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Please note: the following list is subject to change and may not be comprehensive. Please check the online course listing for the full roster along with information on class days/times and room numbers. The course location is at UHD Main Campus unless otherwise noted.
MTWR 8:00 a.m. - 10:00 a.m.
MTWR 10:15 a.m. - 12:15 p.m.
Three credit hours of English literature.
Students will study and practice writing the types of documents frequently used in the workplace, including cover letters and resumes, proposals, progress reports, formal reports, and PowerPoint presentations.
Major assignments include writing
Recent examples of reports include
Jones, D., and Lane, K. Technical Communication. 7th ed. New York : Pearson Education, 2002. ISBN: 0205325211.
MTWR 2:45 - 4:45 p.m.
Study and practice of formal and informal presentation of technical information, with emphasis on report writing.
Departmentally required assignments/topics
Markel, Mike. Technical Communication. 7th Ed. Bedford/St.Martin's, 2004. (BRING TO EACH CLASS)
Markel, Mike. Technical Communication. 8th Ed. Bedford/St.Martin's, 2007. (BRING TO EACH CLASS)
John H. Hudson, Ph.D.
MTWR 10:15 a.m. - 12:15 p.m.
This is a course in advanced non-fiction writing in which we will analyze and practice advanced rhetorical principles with a view to increasing clarity, effectiveness and precision. The prerequisite for this course is three hours of literature.
Most of our writing topics for this course will focus on issues surrounding education today. We will seek evidence for our arguments in a wide range of readings drawn from autobiography, journalism, psychology, sociology, anthropology, and more.
Upon successful completion of this course, students will be able to:
Requirements: Class attendance, active participation in class activities and discussions, thorough reading of assigned materials, and four to five revised essays of varying lengths.
Williams, Joseph M., and Gregory G. Colomb. The Craft of Argument. Third ed. New
York: Pearson Longman, 2007.
Other readings for the course will be provided electronically.
MTWR 2:45 - 4:45 p.m.
This course offers an intense, effective reminder and updater of information important to successful writers of essays. Particularly useful for future teachers and others who want to strengthen their writing skills for improved employment or for passing the Writing Proficiency Exam, the course asks students to examine and practice principles of rhetoric by rehearsing the stages of the writing process, with emphasis on increasing editing skills. The two textbooks for the course (A Rhetoric of Argument by Fahnestock and Secor and Rhetorical Grammar by Kolln) indicate the twin purposes of the course. Students will write four major revisable essays and regular homework assignments in both rhetoric and grammar. Students will emerge from the course more competent and confident writers and editors, sensitive to both the needs of particular readers and to the strictures of the grammar of standard edited English.
MTWR 12:30 p.m. - 2:30 p.m.
This class will introduce students to the skills, practices, and innovations of published writers in the genres of fiction, creative non-fiction, and poetry. We will experiment daily and weekly with different forms in these genres. Over the course of the short semester, students will build a portfolio of their own writing, and will engage in lively critical response to the writing of others. Whether you are just beginning, or have been writing for awhile, the class will serve you by encouraging you to write and become a part of a literary dialogue that is going on well beyond the confines of the classroom.
Imaginative Writing: The Elements of Craft. 2nd edition. Janet Burroway. New York: Penguin, 2007
UHS at Cinco Ranch
MTWR 10:15 a.m. - 12:15 p.m.
This course will explore the history of poetic forms and genres from the late sixteenth century to the present. We will attend not only to the fundamentals of poetic craftsmanship (meter, rhyme, figurative language, wordplay, tone, and imagery), but also to the ways in which poets, like quivering seismographs, record the sensibilities of their particular times. In our reading, we will consider both the unique personal vision of each poet as well as the way poetry contributes to an ongoing and wide-ranging cultural discourse. Poets may include: Shakespeare, Donne, Milton, Pope, Blake, Coleridge, Keats, Tennyson, Whitman, Dickinson, Yeats, Eliot, Stevens, Pound, Hughes, Plath, Walcott, Heaney, and others. Requirements: three essays and a final exam.
Ferguson, Margaret, Mary Jo Salter, and Jon Stallworthy, eds. The Norton Anthology of Poetry. 5th ed. New York: Norton, 2004. ISBN: 0-393-97920-2.
MTWR 10:15 a.m. - 12:15 p.m.
Twentieth-century Polish poet and translator, Stanisław Barańczak, writes: “Lyric poetry—which by its very nature is the voice of the individual—is the first to react whenever culture faces the task of ‘translating’ the common experience of society into the language of individual sensation; poetry is the quickest to put into words those questions that History poses to the individual human life and that human life poses to History.” In this course, we will explore poetic craft across a variety of centuries and cultures seeking what Barańczak describes as the exchange between lyric poetry and history. Our four weekly two-hour sessions will be composed of: (1) a 45-minute period of lecture on a particular topic related to poetic craft, and (2) a one-hour period of examination of one or more exemplar poems and class discussion, to include occasional sharing of your journal musings. As a means of becoming more skillful readers of poetry, we will explore such issues of craft as the tools of poetic language (e.g. imagery, metaphor, symbolism, irony), the construction of the poetic self, formalism and free verse, the tension between epic and lyric poetry, twentieth-century poetry’s relationship with the visual arts, and the art of translation. We will also examine in some detail American poets of the twentieth and twenty-first centuries. A review syllabus is available to students upon request (email@example.com).
Texts: Norton Anthology of Modern and Contemporary Poetry, Volumes 1 and 2, Eds. Ramazani, Ellmann, and O'Clair (Norton, 2003). ISBN 0-393-97791-9 (Vol. 1) & 0-393-97792-7 (Vol. 2).
Requirements: an annotated bibliography, two critical essays.
MTWR 5:30 - 7:30 p.m.
This course introduces students to the interpretation of fiction through the study of short stories and novellas produced in Europe and the Americas from the nineteenth century to the present. It familiarizes students with literary styles ranging from the gothic and fantastic to the realist, modernist, existentialist, magical realist, and postmodernist. Students will encounter works from a variety of genres, including fairytales, ghost stories, science fiction, and mysteries. This engagement with diverse works of fiction is complemented by exposure to relevant narrative theories.
Lone Star College - Cy-Fair
TR 6:00 - 10:00 p.m.
This 3-credit-hour course in an intensive survey of the principles and problems of English Grammar. We begin by developing fluency in the vocabulary that is specific to a discussion of grammar and syntax. In addition, focus will be placed on how to apply these principles to teaching and to studies in bilingualism. Error analysis will be addressed also. Upon completion of this course, students should demonstrate
Professor Anthony Chiaviello
MTWR 2:30 - 4:30 p.m.
This upper-division, writing-intensive course provides an introduction to the varieties of writing seen in major media today. After a consideration of the practice of writing, the course reviews mechanics, usage, and style before undertaking an introduction to each kind of writing. We will examine newswriting (both in print and online), and writing in broadcast media, advertising, and public relations. We will also explore legal and ethical concerns. The course consists of sequential daily writing assignments in the various media, with opportunities to revise and edit.
MW 12:00 - 3:30 p.m.
This class is a practical exploration of composition theory for middle school and secondary school teachers. Specifically, we will examine writing sequences that promote continued increases in linguistic maturity. Using a process-oriented approach to teaching writing, we will identify typical writing stages and create informal and formal writing tasks designed to help students more productively grow as writers. We will also examine the cause and correction of errors, the role of revision in improving long-term performance, and the design and application of formative and summative assessments.
Requirements: Two equally weighted exams and a final project.
Dr. Michael R. Dressman
Professor of English
Summer 9-week session (Special dates: June 8-July 21)
MW 12:00 - 3:00 p.m., room A621
This is a graduate course in applied linguistics and is part of the curriculum for the Master of Arts in Teaching degree program. However, the course has wider scope and applicability, and it would be useful for anyone interested in language policy issues, including MSPWTC students
The main objectives of the course are that you will be able to
The major assignment for the course is an annotated bibliography and position paper on a topic in language policy. The aim of the assignment is to make you equipped to be a contributing member of the academy in language policy matters.
The class time, early in the course, will be spent in lecture, demonstration, and discussion of the fundamentals of linguistic study, with some attention to language variation. Gradually, as the academic term progresses, class time will more and more shift attention to the subjects of language acquisition; dialects/language variation (social, regional, ethnic, etc.); and language policy issues in schools, media, arts, public agencies, and other situations. We will also explore such topics as languages in contact; reading, writing, and speaking in schools; and what we mean by the teaching of grammar.
MW In Person Hybrid 5:30pm 7:30pm
UHD Course Catalog Description
ENG 6360 explores “selected topics in writing for industry, linguistics, pedagogy, and rhetorical or discourse theory. When course content varies, course may be repeated by permission of department.”
The purpose of this graduate course is to introduce students to the key qualitative and quantitative research methods for conducting research in Technical and Professional Communication. The course will help students in completing their thesis/capstone projects for their Master of Science in Professional Writing and Technical Communication degree.
Through various assignments, students will learn how to
- select an appropriate research method based on their research questions, available subjects, and resources;
- prepare all necessary documentation for the Committee for the Protection of Human Subjects (CPHS) at UHD
- administer various research methods in accordance with reliability, validity, and generalizability requirements; and
- analyze and report the collected data in an appropriate format.
Laura J. Gurak and Mary M. Lay, eds. Research in Technical Communication, 2002. (lib. reserves)
Note: Other reading materials will be distributed in class or through the library’s electronic reserve.
Last updated or reviewed on 6/14/10