The secondary English/Language Arts program consists of undergraduates seeking Bachelor
of Arts degrees and initial state licensure and graduate candidates seeking a Master
of Arts in Teaching and/or initial state licensure. CSU’s secondary English/Language
Arts program utilizes the Illinois State Board of Education’s [ISBE] Illinois Teaching
Standards, National Council for Teachers of English [NCTE], and the Modern Language
Association [MLA] to align curriculum, assessment, and instruction. In addition, CSU’s
secondary English/Language Arts program has begun to align course material to the
Common Core and Career Readiness Standards.
Admission to the program is contingent upon good academic standing and acceptance
by the department. Admission to the College of Education [COE] is required prior to
registration in any professional education courses other than ELCF 1520 and 2000;
Psyc 2100; SPED 4301; and READ 4330.
The Department of English, Foreign Languages, and Literature strives to implement
the Chicago State University College of Education’s PACTS conceptual framework in
the preparation of secondary teachers of English/Language Arts. The department offers
candidates the opportunity to benefit from the expertise of journalist, published
authors, and scholars of American, British, and African American literature. Candidates
are required to become involved in professional organizations and encouraged to remain
involved after graduation.
Professor Darrell Darrisaw
- A grade of C or above is required for all general education, English and professional
education courses and supportive courses [trasnfer or completed at CSU].
- A maximum of 9 hours of professional education courses can be transferred into the
- Professional education courses taken more than 5 years prior to admission into the
program or the COE [either transfer or CSU courses] will not be accepted.
- A cumulative grade point average of 2.5 in the area of specialization, in professional
education, and in all coursework in the program [both resident and transfer courses].
- Candidates may repeat a course, for a higher grade, no more than twice. Candidates
who do earn an acceptable grade in a required course after three attempts will be
dismissed from the program.
- Candidates who are not admitted into the COE due to poor scholarship may reapply at
any time within the next 30 semester hours of attempted credit. Candidates who do
not qualify for admission after the additional 30 credit hours will be dismissed from
- A 1 credit hour review course for the Illinois Teacher Certification Content Area
Examination is required.
- Candidates may not be enrolled in any other courses during student teaching.
Before proceeding to any 4000 level course in literature or professional education,
students must have passed the English Qualifying Examination and completed English
- Complete an application process;
- Receive a passing score on the state Test of Language Proficiency and the Illinois
Certification Test of Basic Skills;
- Have a cumulative grade point average of 2.5 or better on a 4.0 scale;
- Have passed all courses with a C or better;
- Have no more than 12 credit hours left to take in general education courses;
- Submit a personal recommendation and a positive recommendation from the department;
- Have an acceptable level of scores on the professional dispositions assessment;
- Sign an Article 21 statement;
- Have no unresolved disposition issues
- Take and pass the state Content Area Test #111;
- Maintain a cumulative 2.5 grade point average;
- Complete all professional education courses;
- Complete all field experiences including a 100 clock hour internship;
- Have an acceptable level on all performance based key assessments including content
knowledge, planning, effective practice, the professional portfolio, and professional
- Take and pass the state Assessment of Professional Teaching #102 [APT];
- Complete a 16 week, two-level student teaching placement with an A or B grade;
- Make acceptable progress on all key assessments with the addition of the Assessment
of Impact on Student Learning;
- Have an acceptable rating on campus based and field based supervisor teaching observation
Pass the examination on the state and federal constitutions.
The completion of all requirements qualifies candidates for an Initial Type 09 [6-12]
Illinois Secondary Certificate and a middle [6-8] endorsement in Language Arts.
Complete 125 credit hours in:
General Education=44 credit hours
Area of Specialization= 48 credit hours
Professional Education= 33 credit hours
English Composition= 6hrs
Natural Sciences=9 hrs [one lab course]
Social Sciences=15 hrs
Health and/or Physical Development=2 hrs
English 2910 or 2940
Period English Literature
Spec. Ed 4301
Spec. Ed. 4303*+
*=requires admission to the College of Education
+=requires passing score on Basic Skills Test
^=requires passing score on Content Area Test
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
- 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
- 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
- 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
- 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
- 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
1. 2100 EDITING (3)
Prerequisite: Successful completion of English Qualifying Examination and
English 136 or consent of the department
2. 2160 SURVEY OF AMERICAN LITERATURE I (3)
3. 2190 SURVEY OF AMERICAN LITERATURE II (3)
4. 2260 ELEMENTS OF LITERARY STUDY (3)
Prerequisite: Successful completion of English Qualifying Examination
5. 2330 READINGS IN BRITISH LITERATURE I (3)
6. 2340 READINGS IN BRITISH LITERATURE II (3)7. 2410 THIRD WORLD LITERATURE (3)
8. 2910 AFRICAN AMERICAN LITERATURE (3)
Prerequisite for all 300 level courses in English: Successful completion
of the English Qualifying Examination
9. 4311 SHAKESPEARE (3)
10. 4331 LITERARY CRITICISM (3)
11. 4338 LANGUAGE (3)
12. 4390 WOMEN'S VOICES (3)
13. 4335 DEVELOPMENT OF MODERN ENGLISH (3)
4336 AMERICAN ENGLISH GRAMMAR (3)
4339 CURRENT ENGLISH USAGE (3)
4361 LANGUAGE AND CULTURE (3)
4366 TEACHING ENGLISH AS A SECOND LANGUAGE (3)
Prerequisite: ENG 338 or consent of the department
14. 4321 BLACK WOMEN WRITERS (3)
4322 BLACK AMERICAN POETRY (3)
4323 WRIGHT, ELLISON AND BALDWIN (3)
4324 GWENDOLYN BROOKS SEMINAR (3)
4332 BLACK AMERICAN FICTION (3)
4334 THE IMAGE OF BLACKS IN AMERICAN PROSE FICTION (3)
4370 THE AMERICAN ETHNIC EXPERIENCE IN LITERATURE (3)
4382 THE HARLEM RENAISSANCE (3)
4384 AFRICAN-AMERICAN AUTOBIOGRAPHY (3)
4386 MORRISON, WALKER, HURSTON (3)
15. 4314 VICTORIAN LITERATURE (3)
4326 STUDIES IN ROMANTIC LITERATURE (3)
4342 BRITISH LITERATURE SINCE 1918 (3)
4349 THE ENGLISH NOVEL (3)
4357 THE ENGLISH RENAISSANCE (3)
4358 ENGLISH LITERATURE OF THE 17th CENTURY (3)
4359 LITERATURE OF THE 18th CENTURY (3)
16. 4341 AMERICAN LITERATURE SINCE 1918 (3)
4345 AMERICAN LITERATURE 1820 - 1865 (3)
4346 AMERICAN LITERATURE, 1865 - 1918 (3)
4347 TEACHING COMPOSITION (3) FIELD/10 CLOCK HOURS
4360 TEACHING LITERATURE (3) FIELD/10 CLOCK HOURS
4363 TEACHING ENGLISH IN SECONDARY SCHOOLS (Grades 6-12)(3) FIELD/30 CLOCK HOURS
4375 STUDENT TEACHING: SECONDARY LEVEL ENGLISH (6) FIELD/FIVE FULL DAYS/SIXTEEN WEEKS
May be taken only after completion of all other course
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