ETAP 512: Teachers in Context (Fall, 2006).

This course, which is required for students in the ETAP Master of Science in Secondary Education (MSSE) program, examines teachers in social, political, historical, cultural, and ideological context. It is intended to help preservice teachers develop a more complicated and sophisticated understanding of teaching and to consider what it means to be a teacher in American society. It also introduces students to some of the core principles of the MSSE program.

ETAP 655L: Perspectives on Teaching Composition in the Secondary School (Spring, 2008).

This course, which is required for students seeking certification as secondary school English teachers in New York, is intended to introduce students to theories, research, and practices in the teaching of writing. Its primary purpose is to provide prospective secondary school English teachers with a sound understanding of what it means to teach writing effectively in secondary school settings.

ETAP 777: Methods of Qualitative Research in Education (Fall, 2004).

In this doctoral course, students are introduced to to important epistemological, methodological, and ethical issues in qualitative and ethnographic research. The course includes some practical experience with methods of data collection and analsis in qualitative research and gives students a foundation for designing qualitative studies. Students generally are able to use course assignments to pursue their own research interests or to work on research questions related to their dissertation topics.

English 303Z: Forms of Argumentative and Persuasive Writing (Fall, 1997).

This advanced writing workshop, which was part of the now-defunct undergraduate Writing Sequence in the English major at SUNY-Albany, offered students intensive practice in various non-fiction forms of writing and encouraged them to explore writing as a rhetorical and social act. It also incorporated the Internet and World Wide Web to help students gain experience with and understanding of these technologies and their effects on literacy.

English 494: Seminar in Writing and Tutoring. (Spring, 2002)

This seminar is a training course for qualified students who wish to become tutors in the SUNY-Albany Writing Center. It explores the nature of the writing process, examines the role of writing centers in students' development as writers, and provides experience with methods of tutoring writing.

English 521: Composition Theory and Pedagogy (Graduate Course).

This course introduces students to the area or "field" of Rhetoric and Composition or Composition Studies. It explores some of the important issues, problems, discourses, activities, and questions concerning writing and writing instruction around which the field has organized itself. To a great extent the course focuses on trying to answer questions about how best (or even whether) to teach writing.

• English 521, Fall 1999.

• English 521, Fall 2001.

English 522: Rhetorical Theory in Historical Perspective (Graduate Course) (Spring, 1999).

This course examines contemporary rhetorical theory and practice in the context of the ancient discipline of rhetoric. Its purpose is to acquaint students with some of the richness of the tradition of rhetoric and the questions and issues that arise from it in order to explore the usefulness of that tradition in addressing contemporary concerns about literacy, pedagogy, theory, technology, and culture.

English 725: Graduate Special Topics Seminar on Literacy, Technology, and English Studies (Spring, 1998).

This seminar, which met in a networked computer classroom, explored the relationship between literacy and technology from a variety of theoretical and historical perspectives. It also examined some effects of the evolving uses of computer technologies on the literate practices associated with English as a discipline and on the teaching of writing and reading.