Department Chair: Francis Dumanig , Ph.D.
Email: fdumanig@hawaii.edu

Humanities Division Office :
Office: Kanakaʻole Hall, Room 214
Tel: (808) 932–7216

Website: hilo.hawaii.edu/depts/english/

Professor Emerita:

  • Kenith L Simmons, Ph.D.


Associate Professor:

Assistant Professors:



The mission of the undergraduate degree program in English is to offer a well-rounded, culturally balanced approach to English Studies through introductory and specialized courses in composition, literature, film, and creative writing. Our program reflects the diversity of our student population, our institutional values as expressed the UH Hilo Strategic Plan, and our location in the Pacific. Our curriculum aims at developing students' critical thinking and writing, strong communication skills, and cultural awareness through the study of literature, composition, visual narrative, and language.

In addition to foundational topics in British and American literature, the UH Hilo program offers a range of courses on specific topics such as the literature of Hawaiʻi, mythology and folklore, film, gender studies, cultural studies, ethnic studies, creative writing, play writing, and comics and graphic novels.

Student Learning Outcomes

Note: ENG 100 Composition I (3) or ENG 100T Composition with Tutorial (3) or ESL 100 Composition/Nonnative Speakers (3) or ESL 100T Composition/Non-nativeTutorial (3) is required for all other English courses. Any additional prerequisites for courses are indicated as needed.

For English 100/100T

Students who successfully complete the course will:

  1. Compose a thesis-driven essay using a process approach including,
    • Generating ideas (e.g. mapping, brainstorming, outlines, etc.)
    • Multiple drafts
    • Incorporating feedback at all stages in writing
    • Rewriting
    • Proofreading
  2. Identify and compose writing for different purposes and audiences;
  3. Analyze and evaluate their own writing;
  4. Identify appropriate information needed for their writing assignments;
  5. Evaluate sources and information for reliability, accuracy, and bias;
  6. Recognize the difference between APA and MLA conventions of documentation;
  7. Incorporate multiple sources within an original essay using an appropriate academic convention of documentation;
  8. Demonstrate control over syntax and mechanics in their writing.

These learning outcomes are mapped to the Writing Intensive (WI) Program and the rubric for student writing. We encourage programs to use this as a foundational basis for writing specific to disciplines and majors.

For the English Major

Students completing the baccalaureate program in English at UH Hilo will upon graduation be able to:

  1. Develop original research projects and/or original creative work that communicates ideas/arguments effectively and persuasively— GE Rubric for Written Communication
  2. Apply and/or integrate a range of analytical methods and theories (including but not limited to relevant historical, cultural, economic, social, or gendered contexts) to the study of literary texts— Department Rubric for Integration of Theory
  3. Analyze various types of texts and genres (including literature, non-fiction, film, and visual media) using appropriate techniques— GE Rubric for Written Communication (Critical Thinking)
  4. Write college-level prose (including adhering to proper MLA-Humanities citation format) and use appropriate grammar— GE Rubric for Information Literacy
  5. Demonstrate mastery in information technology and digital literacy (i.e. formatting in Microsoft Word)— GE Rubric for Information Literacy (Format)
  6. Critically examine and utilize appropriate, accurate online and textual materials and sources of information in their writing— GE Rubric for Information Literacy

For the TESOL Certificate

  1. Students can utlize Second Language Acquisition Theory and describe how it relates to current practices in teaching ESL/EFL;
  2. Students can create formal lesson plans in English as a second language (Reading, Writing, Listening, Speaking and Grammar) while being cognizant of cultural differences;
  3. Students will be prepared for possible interview scenarios by compiling a comprehensive teaching portfolio.

For more information, please visit the English Department’s website.