This emphasis is designed for students primarily interested either in pursuing advanced graduate study in rhetoric and composition studies or in teaching college composition or related college-level writing courses. Students may pursue this option either with thesis or directed portfolio.
- 6 hours of Core Courses, including ENGL 6001: Research & Bibliography (taken in the first semester) and either ENGL 6801: History of Rhetoric—Ancient to Renaissance or ENGL 6805: History of Rhetoric—Early Modern to Contemporary;
- 12 hours of Recommended Courses in the Emphasis including ENGL 6811: Studies in Composition and Rhetoric; ENGL 6651: Essentials of Linguistics; either ENGL 6821: Seminar in Teaching Composition or ENGL 5540: Teaching Grammar and Writing for ESL; and either ENGL 6815: Special Topics in Composition and Rhetoric or ENGL 6611: Special Topics in Linguistics;
- 9 hours of Electives from among the following: ENGL 6801: History of Rhetoric—Ancient to Renaissance (if not taken as a core class); ENGL 6805: History of Rhetoric—Early Modern to Contemporary (if not taken as a core class); ENGL 6825: Practicum in Composition Methodology; ENGL 6851: Writing Center Theory and Practice; ENGL 6655: Special Topics in the History of the English Language. One 5000-level World Language for Reading Knowledge course may also be used as an elective.
- Thesis: At least 3 hrs. of ENGL 6640: Thesis Research must be completed with a grade of S, and the completed thesis must be successfully defended and accepted by the College of Graduate Studies.
- The same Core and Recommended Courses in Emphasis as those choosing the Thesis Option, but would select 12 hours of Elective courses. One 5000-level World Language for Reading Knowledge course may be used as an elective.
- Directed Portfolio: Three (3) hrs. of ENGL 6913 must be completed with a grade of S. The Directed Portfolio for Language and Writing Studies is a culminating project which would offer students the opportunity to revise a seminar paper into a length and quality suitable for publication and would be accompanied by a rhetorical analysis of the target journal, a process narrative discussing the student’s writing process, and a reflection piece articulating what the student learned through this process.