Graduate Degree - Critical Studies in Literacy and Pedagogy - Master of Arts

Program:
Critical Studies in Literacy and Pedagogy - Master of Arts
Program Code:
5751 Critical Stdy-Lit and Pedagogy
Program Level:
Graduate
Award Type:
Master of Arts
Start Term:
US14
College:
College of Arts and Letters
Relevant Excerpt(s) from Academic Programs:
Department:
Department of Writing, Rhetoric and American Cultures
Relevant Excerpt(s) from Academic Programs:


Excerpt from the official Academic Programs Catalog:

Listed below are the approved requirements for the program from the official Academic Programs Catalog.
Students must consult their advisors to learn which specific requirements apply to their degree programs.
Requirements as represented in Degree Navigator are not available for this program.

College of Arts and Letters

Department of Writing, Rhetoric and American Cultures

Graduate Study
Critical Studies in Literacy and Pedagogy - Master of Arts

The Master of Arts degree program in critical studies in literacy and pedagogy is designed for two audiences: 1) individuals who wish to continue to doctoral work in rhetoric and writing and 2) individuals who wish to teach or to do literacy work in community organizations, including community colleges.

The goal of the program is to prepare teachers and researchers in the field of composition and rhetoric or in community literacy. The program emphasizes the teaching and learning of language and literacy in multiple contexts and multiple modes, including print, digital, and visual, as well as research in these areas. Central to the program’s emphasis is the critical examination of diversity as it impacts the teaching of rhetoric, writing and literacy; the democratization of the classroom; the role of language and schooling in society at large; and the politics of language, literacy, and culture.

The program is available with two concentration areas. The Rhetoric and Writing concentration is specifically designed for individuals who wish to teach rhetoric and writing at the college level and who plan to go on to advanced graduate study in writing and rhetoric studies.

The Community Teaching and Literacy concentration is specifically designed for individuals who wish to teach or to do literacy work in community organizations, including community colleges. This concentration provides students with opportunities to directly address community-specific pedagogical interests and needs.
In addition to meeting the requirements of the university, and the College of Arts and Letters, students must meet the requirements specified below.

Admission

To be considered for admission to the Master of Arts degree program in critical studies in literacy and pedagogy, an applicant must:.

  1. Include in the letter required by the college, a statement providing the applicant's academic and professional background and goals in pursuing the degree.
  2. Submit a writing sample that reflects aptitude for critical and scholarly writing.  (The writing sample supplements the statement.)

To be admitted to the program on regular status, an applicant must have:

  1. A baccalaureate degree in English or a related field.
  2. Completed a minimum of 20 semester credits in English courses, exclusive of freshman composition, with a grade–point average of at least 3.25.
  3. Completed two years of study in a language other than English at the college level. Students will be admitted provisionally if this requirement is not satisfied prior to admission. This requirement may be met during the Master of Arts in Critical Studies in Literacy and Pedagogy program or by completion of any two of the following applied linguistics courses: Language, Learning and Teaching 461 or 807 or English 861 or 991A. Students in the Composition and Rhetoric concentration may not use these courses toward the degree requirements. Students in the English Education concentration may use only one of these courses toward the degree requirements.

Requirements for the Master of Arts Degree in Critical Studies in Literacy and Pedagogy

The student must meet the requirements for either the Rhetoric and Writing or the Community Teaching and Literacy concentrations:

Both concentrations are available under either Plan A (with thesis) or Plan B (without thesis). A total of 31 credits is required for the degree under either plan. Students pursuing Plan B will need to complete additional elective credits to meet the requirement of 31 credits for the degree. The student’s program of study must be approved by the program director.

Requirements for Both Plan A and Plan B
The following courses (7 credits):
WRA 878 Composition Studies: Issues, Theory, and Research 3
WRA 886 Master’s Research Colloquium 1
WRA 888 Methods in the Teaching of College-level Writing 3
Rhetoric and Writing Concentration 
1. Theory or History. One of the following courses (3 credits):
WRA 805 Rhetoric Theory and History 3
WRA 882 Contemporary Theories of Rhetoric 3
2. Methodology. One of the following courses (3 credits):
WRA 870 Research Methodologies in Rhetoric and Writing 3
WRA 872 Methods of Research in Rhetoric and Writing 3
3. Electives. Complete 15 credits from the following:
AL 881 Special Topics in Teaching with Technology in Arts and Humanities 3
WRA 805 Rhetoric Theory and History 3
WRA 848 Cultural Rhetorics: Theory and Methodology 3
WRA 853 Workshop in Rhetoric and Writing 3
WRA 854 Nonfiction Writing Workshop 3
WRA 860 Multimodal Composing Theory and Practice 3
WRA 877 Community Literacy 3
WRA 882 Contemporary Theories of Rhetoric 3
WRA 890 Independent Study in Rhetoric and Writing 3
WRA 891 Special Topics in Rhetoric and Writing 3
WRA 992 Seminar in Literacy Studies 3
A maximum of six credits of additional courses approved by the department in Arts and Letters, English, Language, Learning and Teaching, or Teacher Education.
Students may not use courses listed in this elective requirement if they have been used to fulfill another requirement.
Community Teaching and Literacy Concentration
1. Community Literacy. One of the following courses (3 credits):
WRA 877 Community Literacy 3
WRA 992 Seminar in Language, Literacy, and Pedagogy 3
2. Methodology. One of the following courses (3 credits):
WRA 870 Research Methodologies in Rhetoric and Writing 3
WRA 872 Methods of Research in Rhetoric and Writing 3
3. Electives. Complete 15 credits from the following:
WRA 415 Digital Rhetoric 3
WRA 425 Advanced Multimedia Writing 3
WRA 453 Grant and Proposal Writing 3
WRA 805 Rhetoric Theory and History 3
WRA 841 Professional Writing Theory and Research 3
WRA 860 Multimodal Composing Theory and Practice 3
WRA 877 Community Literacy 3
WRA 882 Contemporary Theories of Rhetoric 3
WRA 889 Writing Center Theory and Administration 3
WRA 890 Independent Study in Rhetoric and Writing 3
WRA 891 Special Topics in Rhetoric and Writing 3
WRA 893A Internship in Rhetoric and Writing 3
WRA 893B Internship in Professional Writing 3
WRA 893D Internship in Literacy and Pedagogy 3
WRA 992 Seminar in Literacy Studies 3
A maximum of six credits of additional courses approved by the department in Arts and Letters, English, Language, Learning and Teaching, or Teacher Education.
Students may not use courses listed in this elective requirement if they have been usedto fulfill another requirement.
Additional Requirements for Plan A
1. The following course (4 credits):
WRA 899 Master’s Thesis Research 4
2. Pass an oral certifying examination in defense of the thesis and on the course work.
Additional Requirements for Plan B
1. Complete 3 additional credits chosen in consultation with the student's guidance committee.
2. Portfolio. A portfolio developed over time must be acceptable to the student’s guidance committee. The purpose of the portfolio as a certifying examination is (1) to demonstrate an advanced understanding of and ability in practices in the teaching of English, and (2) to enable the student to articulate a coherent understanding of the major issues in English education. The portfolio requirement includes: (1) documentation of expertise in an area of English pedagogy, through videotapes of classroom teaching or classroom artifacts that demonstrate competence as a teacher of English. This documentation must be accompanied by a reflective essay that provides evidence of how the student’s studies have affected teaching practice and understanding of this practice, and (2) a second reflective essay based on a prompt that requires the student to write a position paper theorizing an important issue in the field and connecting research, theory, and practice. The submission of an acceptable portfolio satisfies the University requirement of a final examination or evaluation.