English, MA
Program Description
The MA in English Program offers all candidates the opportunity to grow intellectually and creatively through the advanced study of language, literature, and writing. The program offers a variety of opportunities designed to:
- further students’ understanding of academic fields pertaining to writing, composition theory, language, applied linguistics, literature, and literary and cultural theory
- encourage awareness and application of diverse humanistic, social scientific, and creative methodologies for and theoretical approaches to analyzing texts, especially pertaining to their engagement with belonging, difference, racialization, gender, sexuality, class, accessibility, and other topics
- involve students in community-oriented and/or public-facing ways of making knowledge
- develop accomplished professionals, who may pursue careers in non-profit, private, and academic areas such as teaching at the secondary and community college levels; professional, grant, and technical writing; communication and content creation; project management; publishing and editing; philanthropy; research development; academic advising; and more
- provide students with the background and skills needed to pursue terminal degrees in fields such as English, American Studies, Cultural Studies, Technical Communication, Composition and Rhetoric, and more
The faculty is committed to an integrated understanding of English as a field of study.
Program Modality
Each semester, options to take face-to-face, hybrid/blended, and fully online courses will be offered. Students may choose to complete the degree fully online or face-to-face. Students should be aware that not all courses will be offered in their desired modality in the semester in which they wish to take it. Please work with the graduate coordinator to ensure timely progress to degree, especially if pursuing the fully online path to completion.
Student Learning Outcomes
At the end of the program, students will demonstrate:
- proficiency in critical reading, writing, and thinking at the graduate level;
- understanding and application of core knowledge, vocabulary, and concepts in the discipline;
- proficiency in scholarly methods of research and inquiry; and
- appropriate preparation for individual career paths within the profession.
Good Standing
Students must maintain a 3.0 (“B”) grade point average to remain in good standing in the English MA Program. Students whose cumulative GPA drops below 3.0 will be placed on scholastic probation. If, while on scholastic probation, a student’s GPA for any semester again drops below 3.0, the student will be forced to withdraw from the university for at least one year before reapplying for admission. Grades are not replaced when repeated at the graduate level.
For Additional Information
Website:https://www.tamucc.edu/programs/graduate-programs/english-ma.php
Mailing Address:
English MA Program Coordinator
Department of English, College of Liberal Arts
Texas A&M University-Corpus Christi
6300 Ocean Drive
Corpus Christi, Texas 78412-5813
Phone: 361-825-3457
E-mail:
kelly.bezio@tamucc.edu
Admission Requirements
Applicants must comply with the university procedures and requirements in applying for admission to the English Graduate Program. Application is made through the Office of Recruitment and Admissions, with duplicate materials submitted to the English Graduate Program Coordinator.
Applicants must submit through the Office of Recruitment and Admissions a portfolio that includes:
- Official transcripts from all undergraduate and graduate course work taken at any accredited college or University attended (International College credits/transcripts require an official international evaluation). TAMU-CC transcript is not required. Applicants with a GPA of 3.0 or higher are eligible for admission, and those with a GPA of 2.5-2.9 may be conditionally admitted.
- A statement of interest (500-1000 words) from the candidate addressed to the English Graduate Committee. This statement should introduce the candidate and describe:
- academic background
- short- and long-term professional and intellectual goals
- how graduate study in English at TAMU-CC may meet intellectual and/or professional goals
- additional details about the candidate’s background, language proficiency, and other personal information relating to individual/career goals that may have influenced the decision to pursue graduate study.
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A recent writing sample of at least 2000 words, which the applicant believes displays exemplary analytic and stylistic features and demonstrates potential for graduate-level study in English Studies. Academic essays, teaching philosophies, professional writing, and other options may be submitted. Please consult the graduate coordinator on the suitability of potential writing samples beyond those listed here.
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One letter of recommendation, which addresses the applicant’s readiness to undertake graduate study. The recommender may speak to the applicant’s ability to rise to new challenges, work ethic, passion for subject matter, organizational and project management skills, academic potential, interpersonal and communication skills, writing and critical thinking ability, and other topics. Applicants may choose to submit one or two additional letters of recommendation in the case that another recommender may be able to speak to significantly different aspects of the applicant’s readiness to undertake graduate study. One letter of recommendation is considered sufficient for a complete application; additional letters will not be weighed more or less heavily in the holistic assessment of the application file.
While reviewing application materials, the English Graduate Committee will determine how our program’s strengths will help applicants meet their intellectual and professional goals. The English Graduate Committee attends to several factors when reviewing these materials and assesses them holistically. We welcome applicants who may exhibit at least some of the following characteristics:
- demonstrate enthusiasm for continuing their studies, recognize the value of continuing their education, and have high aspirations as well as academic standards for themselves; they demonstrate academic potential as well as interests in possible fields of study
- may have pursued diverse paths through higher education in the U.S. or international settings
- have skills in formal and informal modes of communication, which may involve abilities in multiple languages and/or vernaculars, code-switching or code-meshing, and cross-cultural engagement
- open to trying different technologies, software, and apps as a part of the educational process
- seek peer collaborations, networking, and validation amongst people from diverse backgrounds and with varied future aspirations
- can navigate multiple social contexts and have the ability to operate in multiple worlds as well as diverse educational or geographical contexts
- show perseverance, inner strength, and determination to succeed
- are self-aware, willing to give back to their community, and/or serve as a role model
Admission to the program will be granted based upon undergraduate performance, writing ability, demonstrated commitment to professional goals, and other favorable indicators presented in the portfolio. All criteria will be considered, and no factor will be assigned a specific weight. Based upon the English Graduate Committee’s evaluation of the student’s application portfolio, the student will be unconditionally admitted, conditionally admitted, or denied admission. If the student is conditionally admitted, the conditions of acceptance will be stated in writing.
The English Graduate Committee may recommend that applicants lacking the English undergraduate major complete certain upper-division undergraduate English course work before applying to the program.
A limited number of scholarships and graduate assistantships are available to first-year students. Application should be made directly to the English Graduate Program Coordinator.
Program Requirements
The candidate for the English MA degree must complete 36 graduate hours in English with a “B” average. Credit for no more than one “C” earned at this university may be applied to the degree.1 In addition to the 9 hours of core courses, students choosing the thesis option will take 6 hours in Writing studies, 6 hours in Literary Studies, 9 hours of English electives, and 6 hours of ENGL 5395 (Thesis), 3 hours in one semester and 3 hours in a separate semester. Students choosing the non-thesis option will take 9 hours of core courses, 6 hours in Writing Studies, 6 hours in Literary Studies, and 15 hours of English electives. A maximum of 3 credit hours of ENGL 5396 Individual Study (1-3 sch) may count toward the degree.
Each semester, options to take face-to-face, hybrid/blended, and fully online courses will be offered. Students may choose to complete the degree fully online or face-to-face. Students should be aware that not all courses will be offered in their desired modality in the semester in which they wish to take it. Please work with the graduate coordinator to ensure timely progress to degree, especially if pursuing the fully online path to completion.
- 1
In keeping with University policy, an academic department can have requirements that are stricter than the University’s. The English department allows fewer grades of C to count toward a graduate degree than some other departments.
| Code | Title | Hours |
|---|---|---|
| Core Courses | ||
| ENGL 5301 | Theory and Practice I: Literary Studies * | 3 |
| or ENGL 5304 | Building Your (Virtual) Bookshelf | |
| ENGL 5303 | Theory and Practice II: Writing Studies * | 3 |
| or ENGL 5305 | Seminar in Professionalization | |
| Select one of the following Linguistics courses: | 3 | |
| Seminar in Sociolinguistics *,^ | ||
| Introduction to Linguistics *,^ | ||
| Seminar in Applied Linguistics *,^ | ||
| Writing Studies and Literary Studies | ||
| Writing Studies | ||
| Select 6 hours of Writing Studies courses from the following: | 6 | |
| Writing Assessment *,^ | ||
| Basic Writing Theory and Pedagogy *,^ | ||
| Multimodal Rhetoric *,^ | ||
| Rhetoric *,^ | ||
| Visual Rhetoric *,^ | ||
| Topics in Rhetoric and Composition *,^ | ||
| Creative Writing *,^ | ||
| Professional Writing *,^ | ||
| Grant Writing *,^ | ||
| Seminar in Sociolinguistics *,^, 1 | ||
| Seminar in Applied Linguistics *, ^, 1 | ||
| Practicum for Composition Instructors * | ||
| Foundations of Content Design & Management *,^ | ||
| Methods of User-Centered Design *,^ | ||
| Transmedia Storytelling *,^ | ||
| Digital Project in an Authentic Setting * | ||
| Literary Studies | ||
| Select 6 hours of Literary Studies courses from the following: 2 | 6 | |
| British Literature Before 1660 *,^ | ||
or ENGL 5350 | Theoretical Approaches to Literature and Culture | |
or ENGL 5351 | Survey Approaches to Literature and Culture | |
or ENGL 5352 | Seminar in Genre | |
or ENGL 5353 | Pedagogies for Literature and Culture | |
| British Literature 1660 - 1830 *,^ | ||
or ENGL 5350 | Theoretical Approaches to Literature and Culture | |
or ENGL 5351 | Survey Approaches to Literature and Culture | |
or ENGL 5352 | Seminar in Genre | |
or ENGL 5353 | Pedagogies for Literature and Culture | |
| British Poetry and Fiction 1900-Present *,^ | ||
or ENGL 5350 | Theoretical Approaches to Literature and Culture | |
or ENGL 5351 | Survey Approaches to Literature and Culture | |
or ENGL 5352 | Seminar in Genre | |
or ENGL 5353 | Pedagogies for Literature and Culture | |
| British Literature 1830 - 1900 *,^ | ||
or ENGL 5350 | Theoretical Approaches to Literature and Culture | |
or ENGL 5351 | Survey Approaches to Literature and Culture | |
or ENGL 5352 | Seminar in Genre | |
or ENGL 5353 | Pedagogies for Literature and Culture | |
| American Literature to 1865 *,^ | ||
or ENGL 5350 | Theoretical Approaches to Literature and Culture | |
or ENGL 5351 | Survey Approaches to Literature and Culture | |
or ENGL 5352 | Seminar in Genre | |
or ENGL 5353 | Pedagogies for Literature and Culture | |
| American Literature 1865-1940 *,^ | ||
or ENGL 5350 | Theoretical Approaches to Literature and Culture | |
or ENGL 5351 | Survey Approaches to Literature and Culture | |
or ENGL 5352 | Seminar in Genre | |
or ENGL 5353 | Pedagogies for Literature and Culture | |
| American Literature 1945-Present *,^ | ||
or ENGL 5350 | Theoretical Approaches to Literature and Culture | |
or ENGL 5351 | Survey Approaches to Literature and Culture | |
or ENGL 5352 | Seminar in Genre | |
or ENGL 5353 | Pedagogies for Literature and Culture | |
| Topics in Literature and Culture *,^ | ||
| Electives | ||
| Select one of the following options: | 15 | |
| Thesis Option | ||
Select 9 hours of electives from any of the courses listed above in Writing Studies, Literary Studies, and Linguistics or any listed below: 2 | ||
| Summer Institute Writing Workshop * | ||
| Seminar in Sociolinguistics *,^ | ||
| Introduction to Linguistics *,^ | ||
| Individual Study * | ||
Thesis (6 hours) 3 | ||
| Thesis * | ||
| Non-Thesis Option | ||
Select 15 hours of electives from any of the courses listed above in Writing Studies, Literary Studies, and Linguistics or any listed below: 2 | ||
| Summer Institute Writing Workshop * | ||
| Seminar in Sociolinguistics *,^ | ||
| Introduction to Linguistics *,^ | ||
| Individual Study * | ||
| Total Hours | 36 | |
- 1
Will count when topic is related to Writing Studies; graduate committee approval needed
- 2
With approval of the English Graduate Committee, students may take 3 hours in a discipline outside of English as part of his/her elective hours.
- 3
Students choosing the thesis option will take 6 hours of ENGL 5395 Thesis (3 sch). 3 hours in one semester and 3 hours in a separate semester.
- *
Online offering
- ^
Blended offering
Thesis and Non-Thesis Options
Candidates for the MA in English may choose either to write a thesis or complete additional courses at the conclusion of their degree:
- Thesis-option students must complete 6 thesis hours and 9 hours of electives in addition to the other requirements listed above. More details on the thesis are located below.
- Non-thesis students must complete 15 hours of electives in addition to the other requirements listed above.
The department recommends that students consult with the graduate coordinator to determine which choice will work best, given their career goals, time constraints and other concerns.
Thesis
The thesis may be an appropriate choice for students depending on their long-term scholarly goals, writing skills, targeted doctoral programs, and plans for further specialization. Students considering a thesis should seek the help of the graduate coordinator as early as possible in selecting appropriate coursework. Students may apply to write a thesis after completing 18 hours of coursework. Once accepted as a thesis candidate, students are expected to work closely with their committee in designing and executing the thesis. The 6 credit hours toward the thesis (ENGL 5395) must be taken in two separate semesters. A defense of the thesis will be scheduled at the end of the second semester or when the committee chair determines that the student is ready to defend. A majority of the thesis committee members must pass the thesis and its defense. Candidates are required to purchase a copy of the thesis for the library via ProQuest. They may purchase additional copies at the same time for themselves. Prior to that submission, students will work with the College of Graduate Studies and the Graduate Advisor to ensure that their thesis meets the publishing requirements set forth by the University.
Thesis guidelines and application forms are available from the English Graduate Program Coordinator or from the Office of the Dean of the College of Liberal Arts.
| Code | Title | Hours |
|---|---|---|
| ENGL 5395 | Thesis (semester 1) * | 3 |
| ENGL 5395 | Thesis (semester 2) * | 3 |
| 9 hours of electives (See above Part Two and Part Three) | 9 | |
| Oral Defense of Thesis | ||
Graduate Degree Mentor
Upon admission into the program, the student will be notified of her, his, or their mentor, who will be a member of the English graduate faculty. Students are expected to meet with their mentor once a semester as they advance through the program. The mentor will work closely with the student to ensure that all degree requirements are met and that each student pursues the most advantageous course of study for her, his, or their future goals.
Degree Plan
Each student working toward a graduate degree is responsible for meeting the requirements outlined in the degree plan. The student is also responsible for meeting all deadlines: program application, examination, and graduate application. If the deadlines for examination and graduation application are not met, the student will not graduate that semester. In no instance will a student be admitted to degree candidacy without an approved and completed degree plan on file in the office of the Dean of College of Liberal Arts. Amendments to the degree plan must be proposed by the student and approved by the Graduate Committee or program advisor and the Dean of College of Liberal Arts. Amendments to the degree plan must be proposed by the student and approved by the Graduate Committee or program advisor or college dean.
Transfer of Credit
In addition to the University’s general policy on transfer of credit, the following regulations will apply to the MA in English program: Up to 9 semester hours of graduate-level study may be transferred from other regionally accredited institutions of higher education if appropriate to the degree. No course with a grade of less than a “B,” and no course that has counted toward the earning of another graduate degree, will be accepted as transfer credit. Credit that is more than seven years old at the time of graduation will not be counted toward the MA degree.
Courses
Introduces students to techniques of research and scholarship in literary study through a survey of critical debates in literary theory. Offered in the Fall.
Introduces students to techniques of research and scholarship in writing studies through a survey of critical debates in writing studies scholarship, with special attention to current research on composing and its pedagogical implications. Offered in Spring semesters only.
This course trains students in methods of bibliographic research for graduate English Studies. It will cover what genres scholars use to make knowledge and how to access research materials through library resources. Units will also help students develop skills in reading and assessing bibliographic sources, understanding journals and bibliometrics, note-taking, annotation, and synthesis of sources on a topic, using technology in research, bibliographic source management, planning and proposing a research project, and crafting academic genres.
This course prepares students for careers inside and outside the academy. It will cover topics from how to manage the MA degree and developing academic goals to acquiring competencies in various professional literacies. Students will meta-cognitively analyze their professional identities and practices of counter-professionalism. They will learn best practices for proposal writing (e.g., conferences, grants, pitches), giving presentations and lectures, collaborating on professional projects, preparing a professional project, maintaining a digital professional presence, and engaging in career preparedness (i.e., developing career goals and objectives, articulating transferable skills to employers, creating CVs and resumes, preparing for informational and job interviews, writing cover letters, applying to PhD programs, and other topics). Assignments will focus on career preparedness and other topics.
Examination of poetry, drama, or prose written before 1660. Sample topics: The Global Renaissance, Digital Shakespeare, Writing Women in Early English Literature. May be repeated for credit when topics vary.
Studies of major writers and texts of the British long eighteenth century (1660 - 1832). Primary focus is on the literary texts, and cultural history of the period, with opportunities to bring in current literary theories and criticism. Sample topics: Gender and Sexuality in the Novel, Gothic Fiction, Travel Writing. May be repeated for credit when topics vary.
Exploration of one or more writers, genres, literary movements, issues, or ideologies of the 20th century. Includes writers from the British Isles and the Commonwealth. May be repeated for credit when topics vary.
Studies of British fiction, poetry, and prose written between 1830 and 1900 and the social forces—domestic, economic, political, religious, scientific—that influenced and were influenced by these works. Sample topics: Social change and the Victorian body; Victorian fun; Victorians and Empire. May be repeated for credit when topics vary.
Readings in one or more writers, genres, literary movements, issues, or ideologies of the period. Sample topics: Transoceanic Americas: Literatures amid the Spanish Empire, American Print Cultures, Medicine and Early American literature. May be repeated for credit when topics vary.
Studies in one or more writers, genres, literary movements, issues, or ideologies of the period. Sample topics: The Lost Generation, Modernism and the Harlem Renaissance, Falkner and the South. May be repeated for credit when topics vary.
Exploration of one or more major writers, genres, literary movements, issues, or ideologies since World War II. Sample topics: Experimental Narrative, US-Latin American Literature and Culture, The Postmodern Novel. May be repeated for credit when topics vary.
Studies in topics in the fields of literary and cultural study. Maybe repeated when topics vary.
This course introduces students to how to use theory to interpret literature and culture. It trains students in advanced skills for reading, discussing, and understanding theory. Students will apply specific schools of theoretical thought to the analysis of literature and culture. May be repeated for credit when topics vary.
This course introduces students to how surveys have been and continue to be important approaches for interpreting literature and culture. This course emphasizes how literary and cultural texts are often grouped and understood according to time period, geographical area, and or genre. It approaches the study of literature and culture through the lens of “traditions” and how texts are in conversation with those that have come before and those that are inspired to be produced in the future. May be repeated for credit when topics vary.
This course offers students advanced study of literary genres and forms, such as poetry, the novel, the short story, drama, autobiography, the personal and/or philosophical essay, and others. May be repeated for credit when topics vary.
This course trains students in pedagogical approaches to literature and culture. Investigates how and why we teach literature in college and secondary school settings. Students will read scholarship concerning teaching and learning as well as literature, literary criticism and literary theory to understand the value of literary texts in education, society and individual lives. May be repeated for credit when topics vary.
Study and practice in methods by which written texts are evaluated and the evaluation used for instructional purposes. Methods range from classroom techniques to formal assessment procedures (holistic, primary trait, portfolio, etc.).
Studies in the theory and pedagogy of the teaching of developmental writing. Focus centers on the political, sociolinguistic, and educational history and status of basic writers.
Explores the dynamics of contemporary reading and writing practices by examining the rhetorical, social, cultural, political, educational, technological and ethical dimensions of multimodal, visual, or digital texts. Students will create multimodal texts in a variety of genres, and contexts.
Examination of classical and modern traditions in rhetoric and their application to written discourse. Topics focus on contributions of classical and modern rhetoricians, written literacy, and the institutionalization of written instruction.
Students will develop a broad understanding of the definition of visual rhetoric, learn to analyze texts by identifying the visual elements that comprise texts, understand how to use visual rhetoric, and create their own texts.
This course is the Summer Institute of the Coastal Bend Writing Project, affiliated with the National Writing Project. It is a writing workshop designed for teachers of all levels (pre-k through university level) and subject areas, meaning we will study and practice writing in ways that benefit teachers personally and professionally. In this workshop, we will study theory and effective practices in writing pedagogy, and focus on improving participants' writing and research skills. As a site of the National Writing Project, this course is backed by a national network of scholars and data-based practices.
Exploration of specific issues and problems in rhetoric and composition studies. Sample topics: ethnographic research, gender and writing. May be repeated for credit when topics vary.
COMPOSITION THEORY AND PEDAGOGY A study of works by contemporary rhetoric/composition specialists, with special regard to the theoretical basis of composing and its pedagogical implications. Offered in Spring.
A studio approach to writing fiction, non-fiction, and poetry, with an emphasis on the elements and critical terminology of each genre.
Workshop on the genres and practices of professional writing and communication.
An advanced workshop on the grant proposal writing process, including identifying sources of funding, conducting research to support funding applications, data analysis, tailoring each proposal to a specific funding agency, and the requirements of electronic submission. Students will receive experience writing actual proposals on behalf of local organizations and agencies.
Exploration of topics related to language in society, including but not limited to an introduction to sociolinguistics, language variation, language and gender, language planning and policy, multilingualism, and world Englishes. May be repeated when topics vary.
Introduces students to the nature and behavior of human language; covers topics in phonetics, morphology, syntax, semantics, sociolinguistics, neurolinguistics, and language acquisition.
Exploration of topics broadly covered in the field of Applied Linguistics. Topics may include (but are not limited to) language assessment, grammar, second language writing, discourse analysis, corpus linguistics, and second language acquisition. May be repeated when topics vary.
Practical training for English Teaching Assistants. A seminar in contemporary composition and rhetorical theory with practical applications for the First-Year classroom.
The thesis is a scholarly or critical project involving 6 credit hours (taken in two separate semesters) at the final stages of the graduate program. Grade assigned will be "credit" (CR) or "no credit" (NC).
Individual study, reading or research with faculty direction and evaluation. To receive program credit for the MA in English, students must have completed the English core. Credit for this course is limited to 3 hours in any degree plan. Offered on application to and approval of the program coordinator.
WORKSHOP Variable topics in English, offered in a practical, workshop setting when there is sufficient demand. Grade assigned will be “credit” (CR) or “no credit” (NC).