Graduate Learning Outcomes
The Master of Arts in English Program (MA) offers intensive education in three areas. In accordance with the University's motto of learning by doing, students are trained in core courses and fields that make them job-ready as they graduate with state-of-the-art skills and knowledge.
Upon graduation, students in the Master's Program will demonstrate measurable competencies (learning outcomes) in the following areas:
- Familiarity with the basic theories, knowledge areas, and analytical tools of the field
- Ability to read and understand unfamiliar articles on current research, theories, and analyses in their field
- Ability to conduct and present high-quality research/analysis appropriate to their discipline
- Ability to apply theories and discipline-specific skills to teaching, editing, or other professional areas
Specifically, the learning objectives for each of the options are as follows:
Candidates in the Literature option will demonstrate:
- Knowledge of the major literary periods/genres in British, American, or World literature
- Familiarity with representative authors and works of British, American, or World literature
- Ability to analyze literature and non-fiction using appropriate theoretical, historical, and cultural apparatus
- Ability to write clear, persuasive prose using research and synthesizing multiple sources
Candidates in the Rhetoric/Composition option will demonstrate:
- Knowledge of the key theorists/practitioners, concepts, and terms in all three areas: History of Rhetoric; Modern Rhetorical Theory; and Pedagogy (articulated with "Demonstrated knowledge of relevant theories and facts," Comprehensive-Exam Rubric [CER]).
- Ability to apply rhetorical methodologies, principles, and research to salient concerns/problems in all three areas: History of Rhetoric; Modern Rhetorical Theory; and Pedagogy (articulated with "Ability to use theory to analyze specific cases," CER).
- Ability to identify the question at issue and frame a response (articulated with "Insightful, focused response to the question," CER).
- Ability to develop a detailed, resourceful line of reasoning in response to a question at issue (articulated with "Development of ideas," CER).
- A readable, compelling, professional prose style (articulated with "Vigorous academic writing style," CER).
- Ability to teach/adapt the body of knowledge and skills listed above to a variety of audiences, in particular fellow teachers and college students (this outcome is addressed by the comprehensive-exam questions, which require students to contextualize their responses with respect to particular audiences).
Candidates in the TESL option will demonstrate:
- Familiarity with the theories, knowledge areas, and analytical tools of second language acquisition, grammar, pronunciation, TESL composition, and TESL pedagogy
- Ability to critically analyze and synthesize articles on current research, theories, and analyses in SLA, grammar, pronunciation, TESL composition, TESL pedagogy
- Ability to conduct and present high-quality data-based research/ analysis in second language acquisition, grammar, pronunciation, and TESL composition.
- Ability to apply theories of SLA, grammar, pronunciation, and TESL composition in the classroom (e.g., teaching, materials design).
- Ability to write papers reporting research, synthesizing theories/analyses, summarizing or reviewing books or articles using appropriate style.
Curriculum Map (DOC)