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ERIC Number: ED344208
Record Type: RIE
Publication Date: 1992-Mar
Pages: 8
Abstractor: N/A
Reference Count: N/A
The English Doctorate as Teacher Training?
Fulkerson, Richard
Working within constraints from the Texas Coordinating Board stipulating a solid doctoral program that would attract able students but at the same time would not look like a traditional Ph.D., the East Texas State University Department of Literature and Languages eventually came up with a doctorate that is unique in that it is overtly designed to prepare effective college teachers. The most important of its three overlapping sets of requirements is the Professional and Pedagogical Core of seven courses, basically required of all students. These courses include practical colloquiums in teaching various core curriculum English courses (such as Basic Writing, and Multi-Cultural Literature), seminars (Theory and Practice of Composition, Theory and Practice of Argumentative Writing), and a modern, updated bibliography course dealing with literary, rhetorical, and linguistic bibliography. The old requirement that every student have a major and two minors was reduced to a requirement that the student have a major in either Discourse Theory and Practice (including composition, rhetoric, stylistics, and linguistics) or in Critical Literacy (including literary history, major figures in literature, literary genres, and literary theory). The program has also moved from traditional, period-coverage courses to relatively wide-open seminars that can be repeated as the content shifts. By such creative re-structuring, course inventory was reduced from 47 courses to 40, while adding five new seminars. Work yet to be done includes revising the catalog, defining the nature of the dissertation, and a major revamping of the two-day doctoral written examination and subsequent oral examination. (SR)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: East Texas State University
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).