English 598 connects composition theory to praxis. Through a number of activities, we will think carefully about our inclinations, actions and reactions as teachers in the writing classroom. Required of all graduate teaching assistants (GTAs) in their first year of teaching in the Writing Program, preceptorship provides a brief introduction to theory in writing studies and pedagogy as well as embedded support for classroom management. During the course, you will be asked to reflect on the teaching of first-year writing, and we encourage collaboration as we develop our teaching philosophies and approaches to first-year writing. A major objective of 598 is to embed support within your first year of teaching. You will meet twice weekly with your Mentor, who will provide practical support for your teaching of English 101 and 102. These mentor sessions should be a safe space to reflect on and discuss your experiences with teaching.. It is in these sessions that you will respond to any immediate questions or concerns teaching English 101 and 102. One of the major tasks of mentor groups is arranging a mentor class visit.

This course surveys quantitative and qualitative methods in composition and rhetoric in order to introduce students to different communities of inquiry and basic questions about the nature of research.

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

Fall 2026 Semester Topic: Pedagogy in Multilingual Spaces

Across the globe, old and new waves of migration, immigration and refugee settlement are reshaping the linguistic landscape of K-16 educational spaces. These changes challenge educators (and educational researchers) to reimagine what they teach, how they teach, and in what ways they deliver their content to attend to the trauma, social emotional behaviors and technocultural influences that shape modern day teaching and learning. This course will examine the kinds of practices educators can take up to foster more equitable educational attainment and successful learning outcomes in multilingual spaces. Additionally, it will make space for participants to propose and create a course syllabus designed around these pedagogical practices.

This course is designed to explore the nature of research in Second Language Acquisition (SLA) and to help situate students theoretically and methodologically in this research domain. We will investigate both qualitative and quantitative approaches, with slightly more emphasis on quantitative research design. The course will cover processes of conducting research, from identifying problems, formulating research questions, collecting, analyzing, and interpreting data, to writing up research for presentation and publication.

Course Objectives include:
1. Build awareness of practical and ethical issues in doing second language research
2. Read, analyze, and synthesize literature related to SLA
3. Understand the key concepts and vocabulary frequently used by SLA researchers and applied linguists
4. Examine issues of data collection, data analysis, research design, and writing for publication in relation to SLA and applied linguistics research
5. Compare and contrast research designs and methods and identify examples of each
6. Explore various research strategies used in qualitative and quantitative research
7. Write a research proposal or research paper

This course explores the theory, practice, and pedagogical application of the latest Internet and communication technologies in second/foreign language education, situated in view of the latest CALL (computer-assisted language learning), CMC (computer-mediated communication), SLA (second language acquisition and development), and applied/educational linguistics research. These technologies include, but are not limited to, synchronous and asynchronous chat, blogs, wikis and collaborative documents, audio (podcasting), video, virtual world/digital gaming, mobile/handheld computing, and social networking tools and sites.

This course provides an introduction to the teaching of second, foreign, or additional language (L2) writing in diverse contexts. Through readings, discussions, and activities, you will develop your understanding of the theory, research, and practice of L2 writing. We will explore a range of issues, including L2 writing development, culture and identity, pedagogical approaches, course design, feedback on student writing, and writing assessment. While we will work to develop familiarity with L2 writing research and theory and its inter-relations with L1 composition, the course will be grounded in practical and hands-on work with the goal of building your pedagogical knowledge as well as tools and strategies for working with second language writers across settings.

This course provides an introduction to the teaching of second, foreign, or additional language (L2) speech, listening, and pronunciation in diverse contexts. Through readings, discussions, and activities, you will develop your understanding of the theory, research, and practice of L2 speech, listening, and pronunciation. We will explore a range of issues, including L2 oral/aural development, identity, pedagogical approaches, course design, feedback on student oral performance, and assessment. While we will work to develop familiarity with L2 speaking, listening, and pronunciation research and theory, the course will be grounded in practical and hands-on work with the goal of building your pedagogical knowledge as well as tools and strategies for working with second language speakers across settings.

The course will provide a general overview of the TESL profession covering prominent theories, methodologies, and issues in the field. Coursework will cover the major methods, including Grammar-Translation, the Direct Method, Audiolingualism, and Communicative Language Teaching. In addition, issues of learner variables, motivation, and contexts of teaching and learning will also be addressed. Students will participate in mock lessons, tutoring sessions, and observations. Graduate level requirements include a 12-15 page research paper with bibliography of at least eight sources.

Theory and practice of teaching writing in secondary schools and colleges. Graduate-level requirements include a special topics paper.

The evolution of English sounds, inflections, and vocabulary from earliest times to the present, with attention to historical conditions. Graduate-level requirements include an in-depth research paper.