Secondary Teaching in English Option

General Requirements

• Admission to the program is contingent upon good academic standing and acceptance by the department.
• Admission to the College of Education is required prior to registration in any professional education courses other than ELCF 152 and 200; PSYC 210; S ED 301; READ 330.
• A grade of C or above is required in all English courses and supportive courses completed at Chicago State University or transferred from other universities.
• A grade of B is required in student teaching.
• A grade of C or above is required in all other professional education courses completed at Chicago State University or transferred from other universities.
• A maximum of nine hours of professional education courses taken at a junior or community college can be transferred into the program.
• A grade of C or above is required in general education courses listed in bold type under the Specific Requirements.
• A cumulative grade point average of 2.5 in all coursework in the program completed at Chicago State University or transferred from other universities, is required for admission to the College of Education, student teaching and recommendation for teacher certification.
• Graduation from a teacher preparation program requires a cumulative grade point average of 2.0 in all coursework completed at Chicago State University, and a grade point average of 2.5 in all coursework required in the teacher preparation program completed at Chicago State University or transferred from other universities.

Before proceeding to any 300 level course in literature or professional education, students must have passed the English Qualifying Examination and completed English 228.

Students must

Pass the examination on the state and federal constitutions.

Complete 132 credit hours in:

• General Education 44 credit hours
• Area of Specialization 51 credit hours
• Professional Education 37 credit hours
• Required Supportive Course 0 credit hours

Specific Requirements

General education - 44 credit hours

COMPOSITION - 6 credit hours

ENG 127 and 128

NATURAL SCIENCES - 9 credit hours
-    6 hours of elective courses in biological sciences; 6 hours of elective courses in physical sciences; at least one course must be a laboratory course.

SOCIAL SCIENCES -15 credit hours
-    HIST 130 or 131; POL 101; PSYC 141 and 204; 3 hours of elective courses in social science

MATHEMATICS - 6 credit hours
-    6 hours of elective courses in mathematics

HEALTH AND/OR PHYSICAL DEVELOPMENT - 2 credit hours
-    2 hours of elective courses in health and/or physical development approved by advisor

HUMANITIES (Foreign Languages) - 6 credit hours

Area of Specialization - 51 credit hours
ENG 210, 216, 219, 226, 233, 234, 241*, 291 or 294, 311, 316, 331, 338, and 390;

One 3-hour course selected from each of the following groups:
-    335, 336, 339, 361, or 366;
-    321, 322, 323, 324. 332, 334, 370, 382, 384 or 386;
-    314, 326, 342, 349, 357, 358, or 359; and,
-    341, 345, or 346;

Eng 091* - a required supportive course for which no credit is given.

Professional Education - 37 credit hours

ELCF 152, 200, and 353; ED 312; PSYC 206; SPED 301 and 303; READ 306; ENG 092, 347, 360, 363, and 375; CAS 363

*May be waived with consent of Secondary Teaching in English Coordinator.

Program Objectives

For successful completion of the Secondary Teaching Option, students must

• be able to write coherent, well-organized exposition in several rhetorical modes using edited American English competently.
• understand and be able to use effectively a variety of rhetorical forms and strategies of informative writing and write for a variety of audiences.
• be familiar with the literature and major developments and writers of Great Britain and America.
• be familiar with a significant body of literature by American writers of color.
• be familiar with a significant body of literature by women.
• be familiar with a significant body of European and non-Western literature.
• be familiar with a significant body of adolescent literature.
• be able to analyze works of literature, understand a variety of critical approaches, and demonstrate an awareness of the characteristic elements and techniques of the various genres.
• understand traditional, structural, and transformational/generative grammars, be acquainted with the nature of language, observe language development, history, dialects, and acquisition, and be able to apply this knowledge in teaching the language arts.
• be able to deal positively and effectively with dialectal and cultural variety among students.
• have a practical and theoretical understanding of the writing process, forms of discourse, and strategies for teaching these.
• be able to evaluate the strengths and weaknesses of student writing and to provide appropriate instruction and counseling.
• understand the nature of reading and the processes used by students in learning to read and be cognizant of appropriate reading materials and strategies.
• be familiar with and be able to analyze critically non-print media, their relation to print media, and their uses in teaching and learning.
• be skilled in speech communication and knowledgeable about the role of speech in the arts and sciences in teaching and learning.
• have working knowledge of instructional strategies and materials used in developing oral competence in adolescents.
• be able to demonstrate specified teaching skills in video-taped micro-lessons taught to peers.
• be acquainted with the problems and techniques of teaching mildly handicapped and language disordered students.
• understand the processes of adolescent and learning psychology.
• be familiar with the philosophy, organization, and structure of American public education and the problems of secondary schools.
• understand the roles and responsibilities of practicing English teachers.
• be familiar with professional organizations and journals.
• be able to incorporate research findings into the instructional program.
• be willing and able to identify their own strengths and weaknesses and outline a plan of self-improvement.
• be able to use effective ways of teaching English: to select and adapt methods and materials and develop a sequence of assignments to guide and motivate students with varying interests and abilities who come from varying environments and ethnic backgrounds.
• be able to prepare, use appropriately, and interpret a variety of testing instruments and procedures to assess student progress.
• be able to think critically about issues, to articulate varying points of view, and to take informed stands on issues of concern to the profession.
• be able to communicate instructional information to students and to communicate with students, parents and administrators respecting the student's progress and course of study.

Area of Specialization (Courses) - Number and Name

1.    210 EDITING (3)
        Prerequisite: Successful completion of English Qualifying Examination and
        English 136 or consent of the department

2.    216 SURVEY OF AMERICAN LITERATURE I (3)

3.    219 SURVEY OF AMERICAN LITERATURE II (3)

4.    226 ELEMENTS OF LITERARY STUDY (3)
        Prerequisite: Successful completion of English Qualifying Examination

5.    233 READINGS IN BRITISH LITERATURE I (3)

6.    234 READINGS IN BRITISH LITERATURE II (3)

8.    291 AFRICAN AMERICAN LITERATURE (3)
        Prerequisite for all 300 level courses in English: Successful completion
        of the English Qualifying Examination

9.    311 SHAKESPEARE (3)

10.  331 LITERARY CRITICISM (3)

11.  338 LANGUAGE (3)

12.  390 WOMEN'S VOICES (3)

13.  335 DEVELOPMENT OF MODERN ENGLISH (3)
        or
       336 AMERICAN ENGLISH GRAMMAR (3)
        or
       339 CURRENT ENGLISH USAGE (3)
        or
       361 LANGUAGE AND CULTURE (3)
        or
       366 TEACHING ENGLISH AS A SECOND LANGUAGE (3)
        Prerequisite: ENG 338 or consent of the department

14.  321 BLACK WOMEN WRITERS (3)
        or
       322 BLACK AMERICAN POETRY (3)
        or
       323 WRIGHT, ELLISON AND BALDWIN (3)
        or
       324 GWENDOLYN BROOKS SEMINAR (3)
        or
       332 BLACK AMERICAN FICTION (3)
        or
       334 THE IMAGE OF BLACKS IN AMERICAN PROSE FICTION (3)
        or
       370 THE AMERICAN ETHNIC EXPERIENCE IN LITERATURE (3)
        or
       382 THE HARLEM RENAISSANCE (3)
        or
       384 AFRICAN-AMERICAN AUTOBIOGRAPHY (3)
        or
       386 MORRISON, WALKER, HURSTON (3)

15.  314 VICTORIAN LITERATURE (3)
        or
       326 STUDIES IN ROMANTIC LITERATURE (3)
        or
       342 BRITISH LITERATURE SINCE 1918 (3)
        or
       349 THE ENGLISH NOVEL (3)
        or
       357 THE ENGLISH RENAISSANCE (3)
        or
       358 ENGLISH LITERATURE OF THE 17th CENTURY (3)
        or
       359 LITERATURE OF THE 18th CENTURY (3)

16.  341 AMERICAN LITERATURE SINCE 1918 (3)
        or
       345 AMERICAN LITERATURE 1820 - 1865 (3)
        or
       346 AMERICAN LITERATURE, 1865 - 1918 (3)
 

Professional Education (Courses) - Number and Name
347 TEACHING COMPOSITION (3) FIELD/10 CLOCK HOURS
360 TEACHING LITERATURE (3) FIELD/10 CLOCK HOURS
363 TEACHING ENGLISH IN SECONDARY SCHOOLS (Grades 6-12)(3) FIELD/30 CLOCK HOURS
375 STUDENT TEACHING: SECONDARY LEVEL ENGLISH (6) FIELD/FIVE FULL DAYS/SIXTEEN WEEKS

May be taken only after completion of all other course
requirements.

Top