Javascript option maybe disabled on your browser. Although contents will be accessible, certain javascript functionality is unavailable.

 California State University, Fullerton

Academics

The following goals and learning outcomes have been established for students pursuing a degree in English, Comparative Literature, or in Linguistics:

Learning Goals and Student Learning Outcomes

English, B.A.
English, M.A.
Comparative Literature, B.A.
Linguistics, B.A.
Linguistics, M.A.

English, B.A.

The following goals and learning outcomes have been established for students pursuing a degree in English:

  Read critically

  • Read a text in any of several genres on a number of levels, including literal comprehension, aesthetic responsiveness, informed awareness of the traditions and the varied critical perspectives within which it may be most productively read, and rhetorical and logical analysis of its argument and/or structure.

  Write effectively

  • Write about various kinds of texts so as to articulate the dimensions of the work as described above.
  • Demonstrate an awareness of audience, purpose and various rhetorical forms, as well as a high level of control of standard written English conventions.

  Research

  • Demonstrate the ability to find in textbooks and research materials — paper and electronic — the kinds of information relevant to a given problem or issue, literary or otherwise, and to integrate that information into one’s own written work to support one’s argument while giving appropriate credit to the source of the information.

  Knowledge of major literary works and traditions

  • Have a working knowledge of the major writers, periods and genres of English and American literature and be able to place important works and genres in their historical context.

  Knowledge of noncanonical literary works

  • Have a working knowledge of some important works in non-western, ethnic and women’s literature that illustrate the diversity of literary studies and the interconnectedness of literary traditions.

  Structure of the English language

  • Have a working knowledge of the structure of the English language and theories of second language acquisition.

top of page

English, M.A.

The following goals and outcomes have been established for students pursuing the MA degree in English:

Students will complete a course in Introduction to Graduate Studies and be required to take at least one course from three or four discipline areas and five elective courses chosen from these areas.

  • Become familiar with the breadth of study that defines the discipline of English Studies.

Students will regularly read and analyze primary and secondary texts; conduct independent research; engage in analytic, didactic, and informed oral and written discussions with peers, faculty, and disciplinary experts; and write multiple extensively researched and analytically structured essays and/or generically appropriate creative texts.

  • Develop the ability to evaluate current knowledge in the field and to deepen and extend their own and others' understanding of this knowledge.

Students will develop a portfolio that is consistent with the professional direction they intend to take upon graduation.

  • Devote sustained time to preparing for and understanding the professional options available to graduates with a master's degree in English.

Students will write a project paper of their own design, supervised by a faculty member, and approved by the supervisor and a project-writing instructor.

  • Demonstrate the ability to complete one extensive, independently designed research or creative project.

top of page

Comparative Literature, B.A.

The following goals and learning outcomes have been established for students pursuing a degree in Comparative Literature:

Read critically

  • Read a text in any of several genres on a number of levels, including literal comprehension, aesthetic responsiveness, informed awareness of the traditions and the varied critical perspectives within which it may be most productively read, and rhetorical and logical analysis of its argument and/or structure.

Write effectively

  • Write about various kinds of texts so as to articulate the dimensions of the work as described above.
  • Demonstrate an awareness of audience, purpose, and various rhetorical forms, as well as a high level of control of the conventions of standard written English.

  Research

  • Demonstrate the ability to find in textbooks and research materials — paper and electronic — the kinds of information relevant to a given problem or issue, literary or otherwise, and to integrate that information into one’s own written work to support one’s argument while giving appropriate credit to the source of the information.

  Knowledge of major literary works and traditions

  • Have a working knowledge of the major writers, periods and genres of the literature the Comparative Literature major has chosen to work in — one of which is English and/or American literature — and to be able to place important works and genres in their historical context.

  Knowledge of noncanonical literary works

  • Have a working knowledge of some important works in non-western, ethnic and women’s literature that illustrate the diversity of literary studies and the interconnectedness of literary traditions.

  Structure of the English language

  • Have a working knowledge of the structure of the English language and with theories of second language acquisition.

  Reading and writing competence in a foreign language

  • Read works in their original language, and translate works from that language into standard written English.
  • Have a working knowledge of the structure of the language which the student has chosen as his/her specialty.
  • Have a working knowledge of stylistic and rhetorical conventions of the literature of the foreign language the student has chosen to study.

top of page

Linguistics, B.A.

The following goals and learning outcomes have been established for students pursuing a degree in Linguistics:

  Knowledge of language organization, usage, history and learning

  • Understand how language is structured, particularly to what extent languages share a universal structural base and to what extent they differ from one another.
  • Understand how language is used, and the factors accounting for variation in language use.
  • Understand how language is learned by children in first language acquisition and by adults in second language acquisition.
  • Understand how language changes over time and the principles of historical linguistics.

Think critically

  • Demonstrate the ability to analyze problems, both linguistic and otherwise, and to find and critically evaluate alternative solutions.

  Write effectively

  • Demonstrate the ability to present ideas in effectively written form.

  Research

  • Demonstrate the ability to find in textbooks and research materials — paper and electronic — the kinds of information relevant to a given problem or issue, linguistic or otherwise, and to integrate that information into one’s own written work to support one’s argument while giving appropriate credit to the source of the information.

Knowledge of linguistics subdisciplines

  • Have a working knowledge of the subdisciplines of linguistics dealing with the organization of language, i.e., phonetics, phonology, morphology, syntax and semantics.
  • Have a working knowledge of the subdisciplines of linguistics dealing with language use, change and acquisition, especially sociolinguistics, historical linguistics and psycholinguistics.

top of page

Linguistics, M.A.

The following goals and learning outcomes have been established for students pursuing the MA degree in Linguistics:

Develop a rigorous concept of language in all its aspects, as well as an interdisciplinary sensibility demonstrating an advanced understanding of connections among the social sciences and the humanities.

  • Develop an advanced interdisciplinary interpretive framework for studying language in ways that will enable students to solve practical and theoretical problems.
  • Develop an advanced understanding of the nature of language structure, language use, language acquisition, and language change.
  • Have an advanced knowledge of the history of the field of Linguistics—its theories, methods, and intellectual justifications.
  • Develop an advanced understanding of the theoretical and methodological approaches used in Linguistics and interdisciplinary scholarship.

Gain a thorough understanding of linguistic diversity and commonalities by examining both, the internal variation in a given language, particularly in English, as well as cross-linguistic variation

  • Identify a variety of examples of linguistic diversity and commonality in American English as well as in other languages, demonstrating an advanced understanding of the similarities, differences, and relationships among the multitude of language varieties.
  • Explain how differences in language use among different language communities—including race, ethnicity, class, gender, and sexuality—are culturally constructed and vary according to historical, regional, and social contexts.
  • Understand the shared genetic basis of all languages regardless of the socio-political status of their speakers.
  • Articulate a critical awareness of the conceptual approaches to the study of linguistic diversity and universals.

Demonstrate advanced research, writing, and expressive skills to see connections among complex materials, and to clearly communicate an understanding of their underlying meanings.

    • Design and carry out original research projects in Linguistics.
    • Discover primary and secondary sources (hard copy as well as digital) using the library's resources, including inter-library loan.
    • Analyze and synthesize material from primary and secondary sources in order to create a coherent argument based on evidence.
    • Develop an original thesis and support that thesis through the thoughtful use of a variety of properly cited sources.
    • Communicate research findings through clear, well-organized written and oral presentations.
    • Develop advanced critical thinking, writing, and interpretive skills.

Develop the ability to adhere to scholarly conventions in research, writing and documentation.

top of page