Meredith College Home PageEnglish Department

English Programs of Study

Beginning with the 2008-2009 academic year, English major requirements have changed. The new major requires more hours but at the same time allows a student more choice. In this period of transition, students who are pursuing a major in English may choose between the old and the new major. The chart below will help you to see the differences between the old requirements and the new ones and to make the choice that is right for you.

The English Major

Requirements            

             

Eng 111                                             3 hrs.

 

Eng 200                                             3 hrs.                                       

Eng 270                                             3 hrs.

 

Eng 498 or 499                             1-3  hrs.

                       ****

Eng 211                                             3 hrs.

Eng 212                                             3 hrs.

 

Eng 215                                             3 hrs.

Eng 216                                             3 hrs.       

 

 

 

One language course chosen from the following:                                                        

Eng 351, 352, 353, 505                     3 hrs.

 

One chosen from the following:

 Eng 355 or 356 (Shakespeare)      3 hrs.

   

One writing course from the following:   

220,235,236,245,247, 250, 280, 358     3 hrs.                                                       

One world lit course    from the following: 203, 335, 495, CORE 402                3 hrs.

   

2 electives from the following: (one of

which must be American)               6 hrs.

240, 242, 300, 330, 340, 345, 350, 357, 359, 360, 364, 365, 367, 368, 370, 371

                                         

1 experiential component                           

May be satisfied by student teaching,

Eng 230, or internship                     1-2 hrs.

 

English majors must take one seminar.

 

Total of 41-44 hrs, depending on thesis

 

 

The English minor requires that you take 18 hours of English, not counting ENG 111 or 112. At least nine of the selected 18 hours must be in courses numbered 300 and above. You may select courses from the following areas:

The remaining hours may be selected from the following areas: ENG 202, 206, 211, 212, 235, 236, 240, 245 or 247.

The professional writing minor prepares students in various majors for communications positions, including writing, editing, marketing, public relations, journalism or technical writing. This 21-credit program emphasizes not only writing, but also visual and oral communication and information technologies used in the workplace.

Course requirements include the following:

*Course will vary, depending on needs and interests of the students. Topics may include corporate publications, non-fiction article writing, video production, writing opinion pieces, and other special topics in journalism. Variable credit, one-three hours.

For additional information about the professional writing minor, contact Dr. Rebecca Duncan at duncanr@meredith.edu or (919) 760-2291.

Internships
Students pursuing the minor are encouraged to supplement their course work with experience on the job. Internships and cooperative education placements help to develop entry-level skills and build portfolios. Internships can earn 1-4 hours of credit, the amount of credit depending on the number of hours worked per semester.

Where? Students in this program have worked as interns at Biblical Recorder, Cary News, Ensign, Duke University Hospital, Epley Associates, Fails Management Institute, ITT-Telecom, Meredith Office of College Relations, the Masonite Corporation, McKinney-Silver, Meridian Travel, The Morgan Agency, National Opera Company, NC Center for Public Policy Research, NC Museum of Art, NC Department of Cultural Resources, NC Department of Labor, NC Museum of History, NC Symphony, NC Wildlife Commission, NCSU Literacy Program, News and Observer Operation Raleigh, Preservation Education Branch of the Division of Archives and History, Professional Engineers of NC, Raleigh Convention and Visitors Bureau, Raleigh YWCA, The SAS Institute, Spectator, Wake County Arts Council, The Women's Center, WKFT, W-LITE, WRAL, and WTVD.

Teacher Licensure
English majors often earn licensure to teach middle, high or elementary school. Below are checklists of requirements for middle and high school licensure. For additional information, contact Dr. Kelly Roberts or visit her in 114C Joyner Hall.

English 9-12
The curriculum for prospective teachers of English consists of general studies, an English major, and professional studies. Courses in English comprise approximately 33% of the students’ four-year program. Because English is a many-faceted discipline—including language, composition, literature, research, and film--and because these facets must be integrated, all English courses provide prospective teachers with opportunities to develop a variety of skills. In all English courses, students are taught to communicate clearly and correctly and to read with understanding and appreciation. Furthermore, they are encouraged in both class discussion and written work to think critically, to argue persuasively, and to come to independent judgements about primary materials. The ability to learn independently is developed through research requirements, large and small, which occur throughout our curriculum.

Goals:
The goal of the curriculum is to ensure competency in the teaching of English by developing the following areas:

Objectives:
The objectives for the curriculum are explicitly stated in the college catalogue. They are to foster the ability to think logically and independently, to develop skills in speaking, writing, and research, to develop an appreciation of and enjoyment of literature and film, to develop an understanding of an appreciation for the English language, and to develop an appreciation of human values.

Program Requirements for English (9-12)

A. The General Education program requirements.
B. A major study program in English 39 credit hours

All prospective teachers of English take the following courses:

In addition, prospective teachers must take:

All prospective teachers are strongly recommended to take one course in speech and/or theatre.

C. Professional Education

1. Professional Education, General
Prior to the BLOCK semester (last semester of teacher education program):

EDU 232, Foundations of American
Education 3 credit hours
EDU 234, Educational Psychology 3 credit hours

2. Professional Education – Methods
Prior to the BLOCK semester :
Methods 764

Middle Grades Language Art/Commuication Skills Guidlelines and Competencies
(GRADES 6-9)
The literacy demands of the world require an increasingly complex level of proficiency in reading, writing, speaking, listening, conducting research, and viewing. Individuals must be able to communicate with facility in a variety of settings—as individuals and cooperative members of groups. Therefore, the first priority of a communication skills program is language development. It is this use of spoken and written language which sets human beings apart from other forms of life and allows for the expression of the human spirit, the development of ethical responsibility, and the ability to interact with and influence others. Indeed it is the use of language which challenges us to examine and clarify our thinking as we search for the best means to communicate our thoughts and ideas.

An effective communication skills program must be concerned with both process and content—with how students learn and what they learn. Recent research in the area of linguistics and language acquisition challenges old paradigms of learning and invites teachers and students alike to consider reading, writing, speaking, listening, and viewing as constructive, dynamic integrated processes. Each of these processes is similar and includes preparation, engagement, and response stages. This constructivist perspective promotes an environment where students learn to employ strategies selectively based upon their background, texts (written, oral, or visual), and purposes for activities.

Literature and language are the content of an integrated communication skills program. Study of this content should include the structure of language, a social and historical perspective of language, and a respect and appreciation for cultural diversity. Essential to the study of literature is a clear emphasis on the learner as the “maker of meaning” who is able to respond to the beauty and legacy of our language.

A balanced communication skills program should focus on the student as an active participant who has options and, therefore, control over the learning process. Included among these options is the selective and strategic use of monitoring, self-questioning, and focusing techniques. In a similar manner, engaged learners explore options in presentation: films or videotapes in the study of literature and language; audio-tapes in the study of speaking and listening; and word-processors in composing, revising, and publishing compositions. Perhaps this focus on the learner as an active participant is best reflected in Aristotle’s words “people become housebuilders through building houses, harp players through playing harps.” In short, learners become effective users of language through reading, writing, speaking, listening, and viewing. They become thinkers and problem solvers through participating in challenging learning experiences.

The competencies and guidelines that follow identify the critical entry level and advanced philosophical framework, knowledge, and methodology required for licensure in language arts/communication skills middle grades.

Specific Requirements for Communication Skills 6-9 Licensure
The curriculum for 6-9 teachers with a concentration in communication skills consists of general studies, a major, professional studies, and 25 semester hours in English and related courses. Courses in the communications area comprise approximately 20% of the students’ four-year program. Because communications is a many-faceted area—including language, composition, literature, and film--and because these facets must be integrated, all English courses provide prospective teachers with opportunities to develop a variety of skills. In all English courses, students are taught to communicate clearly and correctly and to read with understanding and appreciation. Furthermore, they are encouraged in both class discussion and written work to think critically, to argue persuasively, and to come to independent judgements about primary materials. The ability to learn independently is developed through research requirements, large and small, which occur throughout our curriculum.

Goals:
The goal of the curriculum is to ensure competency in the teaching of communication skills by developing the following areas:

Objectives:
The objectives for the curriculum are explicitly stated in the college catalogue. They are to foster the ability to think logically and independently, to develop skills in speaking, writing, and research, to develop an appreciation of and enjoyment of literature and film, to develop an understanding of an appreciation for the English language, and to develop an appreciation of human values.

Specific Requirements for Communication Skills (6-9)

A. The General Education program requirements of the college.

B. The specific requirements within the General Education program.

C. Major Study Program in an area other than Education

D. A concentration in Communication Skills 25 hours

E. Subject matter methods courses (ENG 764 ad 765) and practicum as
stated in Program requirements for Middle Grades Education, Professional Education Requirements.

NOTE: EDU 471, Reading in the Content Area, listed within the Professional Education Requirements is included above.

*If a student has not had African American literature, we strongly recommend it.

 

Site Map | Directory | Questions?
©2007 Meredith College | 3800 Hillsborough Street, Raleigh, NC 27607-5298
Phone: (919)760-8507 | Fax: (919)760-2391