No Longer an Undergrad!
A Survivalist Guidebook
TABLE OF CONTENTS
Welcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i
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WELCOME LETTER
Dear English Graduate Students:
Welcome to the Texas A&M University-
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii
Corpus Christi English graduate program. We hope
to answer common questions that have been on the
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
minds of other graduate students. We designed this
survival and mentoring guidebook with teaching and
Shared Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Teaching as a Graduate Student . . . . . . . . . . . . . . . . 5
The Non-Teaching
English Graduate Student . . . . . . . . . . . . . . . . . . . . 14
non-teaching graduate students in mind as well as to
support underrepresented students. Higher education
is difficult enough for mainstream students; thus,
graduate school can prove challenging for students
with families, jobs, and diverse backgrounds. Because
we had many questions ourselves as we sailed through
Graduate School
the program, we saw a need for a mentoring
Funding and Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . .19
guidebook. In turn, it is our vision to enhance your
graduate experience.
FAQs about English
Graduate School . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Sincerely,
Former English Graduate Students
Parting Wisdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
B.T.D.T.H.T.H.
(Been There, Done That, Have the Hood)
Helpful Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
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PREFACE
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INTRODUCTION
This handbook has been designed to provide
you as incoming graduate students at Texas A&M
University Corpus Christi (TAMU-CC) with a
“Visit your professors often, form bonds with your
classmates, get involved, and make sure that you
know what you’re getting into.” (Anonymous A&M-CC
English graduate student)
complete understanding of what the English program
has to offer as you pursue your educational/teaching
goals or your pursuit in becoming a professional
writer. We understand that not everyone may receive
the mentoring or advice needed because of busy
schedules.
Thus, we encourage you to read this
guidebook for mentoring advice. The information
gathered is based on personal experiences of former
graduate and current students’ experiences. As an
undergraduate, you helped to create knowledge;
however, your goal now is to build on that knowledge
and contribute to the ongoing conversation in the
English field of Rhetoric and Composition. We invite
you to contribute your voice to enhance this
guidebook
for
future
graduates
by
visiting
http://sages.tamucc.edu.
Let your enlightening experience and knowledge at
this unique university become a welcomed beacon of
light for future English graduate students to follow.
Texas A&M University Corpus Christi
One of the most important aspects of
graduate school is finding a mentor. A mentor is
someone who helps guide your research as well as
someone who contributes to your full understanding
of it as you progress throughout your graduate career.
Unlike your advisor, who helps you determine what
courses you need to take in order to complete your
comprehensive exams and graduate, a mentor is
someone who is willing to take time out of their own
day and provide you with detailed feedback on your
research and writing. Finding the right mentor can
prove challenging. However, anyone can act as your
mentor. For example, as a graduate student, you may
want to consult one of the professors you had
extensively as an undergraduate and see if they would
be interested in mentoring you through your graduate
career. Possibly having two mentors, depending on
the extent of your research or the content areas your
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studies cover is something you may want to consider.
expected in an English graduate school classroom
You may even find that you do not need a mentor
here at TAMU-CC. All of this is a part of the
right away, but be sure to plan ahead and commit
information needed to successfully complete the
yourself to checking in with your chosen mentor(s)
English graduate program. While a mentor may not
whenever possible to make them aware of where you
have all of the information and advice, they provide
are at in your graduate career. Suggested check-in
firsthand knowledge that can prove to be invaluable
times should not extend beyond three-week intervals;
to the incoming English graduate student.
that is, you should at least check-in once a month.
Seeking and obtaining a mentor or mentors
who will help you through some of the difficulties
that will be encountered in graduate school and in
particular, in the English graduate program, is an
important step in completing your graduate school
studies. While the university’s graduate school
catalogue provides needed information and advice, a
mentor will clarify some of the information that may
not be clear to the graduate scholar. A mentor will
also draw on their personal experience in the program
and use it to help you avoid some of the pitfalls that
some students have encountered in graduate school.
Other information vital to graduate school, such as
understanding theories in rhetoric and composition
and intensive and extensive reading writing is also
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SHARED GOALS
present at a conference. Ask the FYP administrator
“Be open to each other—you will learn a lot from
people you may disagree with. You’ll never learn
anything by only talking with people you agree
with.” (Anonymous A&M-CC English graduate student)
If funding is not available through the FYP, seek the
Proposals and Conferences
Throughout your graduate experience, you
will be encouraged to present research ideas and
papers at local, state, national, or international
scholarly conferences. There are three conventional
ways of presenting at a conference: poster, panel, or
presentation.
You must first submit a proposal. If you
find yourself at a loss on how to prepare a proposal,
ask your mentor or colleagues for assistance. Your
mentor or professor can provide you with links to
guide you. Refer to “Helpful Links” at the end of
this handbook for links on proposals and
conferences.
Your proposal has been accepted. Fantastic!
Will this conference require travel? If so, the
administrator for the First-Year Program (FYP)
generally allocates funds for graduate students to
Texas A&M University Corpus Christi
for more information on deadlines and paperwork.
English chair. Remember to save all your receipts!
Comprehensive Examination
The comprehensive examination is given in
the fall and the spring. You must register for this
examination during the semester you expect to
graduate, and make sure you register before the
deadline.
Anticipate
two
(2)
comprehensive
exams—one in Rhetoric and Composition, and the
other in an area of your choice. You will be required
to discuss various Rhetoric and Composition
theorists and theories. For more on comprehensive
exams, guidelines, and policies, consult the English
Handbook for the Masters Program.
Reading Lists
You should receive a reading list upon
entering the program. We strongly encourage you to
begin reading from the exam-reading list as soon as
possible. A good strategy for dealing with the book
load is that you plan the amount of books you need
to read per month before the date of the exam.
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Here’s another strategy: read 30 minutes a day.
and be expected to know and regurgitate: rhetoric,
Write an abstract for every reading. The abstract will
pedagogy, epistemology, paradigm shift, literary
help you remember what you read two years ago.
criticism and theory, dialectic, composition theory,
Once accepted into the English graduate program,
textual analysis, facilitations, contextual analysis, etc.
begin a search of the books and authors from the
You will also hear straightforward terms such as
reading list at our Bell Library or in stores such as
voice, discourse, and conversation that will take on a
our own Barnes & Noble on campus, or online sites
new meaning.
like Amazon.
Network Tools
Study Groups
You may be required to enter conversations
We highly recommend that you study with
by posting to one of the following: Wiki, WebCT,
others to prepare for the two major exams as soon
Moodle, Compile, etc. Don’t despair if you are not
as you begin the program. Can you form your own
familiar with these tools. Since they are necessary,
study group? Yes, you can. Decide whether you
solicit
prefer to meet with a large or small group. You can
helpdesk line or visit the help desk in the
also meet with other SAGES members.
MicroComputer Lab located on the second floor of
assistance
from
the
campus-computer
If you are having difficulty finding a group
Corpus Christi Hall (CCH). You can also ask a
with comparable interests or backgrounds, a
classmate or mentor for help, but don’t be afraid to
professor or mentor may connect you to someone
explore these programs on your own. By the end of
compatible.
your graduate experience, you may become
Terminology
knowledgeable with all of these tools and many
You will be introduced to numerous terms;
more that will be helpful to your future.
your knowledge of these terms will enhance your
success. Here are some of those terms you will hear
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TEACHING AS A
GRADUATE STUDENT
“It’s going to be hard at first, and you’ll probably
doubt yourself at times, but that’s completely
normal. It will get easier. The demands will still
be there, but you’ll catch on.” (Anonymous A&M-CC
English graduate student)
Many students enter the English Master’s
Program because of their desire of teach college
English at a community college or at a university.
TAMU-CC helps fulfill that goal by allowing
students the opportunity to become graduate
teaching assistants in a shared learning community
called the First-Year Program (FYP). In this section
we
will
(WAC),
discuss
the
Writing-Across-the-Curriculum
First-Year-Program,
Learning
Communities (Triads and Tetrads), and the roles of
composition and seminar instructors. Before we
describe each of these components that make up the
English teaching program, it is important that the
vision of the First-Year Program be explicitly stated.
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First Year Program Vision
To teach English Composition 1301 and
1302 by understanding the goals and objectives of
the First-Year-Program and by using the theories,
practices, and research from coursework, seminars,
and the Practicum.
What is the First-Year Program?
The First-Year Program is designed to offer
graduate students the opportunity to gain experience
working with other graduate students and professors
in Learning Communities. Not only does teaching at
the college level look great on a resume, but it also
teaches Graduate Teaching Assistants (GTA) to
work with others in a professional environment as
well as how to manage a classroom and work with
students, which is something that textbooks cannot
teach. This program is also designed to fulfill the
needs of the first year students (undergraduate
freshmen) by helping them become better writers in
their disciplines as well as helping them become
familiar with the kind of writing they will be
expected to engage in during the course of their
college careers. In order to accomplish this goal, the
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First-Year Program is founded on a pedagogical
The Ways Students Benefit from Writing-Across-
theory called Writing-Across-the-Curriculum.
the-Curriculum
What is Writing-Across-the-Curriculum?
According to a 2002 article by Professors Glenn
Writing-Across-the-Curriculum is a fancy
Blalock, Susan Loudermilk-Garza, Diana Cárdenas,
term for teaching students to write in the discourse
and Joyce Hawthorne titled “Using ‘Community’
of their specific discipline. For instance, students
Needs to Promote and Expand WAC,” students in a
who are majoring in medicine and want to become a
learning community are more likely to succeed in
doctor
college because:
or
nurse
would
enter
the
Science
Triad/Tetrad where they would learn how to write
•
using various conventions and styles of as well as
using formats such as APA, MLA, Chicago, CSE,
classroom and the community.
•
etc. For example, first year students who want to
become a psychologist would enter into the
•
Composition, seminar, and lecture are all connected
through Writing-Across-the-Curriculum, however,
each of these courses are separate and issue out
individual grades.
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They construct a broader definition of
learning and knowledge.
•
writing that is used in their field (i.e. journals,
respected magazine articles, case study reports, etc.).
They put into practice the knowledge
gained in their coursework.
Psychology triad/tetrad as to familiarize themselves
with the kind of conventions, styles, and formats of
They make a connection between the
They
learn
to
operate
within
the
expectations of their future workplace.
•
They model the kinds of writing typical of a
particular setting.
•
They become familiar with various genres
of writing and conventions they must
follow.
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•
•
•
•
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They begin to understand the kind of
with local profit and non-profit organizations
expertise that a workplace demands.
outside of the campus, and writing together
They identify skills and tools they must
collaboratively. “Our students learn about writing
possess to become effective and valued
not just within the context of rules of form, style,
employees.
and correctness, but in the context of a decision
They gain a sense of the clients served by
making process for achieving results. This work
the written and oral presentations.
crosses curriculums and engages the community” (p.
They discover the personal values of
individuals who interact with them as they
work through the assignments. (Blalock et
al. p. 57)
In this aspect, community has a three-fold meaning:
It means the communities that the students are
coming from, the communities that they are
entering here on campus, and the communities that
they will eventually be entering before and after
graduation. Blalock et al. concludes, “Students learn
from other students as they collaborate in groups
and share details about their projects and the many
choices made to get the job done” (p. 58). This idea
58).
There are numerous ways in which
composition instructors can achieve this goal;
logistics play a crucial role in monitoring and
assessing students’ participation, motivation, and
development in their writing.
Triads/Tetrads
Triads are Learning Communities that
consist of smaller groups of lecture, composition
and seminar courses working together. Tetrads are
Learning Communities that consist of two or more
large lectures, more composition and seminars
working together.
Learning Communities are
identified with a letter such as “Triad K.”
of collaboration goes beyond merely putting a
PowerPoint
together,
it
means
constructing
knowledge together collaboratively, collaborating
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More on Learning Communities
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Model of a Learning Community Within
There are three courses in a Learning
the First Year Program
Community: Composition, Seminar, and Lecture.
These courses relate back to Writing-Across-theCurriculum because they focus on a specific
discipline. For example, the student interested in
becoming a psychologist would take a Psychology
lecture course, a composition course, and a seminar
course. In their lecture course, they would focus on
the
content
of
psychology
(i.e.
Psychology
terminology, concepts, theories, etc.). In
composition, the student would learn the styles,
formats, and conventions of writing within that
Figure 3 represents an example of a Learning Community
discipline. Seminar supports both large lecture and
within the First-Year Program at Texas A&M University—
composition by discussing some of the content
Corpus Christi, where large lecture, seminar, and
from the lecture course in a more group-like
composition are connected to each other. The number of
atmosphere. As aforementioned, though these three
students in each triad or tetrad depends on enrollment,
classes connect, they each count for a different
semester, and type of lecture (i.e. history, political science,
psychology, etc.).
grade. A student may pass lecture with an “A,” but
can receive a “C” in composition and a “B” in
Useful Tips
seminar. Below is an example of what a Learning
Graduate students who desire to teach
Community might look like here at Texas A&M
should designate their time around developing their
University—Corpus Christi.
lesson plans, reading, and researching.
Texas A&M University Corpus Christi
This will
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No Longer an Undergrad!
help them develop and connect their teaching
Composition. In addition, graduate students may
find it helpful to collaborate with other graduate
What has proved to be especially helpful is that a
14
THE NON-TEACHING
ENGLISH GRADUATE
STUDENT
practices with theories in the field of Rhetoric and
student teachers with previous teaching experience.
A Survivalist Guidebook
“Don’t do this unless you are genuinely interested
in and passionate about what you do.” (Anonymous
A&M-CC English graduate student)
graduate teaching assistant take the initiative in
There are fundamental differences in the
building an atmosphere where collaborative learning
English graduate program for those students who
is appreciated and acceptable for all. By building an
have decided neither to teach during their time in
atmosphere in which teaching goals and values are
the
shared, the vision for the First-Year Program is
difference will be discovered through the focus of
strengthened and thus profitable for all. This does
what is taught in most English graduate courses.
not mean that composition and seminar instructors
Many of these courses pertain to teaching and not
who have experience should tell new instructors
writing, though there will be plenty of writing done
what to do or how to do it, but it does suggest that
in this graduate program. However, creative writing,
experienced teachers help beginning teachers find a
literature, and technical writing classes in this major
balance in their teaching techniques.
do offer writers the opportunity to concentrate on
program
or
following
graduation.
That
various genres of academic writing. Plainly speaking,
here’s the skinny: those English graduate students
who have opted not to teach will find some of the
courses in this program difficult to comprehend
without a background or interest in teaching. That is
not to say you can never understand the curriculum
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because if that were true you would not be reading
Well for one, learning the process of writing in all of
this mentoring guidebook. The same principle of
its wide-ranging facets will make you a better writer
regimented study in higher education as an
and aid in honing your craft. Understanding how
undergraduate applies to graduate school, but it is
language and writing functions in our educational
definitely at an accelerated and demanding pace. Be
institutions is an invaluable bank of knowledge that
prepared to buckle down and read voluminous
a degree in Rhetoric and Composition will certainly
amounts of journal articles and textbook chapters,
garner.
but most important, be prepared to discuss the
As we’ve discussed, even if you do not plan
assigned reading material in class. Bring an
to teach, you will be required to study theories and
understanding of the readings to class, but the most
pedagogies in teaching Rhetoric and Composition.
important thing is that you also bring your
Do not panic, but be prepared for the fast pace that
interpretation of the assigned material from a non-
these classes will present. One week you will be
teaching standpoint. Your professors and peers will
learning Post Colonial theory and the next it will be
always appreciate the different viewpoint that you
Cultural Studies pedagogy, but all of these various
have to offer because it stimulates interesting
theories, pedagogies, and critical approaches are
discussions.
connected and understanding them early on will give
Whatever
the
difference,
non-teaching
you an advantage. Cruise the library’s online
majors will share many common goals with teachers
catalogue. Surf the net and Google theories. Ask
while in the program such as understanding
questions! Get up to speed on what you will be
composition, literary criticism, critical literacy, and
studying and we assure you that as a non-teacher in
basic writing theories, pedagogies, and paradigms.
this program, you will understand the material and it
So what does that have to do with a non-teaching
will improve your writing. Okay, here are some
tract English graduate student at this university?
other suggestions offered:
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Observe other teaching methodologies,
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Lead discussions in workshop settings: You
especially from experienced teachers.
will be asked to lead a discussion in class on a
•
Practice collaborative teaching and learn to
particular reading or constructively address other
be a reliable team member fully engaged in the
students’ writing in class, so once again, you will
assignment. Many of the people who will start this
need to read and understand the assigned material
August program with you will be future
and projects.
classmates, so consider this when group work is
•
assigned.
teaching theories relevant to writing.
•
Read, Research, and Write extensively on
Apply teaching theories while executing
class facilitations or during presentations to
demonstrate your understanding of the material.
•
Practice collaborative group learning: Most
of your instructors will integrate collaborative
coursework along with work on Internet programs
such as WebCT, Wiki, and Moodle. It will be
necessary to learn how to function in a classroom
setting as well as one in cyberspace.
•
Assess others writing or presentations,
especially from second year scholars and mentors.
You will be expected to provide constructive
criticism by evaluating your peers’ work. Your
professor will provide you with instruction to
respond tactfully and constructively.
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GRADUATE SCHOOL
FUNDING AND CAMPUS
EMPLOYMENT
failure for those brave souls, who decide to work 40
“As a graduate student the opportunity to earn
money is much more available than as an
undergraduate that eases the financial burden of
education.” (Anonymous A&M-CC English graduate
full time, we advise that you take only one or two
student)
Okay, so this isn’t an easy topic, but it’s one
that we’re sure has crossed your mind. We live in a
society where money governs our every action—
how can it be ignored?
So you’ve graduated from college with a
Bachelor’s Degree and you want to further your
education…but how can you make the big bucks
and support this vice called “education?” Looking at
the students in the graduate program, we can share
with you the ways in which we balance both our
education and our checkbooks.
The majority of the students in this
particular program both work and attend college.
However, many have found that either work or
college must be subordinated. We’re not professing
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hours or more a week and take nine hours of
graduate school, but we are saying that it is going to
be extremely stressful and taxing. If you must work
classes per semester. Though you’ll finish school a
little later than some of your peers, your finances
will be unaltered. If you can afford it and want to
hurry and finish with your degree, it might be more
beneficial to work only part time and attend
graduate school as a full time student.
As we already mentioned, doing both college
and work full time may be a little too demanding for
the average student, but it’s not impossible for those
who seriously want to speed through graduate
school but who can’t afford the cut in pay. Another
reason we advise that you take graduate school slow
is that you allow yourself enough time to grasp the
concepts that surround the professional community.
Students have found that racing through graduate
school
excludes
them
from
some
of
the
extracurricular activities that might have better
prepared them for the pursuit of a PhD or for the
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jobs they took after college.
21
By going through
graduate school at a decent pace, you’ll find time to
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remind them of your interest so that when a
position turns up, your name comes to mind.
attend and speak at conferences, work on your
When it comes to important topics such as
thesis or independent study, and attempt publishing,
money and education, just remember that you come
thus strengthening your curriculum vitae (a.k.a.
first. If you treat yourself well by creating a positive
“CV” or a professional/academic resume).
balance between your job and your education, you
There are also part time job opportunities
available on campus.
will hopefully maintain a healthy lifestyle. If you
As we already mentioned,
overexert yourself, your positive energy can easily
there is teaching in the First Year Program. To be
convert to bad feelings affecting your job, your
eligible to teach Composition, you must first have
education, and your family; and performing poorly
18 hours of graduate course work completed. For
will be the evidence. Quitting will be the solution. It
more specific criteria, please refer to the English
doesn’t have to get there if you work with the nihil
graduate handbook or university website.
nimus “everything in moderation” philosophy in
If you’re not in the Master’s program
because you want to teach, you can stay out of the
mind. Only you know what you need and what you
can handle.
classroom and work as a Research Assistant (RA).
As a research assistant, you may be asked to write
grants, help edit documents, or work closely with a
professor gathering research for his/her article or
book in progress. For information regarding
employment opportunities, be sure to always ask
your advisor or mentor for position openings. If
you are interested in working as an RA, be sure to
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No Longer an Undergrad!
FAQs IN ENGLISH
GRADUATE SCHOOL
me
A Survivalist Guidebook
better
and
gives
24
students
more
individual attention. Part of this is due to
being a small school and program, and
“Allow time for family, friends, and your health.”
part is due to the graduate level work and
(Anonymous A&M-CC English graduate student)
We have compiled some responses from various
graduate students who are about to exit the M.A.
program.
expectations.
This
support
network
actually made the transition easy.
•
How did your life change when you became
a graduate student?
In these responses, graduate students
reveal their feelings towards the program, the ways
I had no time for anything else but
in which graduate school affected their personal
college. If I wasn’t at college, I was
lives, and what they plan to do after graduation. We
reading or writing something for college. I
hope that you not only adhere to the advice that
had to focus more on my education more
your peers offer, but that you also feel connected in
so than when I was an undergraduate
some way to other graduate students as they
student.
generously disclose personal information about their
How important have family and friends
been to you now that you are a graduate
journey through graduate school.
•
•
How would you define being a graduate
student?
student at TAMUCC?
Family and friends are more important to
I found it to be a lot more personable than
me than they were before because I have to
my undergrad school. The students have
spend
been
more
responsibilities. I appreciate family and
academically focused. The faculty knows
friends more now that I do not get to see
more
tightly
knit
and
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so
much
time
on
school
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them as much and now that I need them so
3. I plan to take a break, fort once. I will
much more to keep from going crazy.
devote my time to being a better teacher,
What positions have you held here on
and eventually, I plan to write fiction.
campus as a graduate student?
4. Go to law school.
(Answers are from all students who took
survey).
Graduate teaching assistant,
5. PhD studies at Indiana University of
Senior Secretary at the Women’s Center,
Editor for College of Business, Writing
Pennsylvania
Center tutor, grader, instructor at ESLI,
TESOL).
(Composition
and
research assistant, graduate assistant tech
writer,
•
web/print/photographic
•
What personal advice would you give to
coordinator for College of Education.
incoming graduate students?
What are your plans after graduation?
1. Start studying for the comps now. We
1. I hope to either continue working at the
mean it.
Bell Library and receive my Master’s in
Library Science from the University of
2. Don’t worry, everyone else is still trying
North Texas or I hope to move to Fort
to get it, too. You’re not the only person
Worth and do the same.
being overwhelmed by grad school.
2. I plan to continue working at our
3. Find your group. The number one way
community college and pursuing a PhD
to survive grad school is with the help of
from TAMU-CC.
your peers.
Texas A&M University Corpus Christi
Texas A&M University Corpus Christi
No Longer an Undergrad!
A Survivalist Guidebook
27
No Longer an Undergrad!
A Survivalist Guidebook
28
PARTING WISDOM
4. Be open to each other—you will learn a
lot from people you may disagree with.
“Always have a back-up plan.”
(Anonymous A&M-CC English graduate student)
You’ll never learn anything by only talking
to people you agree with.
We have mentioned a lot of information
that may be difficult to take in at once, but trust us,
once you sit in your classes, begin reading the
assigned material, and engage in class discussions,
group projects, or graduate teaching, you will
naturally begin to learn and speak the discourse of
this particular community.
Just be assured that
graduate school is like any other community. It has
its standards and expectations that must be met
before it embraces you or before you feel
completely at home. Feelings of doubt and
insecurity are almost a guarantee.
But the good
news is that if you really want to succeed, your
human instincts of survival will kick in eventually
and you will begin to adjust to your new
environment.
Here is another secret—you are not alone.
Many people we have spoken with have admitted to
feelings of inferiority around others who appeared
Texas A&M University Corpus Christi
Texas A&M University Corpus Christi
No Longer an Undergrad!
A Survivalist Guidebook
29
to be much smarter or more knowledgeable in the
graduate school community. Even scholars that you
will read about have felt the same way. But the
important thing is that these people who have felt
that way approached their feelings of insecurity with
a positive attitude. Always stay positive and offer
constructive criticism when appropriate, as well as
when receiving it!
Your professors’ advice is
invaluable and should be cherished.
Remember,
you are a graduate “student” and are not expected to
know everything. However, this does not mean that
you must always act as a student, for you are also a
teacher. You have something to contribute to this
community that no one else can. You have the
potential to change it, to transform it, to leave your
mark in the two or more years that you are at the
university. Yes, it is a rigorous enterprise, that is
also costly and strenuous, but once you leave, you
will no longer be a student, but a scholar, and as
your degree will state, a “master” in the field.
No Longer an Undergrad!
A Survivalist Guidebook
HELPFUL LINKS
Conferences & Proposals
http://www.ncte.org/cccc/
http://www.cgu.edu/pages/795.asp
http://www.ncte.org/
GRE Testing Website
http://www.ets.org/
SAGES
http://sages.tamucc.edu
Sigma Tau Delta
http://kestrel.tamucc.edu/~enghonor/
Graduate Student Association
http://gsa.tamucc.edu/
MLA, APA, and Chicago Style Formatting
http://owl.english.purdue.edu/owl/resource/557/0
1/
http://honolulu.hawaii.edu/legacylib/mlahcc.html
Dictionaries
http://dictionary.reference.com/search?q=static
http://www.yourdictionary.com/
http://education.yahoo.com/reference/dict_en_es/
“Nihil Nimus. Everything in moderation.”
Robert Boice
Texas A&M University Corpus Christi
30
Texas A&M University Corpus Christi
This English 5395
Capstone Project
Was produced and published by:
Adam Webb
Melissa Peña
Patricia Alonzo
Adolfo Butch Cárdenas
Spring 2007
Texas A&M University
Corpus Christi
The Island University
A Hispanic Serving Institution