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MA in English Program


Admission Requirements

  • Applicants should have a bachelor's degree from an accredited college or university, with a minimum grade point average of 3.0 (on a 4.0 scale) in the student's undergraduate major, documented by an official transcript. Applicants are expected to have been English majors, but admission also is considered for those who otherwise demonstrate the competency necessary for successful graduate work in English.

  • The Graduate Record Examination (GRE) General Test, normally with a minimum score of 500 in either the verbal or the quantitative section and 4.0 in analytical writing. Applicants are encouraged to take the examination by December of the year before admission.

  • Three letters of recommendation.

  • Personal Statement (500-750 words): As part of your graduate application, you will be asked to upload a personal statement.  Please use the following outline in writing your statement, being careful to answer all questions fully, providing examples and evidence where necessary. This statement will be read both for its content and as a sample of your writing ability, so be sure to spend an appropriate amount of time planning, writing, and revising it.

    Paragraph 1: Reasons for Applying to Our Program
    Describe your reasons for applying to graduate school in general and our program in particular.  What aspects of our program do you see as being a good fit for you and your objectives?

    Paragraph 2: Education and Other Qualifications

    What has prepared you to do graduate work in English Studies?  These qualifications might include academic degrees (BA in English or a related field), work-related or teaching experience, study or travel abroad, significant research or writing projects, etc.

    Paragraph 3: Goals in the Program

    In what area or areas of the program (writing, literature, creative writing, linguistics, TESOL) do you see yourself doing the bulk of your coursework? Do you plan to complete any certificates along with the MA?  Do you plan to study full or part-time?  Do you see yourself writing a thesis, and if so, on what topic?

    Paragraph 4: Career Objectives

    What are your long-range career and/or personal goals, and how do you see your MA degree helping you to achieve those goals?

    Optional Paragraph 5: Program Opportunities and Funding

    Describe any specific opportunities you want to be considered for, including fellowships, assistantships, study abroad opportunities, etc.

  • Follow the IUPUI application procedureNote: If you have already submitted an application for a graduate or certificate program in English at IUPUI, you will need to use a new pin and password. If this is the case, please contact The Graduate Office so your application fee can be waived.
     


Grades

M.A. students must maintain a minimum grade point average of 3.0 (B).

MA in English Degree Requirements


Course Requirements

Students, including those already enrolled in the English MA Program, may select one of the two options outlined below after consulting with the Director of Graduate Studies (DGS) in English and/or other faculty advisors in English. Students will then submit a brief written statement to the DGS that presents a rationale for their choice. As can be seen in the description of the two alternative courses of study below, students who choose not to write a thesis will be required to take eight additional credit hours of course work, for a total of 40 credit hours.

The three core courses, which carry 4 credit hours each, provide an introduction to three major areas in the discipline of English: language (G500 Introduction to the English Language), writing (W509 Introduction to Writing and Literacy Studies), and literature ( L506 Introduction to Methods of Criticism and Research). Students are required to take two of the three core courses, preferably at the beginning of the graduate program.

The M.A. in English requires 36  or 40 credit hours, depending on the option you choose:

Core Courses

At the beginning of your graduate career, you will take two core courses that provide an introduction to major areas in the discipline of English:

  • Language: G500, Introduction to the English Language, 4 credits
  • Literature: L506, Introductory Methods of Criticism/Research, 4 credits
  • Writing: W509, Introduction to Writing and Literacy Studies, 4 credits

Thesis Option:

  • Required Courses: Students must take two of the program's three core courses for a total of 8 credit hours
  • Electives: Students choose six courses in consultation with a faculty advisor for a total of 24 credit hours. These 24 hours may include a third core course and up to 8 credit hours of Internship.
  • Required: MA thesis. 4 Credit hours. 

Total: 36 credit hours

Non-thesis Option:

  • Required Courses: Students must take two of the program's three core courses for a total of 8 credit hours
  • Elective Courses: Students choose eight courses in consultation with a faculty advisor for a total of 32 credit hours. These 32 credit hours may include a third core course and up to 8 credit hours of Internship.

Total: 40 credit hours

Download the Non-Thesis Proposal form here.


No more than eight credit hours may be transferred from another institution. Degree requirements (including transfer credits) must be completed within five consecutive years of beginning graduate study that ultimately counts toward the M.A. degree.


Grades

M.A. students must maintain a minimum grade point average of 3.0 (B).


Foreign Language Requirements

There is no foreign language requirement, but M.A. students going on for the Ph.D. are encouraged to validate their reading proficiency in a foreign language according to University Graduate School standards.



For more information contact:

Thomas Gonyea
CA 502L
317-274-2258
tgonyea@iupui.edu

Graduate Course Descriptions


Graduate Internship

L590 Internship in English (4 - 8 cr)
This is a supervised internship in the uses of language in the workplace (for teachers or prospective teachers, the workplace may be a class).  Each intern will be assigned a problem or new task and will develop the methods for solving the problem or completing the task.  Interns will complete a portfolio of workplace writing and self-evaluation; they will also be visited by a faculty coordinator and evaluated in writing by their on-site supervisors.


Graduate Thesis

L699 M.A. Thesis (4 cr)
This is the course students enroll in during the semester when they are completing their MA theses.


Graduate Linguistics Courses

ENG G500 Introduction to the English Language (4 CR)
An introduction to English linguistics, the course covers the principal areas of linguistic inquiry into the English language: sounds (phonetics and phonology), word structure (morphology), sentence structure (syntax), and meaning (semantics and pragmatics). Throughout the semester students learn how to apply this knowledge in the analysis of a variety of social, psychological, educational, and cultural issues. The overarching goal of the course is to teach students how to examine the English language in a rigorous and scientific manner, that is, to begin thinking and acting like a linguist.  G500 is the core linguistics course in the M.A. program.

ENG G541 Materials Preparation for ESL Instruction (4 CR)
This course introduces graduate students to the basic principles of second language materials preparation, language course design, and language curriculum design. Students examine principles for the situated adaptation of published teaching materials. Students are introduced to the teaching of English for Specific Purposes (ESP), e.g., business English, medical English, legal English, academic English, and examine principles for the development of ESP language courses and curricula. A final course project involves the development of a Materials Resource Portfolio, both for a specific teaching context and for broader use.

ENG G625 Introduction to Text Linguistics/Discourse Analysis (4 CR)
The course is an introduction to discourse analysis. Written and spoken discourses in a variety of contexts will be studied. Although the emphasis will be on discourses for professional and academic purposes (e.g., business writing, discourse of fundraisers, and academic writing), students wishing to apply linguistic discourse theories to the analysis of literary texts will have an opportunity to do so. Students will learn about theories of discourse, but the focus will be on the basic methods of analysis. Students will be able to apply discourse analysis methods in a data analysis project of their own.  Students are encouraged to take G500 before or concurrent with this course.

ENG G652 English Language Sociolinguistics (4 CR)
This course investigates sociocultural aspects of language use and explores the relationships between language and society. The course provides background in various theoretical and methodological approaches to sociolinguistics. Other topics to be covered include gender and language, ethnicity and language, social factors in language acquisition, and bilingualism. Familiarity with basic issues and concepts in linguistics would be useful. Students are encouraged to take G500 before or concurrent with this course.

LING L532 Second Language Acquisition (3 CR)
This course introduces graduate students to linguistic, psychological, cognitive, social, and sociocultural approaches to second language development. Students explore the relationship between second language development and such topics as age, gender, motivation, cross-linguistic influences, cognition, identity, and micro/macro-sociological affordances and constraints. Students are introduced to the reading and analysis of research articles in the field of second language development and applied linguistics. A final course project involves a mini-case study of a second language learner. Students are encouraged to take G500 before or concurrent with this course.

LING L534 Linguistic Resources for TESOL (3 CR)
This course introduces graduate students to the general principles and practices of second language teaching and assessment as derived from research on second language development and applied linguistics. Students explore the nature of second language learners, contexts for second language instruction, basic forms of classroom discourse and its relation to learning outcomes, and the nature of negotiated interaction, comprehensible input, and pushed output as facilitative conditions for second language learning. The course includes projects that involve the observation and analysis of second language classrooms and the development of principled lesson plans in an extended teaching unit for a particular teaching context.

LING L535 TESOL Practicum (3 CR)
The supervised teaching practicum is a required, semester-long local apprenticeship with a practicing ‘master teacher' in a teaching context that matches with the candidate's interests (e.g., basic L2 writing, legal English, L2 speaking, advanced L2 writing). The practicum involves observation and discussion of L2 English teaching as well as guided student teaching and tutoring. A faculty member in the MA Program supervises the student's apprenticeship with the master teacher. In conjunction with each student, the supervising faculty member develops individualized written requirements for the teaching practicum. The Director of the MA Program makes the practicum placements in consultation with MA faculty.

LING T600 Topics in TESOL and Applied Linguistics (3 CR)
Topics in this course vary.  See the following possible offerings of LING T600.

LING T600 Topics in TESOL and Applied Linguistics: Second Language Learning and Technology (3 CR)
This course introduces advanced graduate students to the implementation of Internet Communication Tools (e.g., email, chat, blogs, podcasting, and video-conferencing) in classroom-based second language learning. Students examine the efficacy of ICTs for the development of grammatical, pragmatic, and intercultural competence. Students further analyze the sound pedagogical application of technology in the language classroom, including corpus-based language instruction. In order to gain experiential knowledge of the use of technology in second language teaching, students may participate in a telecollaborative partnership with learners at a distal location. A final course project involves the development of a technology-enhanced teaching unit for a particular teaching context using a particular ICT.

LING T600 Topics in TESOL and Applied Linguistics: English Teaching Internship (3 CR)
This supervised teaching internship is an optional, extended teaching internship with a practicing ‘master teacher' in a teaching context that matches with the candidate's interests. The internship may take place in an international (e.g., China, Korea, Mexico) or local context and may target a specific student population (e.g., Spanish-speaking learners of English, Chinese-speaking learners of English). The internship involves observation and discussion of L2 English teaching as well as guided student teaching and tutoring. A faculty member in the MA Program supervises the student's apprenticeship with the master teacher. The student must complete a substantial written project during the internship, which will be determined by the supervising faculty member in conjunction with the student. Students may participate in the English teaching internship after completion of LING L535, the English teaching practicum.

LING T660 Contrastive Discourse:  Readings in Linguistics (3 CR)
This course examines contrastive discourse/intercultural rhetoric and considers the cross-cultural aspects of discourse organization from both the reader's and the writer's viewpoints. Comparisons of text organization in different genres and for different audiences will be made, studying the roles of cultural forms and schemata in the interaction between writer and reader.  

LING T690 Advanced Readings in TESOL and Applied Linguistics (1 - 4 CR)
Topics in this course vary, but they include the theory and teaching of English for Specific Purposes in academic, professional, or vocational fields; the teaching of second-language writing, reading, listening/speaking, and grammar; and second-language testing and assessment.  


Graduate Literature Courses

ENG L501 Professional Scholarship in Literature (4 CR)
This course examines the materials, tools, and methods of literary research.  Includes work with standard bibliographical sources (both traditional and electronic), bibliographical search strategies, scholarly documentation, accessing special collections, and preparing bibliographical descriptions of subject texts.  Historical case studies reinforce coverage of professional standards of conduct, verification of sources, and thoroughness of research methodology.

ENG L503 Teaching Literature (4 CR)
This course introduces graduate students to the practical and theoretical issues involved in teaching literature, including how to set teaching objectives, organize a course, and construct a syllabus.  We will explore several different approaches to teaching literature, including lecture, discussion, workshop, and online instruction. 

ENG L506 Introduction to Methods of Criticism and Research (4 CR)
This course offers an introduction to literary criticism and research for graduate students.  Students will study a small number of literary works from a variety of critical perspectives and examine the assumptions that inform our own reading and evaluation of literature.

ENG L 508 Practicum in Teaching Literature (4 CR)
This course explores the practical applications of the teaching methodologies introduced in L503 Teaching Literature.  Students teach under the supervision of a member of the English graduate faculty and complete a teaching portfolio and an action research project investigating a specific pedagogical issue.  Prerequisite: L503 or instructor's consent.

ENG L573 Interdisciplinary Approaches to English and American Literature (3 CR)
Social, political, and psychological studies in English and American literature. Topics may vary and include, for example, literature and colonialism, literature and psychoanalysis, or literature and gender. May also include other world literatures.

ENG L606 Topics in African American Literature (4 CR)
Focuses on a particular genre, time period, or theme of African American literature. Examples: twentieth-century African American women's novels, black male identity in literature, kinship in African American literature, and African American autobiography. May be repeated twice for credit with different focuses.

ENG L625 Shakespeare (4 CR)
In this course we will examine eight of Shakespeare's plays (and one tragedy by Thomas Middleton) through many different lenses. We will see how the plays might best be understood by approaching them, not only through text and performance, but also through the critical eyes of the New Critic, the Historicist, the Psychoanalytic Critic, the Feminist, and the general reader. Through close critical reading and engagement with performance, we will hopefully come closer to understanding the continuing genius of Early Modern drama.

ENG L641 British Literature before 1900 (4 CR)
This course will survey British literature of the 16th to the 19th centuries.  Particular emphasis will be placed on major writers and movements and on lesser-known writers who have recently been rediscovered.  Categories covered may include: Elizabethan and Jacobean writers, Restoration theatre and poetry, the rise of the novel, Neoclassical writers, Romanticism, Victorian writers.

ENG L643 Readings in Colonial and Postcolonial Literature (4 CR)
The rise of postcolonial studies over the past few decades has attuned readers to the great wealth of literature from colonized and formerly-colonized areas of the world, and to the issues of race, power, and cultural difference surrounding those works.  This course will study major works of colonial and postcolonial literature, primarily in the English-speaking world, as well as related theoretical works and issues.  Global areas covered may include: Africa, the Caribbean, South and Southeast Asia, the Middle East, Australia, and the Pacific Rim.

ENG L649 British Literature since 1900 (4 CR)
This course will survey British literature of the twentieth and early twenty-first centuries.  Students will study important trends and movements within this field, including Realism, Modernism, Surrealism, and Postmodernism, noting the ways in which these intersect with the conventions of particular genres and with developments in critical theory and social history.

ENG L650 American Literature before 1900 (4 CR)
This course will include critical and historical study of American literary movements (Transcendentalism, Romanticism, Realism, or Naturalism); genres and modes (satire, the romance, the essay, the long poem); or 18th- and 19th-century writers.

ENG L655 American Literature since 1900 (4 CR)
This course provides intensive historical and critical study of American literature of the twentieth and twenty-first centuries.  Literary movements such as Modernism, Surrealism, Theatre of the Absurd, and Postmodernism will be combined with study of major genres (novels, poems, plays, stories) and authors.

ENG L657 Readings in Literary and Critical Theory (4 CR)
This course will introduce graduate students to the main texts and issues in the field of literary theory as it has developed since the late 18th century.  Literary theory encompasses debates over the definitions of literature, the writer, and the reader; the goals and methods of literary criticism; and the relations between literature, literary criticism, and the wider society.  Students will read important works of literary theory, trace the development of contemporary theoretical approaches, and experiment with applications.  Areas covered may include: formalism, Marxism, feminism, structuralism and post-structuralism, psychoanalysis, cultural studies, postcolonial studies, new historicism, queer theory, etc.

ENG L666 Children's Literature (4 CR)
This course addresses the question of how children's literature reflects cultural views on children as intellectuals. In light of critical debates stemming from canonical children's texts, we examine the ways in which a variety of authors adapt traditional themes and storytelling structures for an ever-shifting audience.

ENG L673 Studies in Women's Literature: Early Modern Women Writers (4 CR)
Early modern women writers engaged in a dangerous craft-dangerous because the very act of writing for an audience (however small) could endanger one's reputation. Yet, as the work of twentieth century feminist critics has shown, there were a good number of women writing in English before 1800 (published and unpublished alike). In this class we will read a sampling of these women writers with special attention to how they responded to, shaped, and thought about the political, historical, and social moment in which they lived. We will be interested in not only uncovering these writers' milieus, but also in engaging with the interdisciplinary study of early English women writers since the late twentieth century.

ENG L678 Literature and Medicine (4 CR)
This course focuses on literary study of medical themes, including works about contagion, the sick or altered body, or the cultural meanings of disease; of medical authorship by practitioners or patients; and of narrative approaches to illness, with emphasis on life writing, poetry, drama, and fiction.

ENG L680 Special Topics in Literary Study and Theory (4 CR)
This variable-title course number is used to offer various courses that are newly developed or do not fit easily within the categories listed above, including single-author courses and readings in sociological, textual, political, psychological, or other approaches to literature.  May be repeated for credit.

ENG L681 Genre Studies (4 CR)
A variable-title course, Genre Studies examines the specific characteristics of individual genres. May be repeated once for credit.

ENG L695 Individual Readings in English (1-4 CR)
This course enables individual students to work on a reading project that they initiate, plan, and complete under the direction of an English department faculty member. Credit hours depend on scope of project.  Students are allowed to enroll only after they have received approval of a formal project proposal by a faculty supervisor and the Director of Graduate Studies.

L701 Descriptive Bibliography and Textual Problems (4 CR)
Case-specific analysis of the way that literary texts change, the way these changes are documented by a full and focused history of  publication, and the kinds of textual problems caused by the unstable transmission of literary classics down through time. The analytical basis of new scholarly editions.


Graduate Writing Courses

ENG W500 Teaching Writing: Issues and Approaches (4 CR)
This course looks at one of the mainstays of teaching writing-the process of writing-and the issues that arise in writing classrooms as well as the approaches that have been used to resolve such issues. As with W509 and W590, the course examines the theories that converged to produce process pedagogy, but the emphasis of the course is on the practical aspect of teaching writing. These practical aspects include structuring class time, organizing peer groups, constructing writing assignments, the teaching of grammar, evaluation and grading, and language differences. Thus, the course looks beyond the application of theory (W590) to the more practical concerns of implementing theory-based ideas systematically and effectively.

ENG W509 Introduction to Writing and Literacy Studies (4 CR)
This course is one of the gateway courses in the English M.A. and is the required core course for the Certificate in Teaching Writing. It focuses on the concerns of scholars in rhetoric and composition, and literacy studies more broadly. It serves as an introduction to what these scholars write, and to how they use various methods to investigate important research questions associated with writing and literacy practices.  In the process, it prepares students to be critical readers of academic writing and introduces them to possible directions for research.

ENG W510 Computers in Composition (4 CR)
This course explores the technological theories that shape writing instruction at the secondary and post-secondary level. Students will read theory-centric texts and compose critical responses. These writings will culminate in a semester project of no fewer than 15 pages. In addition, students are asked to engage with a range of digital composing software including: image editors, page layout programs online content management systems, and web authoring software. The purpose of this work is to encourage students to reexamine their assumptions about teaching and technology. Ideally, students will leave W510 able to intervene into the use of digital software in educational settings.

ENG W525 Research Approaches for Technical and Professional Writing (4 CR)
Professional communicators need to know how to learn quickly and well.  In this course, students focus on how to learn about content, how to learn about audiences in their situations, and how to learn about document design in order to produce high quality publications. Working as teams, students read about and practice varying approaches to learning.  We look at approaches that help us understand both the breadth and depth of the research topics that professional and technical communicators need to master in workplace settings. 

ENG W531 Designing and Editing Visual Technical Communication (4 CR)
In this course, students learn principles of designing publications that communicate both visually and verbally, learn to create and edit paper and electronic publications for clients' contexts, develop project management skills, and enhance group collaborative writing skills. This course counts toward the Graduate Certificate in Teaching Writing.

ENG W532 Managing Document Quality (4 CR)
Effective technical and professional publications require thoughtful planning and oversight by people familiar with factors that make a publication effective.  In this course, students examine and apply principles of creating technical or professional publications from start to finish.  Collaborating in groups, they explore and practice publication quality management issues such as planning, researching audience and content, designing the publication, drafting, managing content, obtaining reviews, conducting usability testing, editing drafts, and negotiating within organizational cultures.

ENG W590 Teaching Writing: Theories and Applications (4 CR)
Drawing on current scholarship and relevant statements from the rhetorical tradition, W590 examines theoretical assumptions in the design of classroom practices. The course focuses on knowing what we teach-and why-when we say that we teach writing. It also investigates how theories of reading, language, and technology apply to composition; how processes are central to written composition and teaching it; and how learning to write involves social and individual activities. Students respond to the assigned readings and analyze writing experiences taken from a variety of contexts, culminating in an independent project on a specific issue.

ENG W600 Topics in Rhetoric and Composition: Qualitative Research in Literacy (4 CR)
This course introduces students to the theory and methodology of conducting qualitative research on writing and reading. Students will spend the majority of the semester designing and conducting a research project on the literacy practices of a local group of readers/writers. Such a project is demanding and requires students to be self-directed. This work will be rewarded with experiences and data that will directly apply to each student's research and teaching goals. Students will: 1) construct a solid theoretical understanding of qualitative research methods; 2) gain practical experience conducting research; and 3) further their research and teaching agendas.

ENG W600 Topics in Rhetoric and Composition: Basic Writing Pedagogy (4 CR)
This course examines the history, theory, and practice of basic writing in the United States. Rather than adhere to a single definition of basic writing, W600 asks students to analyze how scholars and institutions construct "basic writing" and "basic writers" within particular social and historical frames. Through these analyses, students will develop strategies for approaching the problematic of basic writing in their current and future work as instructors. This course prepares students to develop more nuanced understandings of basic writing theory and more sophisticated approaches to basic writing instruction.

ENG W600 Topics in Rhetoric and Composition: Written Englishes: Living Cultural Realities (4 CR)
In the culture or institution of literacy, one dialect or language variety is sanctified as proper for writing-the so-called "grapholect," or Edited Written English. However, we are seeing more and more significant publication (fiction and nonfiction) in dialects of English previously considered oral (e.g., by Alice Walker, Gloria Anzaldua, Geneva Smitherman). In this course, we will consider the language variety or dialect called "correct" or "standard written English," its meaning, history, and politics. We will view this dialect against the backdrop of a multicultural, multilingual nation drawing on the English language as a means of articulating other identities and realities besides those expressed by mainstream writers. In addition to examining home and community language varieties from a sociolinguistic perspective, we will look at policies such as "Students' Right to Their Own Language" and recent approaches to language learning such as code-shifting and code-meshing, as well as the influence of global Englishes (non-U.S. English varieties).

ENG W600 Topics in Rhetoric and Composition: Teaching Technical and Professional Writing (4 CR)
In this course, students develop a deeper understanding of the theory that undergirds the teaching of technical/professional writing, design a technical/professional writing course and its activities, and learn to respond thoughtfully to and assess student work.  The course addresses secondary and post-secondary teaching situations and counts toward the graduate Teaching Writing Certificate. 

ENG W605 Writing Project Summer Institute (3-6 CR)
The Summer Institute invites teachers from K-university to consider major issues involved in the teaching of writing and explore the pedagogical approaches inherent in these issues.  The institute follows the National Writing Project philosophy, which insists on the primacy of teacher knowledge, expertise, and leadership, and believes that teachers of writing must be writers themselves. Thus, two important strands in the Summer Institute are (1) teachers demonstrating effective instructional practices and discussing writing pedagogy, and (2) individual writing fellows working on writing and research projects that they initiate, plan, and complete under the direction of the HWP co-directors. 

ENG W609 Individual Writing Projects (1-4 CR)
This course allows interested students to embark on a semester-long individual writing project.  Students are responsible for developing a proposal for the project and are allowed to enroll only after their proposal has been approved by a faculty supervisor and the Director of Graduate Studies.

ENG W697 Independent Study in Writing: Writing Project Advanced Institute (1-3 CR)
This course is by application and invitation only. Teachers K-university explore current theories of writing and their application in the classroom.  Preference is given to active classroom teachers.


Graduate Creative Writing Courses

ENG W508 Creative Writing for Teachers (4 CR)
Giving students a deeper understanding of the creative process and teaching them to think and talk about writing as writers do, this course offers strategies for critiquing creative work and provides guidance in developing creative writing curriculum suited to their classroom needs. The class emphasizes hands-on writing activities in poetry, fiction and creative nonfiction that are easily adaptable for use with student writing at every level. Most exercises and writing techniques are also useful in teaching expository writing and fulfill state requirements. This is a course that stresses the development of a process over the production of finished works.

ENG W511 Graduate Fiction Writing (4 CR)
This is an advanced course in the theory and practice of fiction writing that includes analysis of classic and contemporary models in the genre, seminar study of elements of narrative craft, and workshop discussion of student work-in-progress. The emphasis of the course will be revision, and students should expect to produce multiple drafts of all work presented to the workshop, both stories and critiques.

ENG W513 Graduate Poetry Writing (4 CR)
This course offers graduate students an intensive experience in reading and writing poetry.  Part workshop and part seminar in poetic practice and technique, W513 provides an opportunity for graduate students to expand their poetic range and hone their craft.

ENG W615 Graduate Creative Nonfiction Writing (4 CR)
This is an advanced course in the theory and practice of creative nonfiction writing with an emphasis on the personal or familiar essay.  Students will read a collection of important statements about the art and craft of essay writing as well as some classic and contemporary examples of the genre. Students will also produce and be graded on a significant body of work in the genre as well as a series of reading responses and regular written critiques of peer work-in-progress.

Graduate Program Resources


Forms


For more forms and information, visit the IUPUI Graduate Office.


Thesis

  • Samples -- The library houses a collection of past English Department thesis samples, available online.



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