82 ENGLISHtechnology to access the general curriculum, andimplementing and monitoring IEPS. Prerequisite: SPED371. Corequisite: SPED 377. Offered each fall.377 Assessment and Management of Instructionin Special Education-Practicum (1)Provides a supervised opportunity to apply proceduresfor administering, scoring and interpreting individual andgroup instruments and utilizing assessment findings foreligibility, program planning, and program evaluationdecisions. The student plans lessons for students withdisabilities to teach content, remediate deficiencies inaccessing the general curriculum and implementing IEPs. Afield experience placement is provided. The student mustrequest a placement from the Director of Field Experiences.Pass/fail grading. Prerequisite: SPED 371. Corequisite:SPED 376. Offered on demand.382 Collaboration and Transitionin Special Education (3)Prepares students to work with families to providesuccessful transitions of students with disabilitiesthroughout the educational experience to includepostsecondary training, employment, and independentliving that addresses an understanding of long-termplanning, career development, life skills, communityexperiences and resources, self-advocacy, and selfdetermination,guardianship and legal considerations.Students learn to routinely and effectively collaborate withfamilies, other educators, related service providers, andpersonnel from community agencies in culturallyresponsible ways. Prerequisite: SPED 371. Corequisite:SPED 383. Offered each spring.383 Collaboration and Transitionin Special Education–Practicum (1)Prepares students to work with families to providesuccessful transitions of students with disabilitiesthroughout the educational experience to includepostsecondary training, employment, and independentliving that addresses an understanding of long-termplanning, career development, life skills, communityexperiences and resources, self-advocacy, and selfdetermination,guardianship and legal considerations.Students learn to routinely and effectively collaborate withfamilies, other educators, related service providers, andpersonnel from community agencies in culturallyresponsible ways. Prerequisite: SPED 371. Corequisite:SPED 382. Offered each spring.438 Special Education PreserviceTeaching I (7.5)A preservice teaching experience in grades K-6. Thestudent teaching I and II provide over 300 clock hours and150 hours of direct instruction. The student must request aplacement from the Director of Field Experiences thesemester prior to student teaching. Seminars are included.Attendance is mandatory. Prerequisite: Admission to theEducation Department. Offered each semester.439 Special Education PreserviceTeaching II (7.5)A preservice teaching experience in grades 6-12. Thestudent teaching I and II provide over 300 clock hours and150 hours of direct instruction. The student must request aplacement from the Director of Field Experiences thesemester prior to student teaching. Seminars are included.Attendance is mandatory. Prerequisite: Admission to theEducation Department. Offered each semester.465 ACT Special EducationPreservice Teaching I (4)A preservice teaching experience for ACT students inspecial education grades K-6. The student teaching I and IIprovide over 300 clock hours and 150 hours of directinstruction. The student must request a placement from theDirector of Field Experiences the semester before studentteaching. Seminars are included. Attendance is mandatory.Prerequisites: admission to the Education Department.Corequisite: SPED 466. Offered each semester.466 ACT Special EducationPreservice Teaching II (4)A preservice teaching experience for ACT students inspecial education grades 6-12. The student teaching I and IIprovide over 300 clock hours and 150 hours of directinstruction. The student must request a placement from theDirector of Field Experiences the semester before studentteaching. Seminars are included. Attendance is mandatory.Prerequisites: admission to the Education Department.Corequisite: SPED 465. Offered each semester.ENGLISHDR. CONNIE BELLAMYDR. LISA P. CARSTENSDR. MICHAEL HALL, Program CoordinatorDR. REBECCA E. HOOKERDR. CAROL V. JOHNSONDR. SUSAN E. LARKINDR. KATHERINE M. LORINGMS. VIVIAN TETERDR. JEFFREY W. TIMMONS, Program CoordinatorDR. JOSH A. WEINSTEINThe student drawn to the study of English as a major isusually, before anything else, someone who loves to readand write. This lover of words reads not just for information,but for the pleasure of experiencing the beauty andmystery of language and for the challenge of seeing how itshapes human thought and feeling. The English major,then, is someone interested in politics, history, psychology,religion, philosophy, science, and the arts, but particularlythrough the refractive lens of critical and imaginativewriting.English courses teach the skills of critical thinking,writing, and research, as well as some of the frameworksthrough which literature can be read. Courses are designedto help students read with comprehension and enjoyment,
ENGLISH83write with skill and grace, appreciate diverse cultures andvalues, understand the relationship between art and life,and discover the liberating qualities of the imagination. Allcourses are open to non-majors.English majors make desirable candidates for jobs inbusiness, industry, education, and government. Graduatesof our programs have the flexibility that is increasinglynecessary in the workplace of the future. The English majorhelps prepare students for specific careers in writing,publishing, journalism, law and teaching, and for graduatestudy.Major Programs in EnglishStudents who wish to pursue the study of English haveseveral options to choose from: (1) major in English with aconcentration in literature; (2) major in theatre andEnglish; (3) major in English with secondary educationcertification; or, (4) major in English with a concentrationin creative or professional writing. The requirements forthese majors are summarized below. A student interested inone of these programs should consult with a member of thedepartment. Those interested in the concentration increative or professional writing should see Ms. Vivian Teter,who directs this track.Internships for English MajorsInternships may be taken by English majors who havecompleted 12 semester hours of English at <strong>Virginia</strong><strong>Wesleyan</strong> <strong>College</strong>.The internship must be approved by the student’sadviser and the program coordinator in an organizationapproved by the department. In the past few years,internships have been approved for such organizations asthe Space and Naval Warfare Command, the NorfolkChamber of Commerce, and PortFolio Weekly Magazine.Note: All four English major tracks below share thesame six initial core components; they are repeated in eachtable for ease of reference.Major Requirements: English withConcentration in LiteratureCOURSE NUMBER AND TITLEENG 280Early British LiteratureENG 281Later British LiteratureENG 284American LiteratureENG/TH 311Theory and CriticismSEM.HRS.3333One of the following:ENG 314History and Development of the3English LanguageORENG 321Introduction to LinguisticsENG/TH 346Shakespeare I3ENG/TH 347Shakespeare IIFive of the following upper-divisionliterature courses:ENG 310Distinctive Voices in ContemporaryAmerican PoetryENG 315The Experience of PoetryENG 317Children’s LiteratureENG 318Adolescent LiteratureENG 327The British NovelENG 336Milton and Spenser 15ENG 350Renaissance Drama Exclusive of ShakespeareENG 355From Restoration to RevolutionENG 357British Romanticism: 1784-1832ENG 361American Women WritersENG 365ModernismENG 367Ulysses on the ElizabethENG 371Southern LiteratureENG 378The American NovelENG 383Banned Books/Law in U.S. HistoryENG 385American Protest LiteratureENG 440Topics in Earlier British LiteratureENG 441Topics in Later British LiteratureENG 442Topics in American LiteratureENG 472Senior SeminarOne additional English course at any level 3TOTAL 36