertation courses after successful completion of the eight required courses, the written examination, the synthesis presentation, and the portfolio. Working individually with a dissertation committee, students develop the proposal and the dissertation. The completion of the dissertation, including the defense, is the final requirement for the doctor of education degree.
Notes
(All are graded on a Pass/No credit basis)
Credits: (4 credits)
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GLS 8001 - MFA Core
The MFA journey begins with a core seminar course, “Writers and Readers, Creators Both.” The course is a reading-intensive examination of the relationship between reading and writing. Students expand their knowledge of the craft of writing and the use of literary texts as guides for their own work.
Notes
required of MFA students
Credits: (4 credits)
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GLS 8002 - Public Intellectual Practicum
People who share academic knowledge with the general public are sometimes called public intellectuals, people like Carl Sagan, Edward Said, Susan Sontag, Henry Louis Gates, E.O. Wilson, and Camille Paglia. These men and women are original thinkers who can write well and who wish to explore and debate real-world issues and problems and share their ideas with a wider audience. Since the great issues of our time defy easy or simple solutions, the public intellectual often explores diverse fields of inquiry, seeking to draw connections that result in deeper understanding. Students in the practicum will choose a subject or issue to investigate using interdisciplinary methods of inquiry and research. They will explore writing and presentation strategies appropriate for different kinds of audiences (e.g., essay, radio commentary, podcast, video script, blog, public presentation, etc.). Students will learn how to communicate clearly and persuasively with a wider audience, to conduct interdisciplinary research, and to act upon their creative and intellectual potential.
Notes
required of MALS students
Credits: (4 credits)
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GLS 8010 - The Essay
We believe, to quote Donald Murray, Pulitzer-Prize winning journalist and poet, that “writing is the fundamental tool of the intellectual life.” All MALS students take a course on the essay, which will instruct them on the techniques of writing the critical and personal essays. This course will help to prepare students for their final capstone project and will provide a vehicle to carry the ideas and values they explore in the Graduate School of Liberal Studies outside the academy and into the real world.
Notes
MALS Requirement MFA Elective
Credits: (4 credits)
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GLS 8012 - The Soul in the Workplace
Credits: (4 credits)
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GLS 8014 - The New Story
Credits: (4 credits)
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GLS 8015 - Revolutions
Credits: (4 credits)
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GLS 8016 - Good, Evil, & Personal Responsibility
Credits: (4 credits)
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GLS 8017 - Virginia Woolf
Credits: (4 credits)
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GLS 8018 - Feminist Art Then & Now
Credits: (4 credits)
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GLS 8019 - Path to Voice & Form
Credits: (4 credits)
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GLS 8020 - Life, Death & Love: Mozart and Brahms
Credits: (4 credits)
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GLS 8022 - Versions and Visions of Family
Credits: (4 credits)
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GLS 8023 - Moveable Americans
Credits: (4 credits)
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GLS 8026 - World Religions in Dialogue and Conflict
Credits: (4 credits)
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GLS 8027 - The Resilient Spirit
Credits: (4 credits)
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GLS 8028 - The Art and Life of Andy Warhol
Credits: (4 credits)
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GLS 8029 - The Labyrinth
Credits: (4 credits)
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GLS 8030 - The Workings of Live Theatre
Credits: (4 credits)
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GLS 8031 - Georgia O’Keeffe
Credits: (4 credits)
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GLS 8059 - Frida Kahlo
Credits: (4 credits)
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GLS 8060 - Birth and Death
Credits: (4 credits)
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GLS 8061 - Universe Story
Credits: (4 credits)
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GLS 8084 - Apocalypses
Credits: (4 credits)
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GLS 8132 - Post-Soviet Russian Writers
Notes
MALS and MFA Elective
Credits: (4 credits)
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GLS 8133 - Role of Critic in Society
Credits: (4 credits)
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GLS 8200 - Bookmaking
Credits: (2 credits)
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GLS 8221 - Literature & Commerce: Publishing
Credits: (4 credits)
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GLS 8300 - Groundings in the Craft: Elements of Poetry
In this course, students study important elements of poetry: metaphor, simile, voice, forms and structures for poems, free verse structures, and the image.
Notes
MFA only
Credits: (4 credits)
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GLS 8307 - Poetry: The Sacred
Credits: (4 credits)
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GLS 8314 - Bring on the Poetry
Credits: (4 credits)
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GLS 8320 - Groundings in the Craft: Elements of Creative Nonfiction
This foundation class explores the fundamental craft skills and broad structural subgenres of creative nonfiction.
Notes
MFA only
Credits: (4 credits)
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GLS 8340 - Groundings in the Craft: Elements of Fiction
The focus is on the fundamentals of writing fiction: character development, scene, plot, narrative voice, structure, setting, and dialogue.
Notes
MFA only
Credits: (4 credits)
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GLS 8360 - Topics: Creative Nonfiction
Credits: (4 credits)
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GLS 8361 - Playwriting/Screenwriting
Credits: (4 credits)
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GLS 8362 - Playwriting
Credits: (4 credits)
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GLS 8365 - The Picture Book
Credits: (4 credits)
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GLS 8370 - The Short Story
Credits: (4 credits)
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GLS 8371 - Author & Vision in Poetry
Credits: (4 credits)
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GLS 8372 - Geography of Memory
Credits: (4 credits)
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GLS 8374 - Plot in Fiction
Credits: (4 credits)
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GLS 8375 - Music in Poetry
Credits: (4 credits)
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