Undergraduate

Fall Term Schedule

Fall 2026

Number	Title	Instructor	Time
WRTG 101-01 EAPP Communication across Contexts I Paige Sloan F 9:00AM - 10:15AM
WRTG 101 Communication in Context I is interconnected with WRTG 103 Critical Reading, Reasoning, and Writing. WRTG 101 is designed to give undergraduate non-native speakers of English practice with communication and listening skills in preparation for academic and social interactions. Students will practice a myriad of communication techniques. Specifically, focus will be on interpersonal communication with faculty, group discussion dynamics, and honing presentation skills. Prerequisite: A grade of C or better is required in WRTG 101: EAPP Communication across Contexts I to proceed to WRTG 102: EAPP Communication across Contexts II. EAPP Program permission required for non-EAPP Program students. Undergraduate students enrolled at the University of Rochester who are not in EAPP (English for Academic Purposes Program) but wish to take EAPP classes should contact the EAPP director, Paige Sloan (paige.sloan@rochester.edu). Location (F 9:00AM - 10:15AM)
WRTG 101-04 EAPP Communication across Contexts I Catherine Schmied Towsley F 9:00AM - 10:15AM
WRTG 101 Communication in Context I is interconnected with WRTG 103 Critical Reading, Reasoning, and Writing. WRTG 101 is designed to give undergraduate non-native speakers of English practice with communication and listening skills in preparation for academic and social interactions. Students will practice a myriad of communication techniques. Specifically, focus will be on interpersonal communication with faculty, group discussion dynamics, and honing presentation skills. Prerequisite: A grade of C or better is required in WRTG 101: EAPP Communication across Contexts I to proceed to WRTG 102: EAPP Communication across Contexts II. EAPP Program permission required for non-EAPP Program students. Undergraduate students enrolled at the University of Rochester who are not in EAPP (English for Academic Purposes Program) but wish to take EAPP classes should contact the EAPP director, Paige Sloan (paige.sloan@rochester.edu). Location (F 9:00AM - 10:15AM)
WRTG 103-01 EAPP Critical Reading, Reasoning, and Writing Paige Sloan TR 4:50PM - 7:30PM
WRTG 103 is designed to help students develop skills in critical reading, reasoning, and writing. Students will practice critical reading through examination of scholarly articles and essays. In looking at reasoning, students will review persuasive strategies such as ethos, pathos, and logos. In looking at writing choices, students will examine the importance of audience and purpose in shaping their organization, style, and argumentative strategies. Collaboration and self-reflection are essential components of the writing process; thus, throughout the course, students will additionally practice peer-response and self-reflective writing. Prerequisite: A grade of C or better is required to proceed to WRTG 104, EAPP Research, Reading, and Writing. EAPP Program permission required for non-EAPP Program students. Location (TR 4:50PM - 7:30PM)
WRTG 103-03 EAPP Critical Reading, Reasoning, and Writing Catherine Schmied Towsley MW 9:00AM - 11:40AM
WRTG 103 is designed to help students develop skills in critical reading, reasoning, and writing. Students will practice critical reading through examination of scholarly articles and essays. In looking at reasoning, students will review persuasive strategies such as ethos, pathos, and logos. In looking at writing choices, students will examine the importance of audience and purpose in shaping their organization, style, and argumentative strategies. Collaboration and self-reflection are essential components of the writing process; thus, throughout the course, students will additionally practice peer-response and self-reflective writing. Prerequisite: A grade of C or better is required to proceed to WRTG 104, EAPP Research, Reading, and Writing. EAPP Program permission required for non-EAPP Program students. Location (MW 9:00AM - 11:40AM)
WRTG 105-03 Reasoning & Writing (Illness as Narrative/Narrating Illness) ; Apoorv Pandey MW 11:50AM - 1:05PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Illness is a universal experience. But our embodied experiences of illness, and the narratives we use to make sense of those experiences, differ widely. In this course, we will consider, through writing, the complex relations between illness and narrative. What are the different genres and forms in which illness has been, and can be, narrated? How do identities and histories shape narratives of illness and the way we understand those narratives? How might narratives facilitate, hinder, or otherwise affect the movement from illness to healing? To explore these questions, we will read and discuss creative and scholarly materials, and craft our own informed arguments via informal and formal writing assignments. Course texts will include Dana Walrath’s graphic memoir Aliceheimer’s; the movie Erin Brokovich; essays like “Illness as Metaphor” by Susan Sontag; case studies like the Bhopal Gas Tragedy; and scholarship from fields like disability studies, medical humanities, and political economy. Through our collective engagement with these texts, we will hone our writing, critical thinking, and research skills, and enter ongoing scholarly conversations about illness and its narratives. All formal writing will undergo a process of self-reflection, peer feedback, and revision to help students develop course-theme-related arguments that will culminate in an 8-10-page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 11:50AM - 1:05PM)
WRTG 105-04 Reasoning & Writing (What Is Human Nature?) Adam Stauffer MW 12:30PM - 1:45PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Who are we? Why are we here? What, after all, is human nature? As a species, we have long wondered what drives us, what makes us unique, why we are the way we are. In this class, we will examine the question of human nature from various perspectives, including science, religion, philosophy, psychology, sociology, and animal studies. We will analyze these viewpoints using writing, critical reading, and discussion, drawing from authors like Carl Sagan, Simone de Beauvoir, Michel Foucault, Paul Bloom, and Todd May, as well as texts ranging from academic scholarship and popular journalism to fiction and film. Students will take part in informal writing, peer response, writer reflection, and revision. The course will culminate in an 8-10-page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 12:30PM - 1:45PM)
WRTG 105-05 Reasoning & Writing (Urban Legends and the Manufacturing of Fear) ; Caroline Warrick-Schkolnik MW 4:50PM - 6:05PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. What are our deepest-rooted societal fears? How are these fears disseminated? Through various formal and informal writing projects this class will examine how urban legends reflect America’s societal anxieties, such as crime, the “racial other,” and the “disintegration of nuclear families.” These fears and more are depicted in urban legends: stories that share similar plots and characteristics, yet transcend boundaries of time, place, and culture, such as “The Vanishing Hitchhiker” or “Sex Bracelets.” We will consider urban legends from cultural, political, and historical viewpoints through the lenses of literary criticism, psychology, philosophy, and film studies. Students will reflect on their own relationships to various urban legends through personal reflections and analytical writings. The course will draw from an array of critical and fictional sources, including the urban legend anthologies and criticisms of Jan Harold Brunvand and Alan Dundes, podcast episodes from American Hysteria and You’re Wrong About, the documentary Killer Legends, and the horror film Urban Legends. Students will hone their research and writing skills and examine cultural fears and biases through class discussions, informal assignments, and three formal assignments that progress through a series of revision, peer feedback, and writer reflection, culminating in an 8-10 argumentative page research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 4:50PM - 6:05PM)
WRTG 105-06 Reasoning & Writing (Coming of Age in America) ; Ewa Maria White TR 12:30PM - 1:45PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. What does it truly mean to “come of age” in America, and who gets to define it? In this class, students will use their writing skills to investigate ideas on how adulthood is imagined, insisted, and resisted by American society, in addition to how individual self-exploration affects these realities. American ideals of adolescence follow us everywhere, whether it be at home, at school, in religious circles, or in the media, and everyone seems to have a different opinion! Through class discussions, reflections, peer feedback, and written assignments, we will explore the complex historical, economic, psychological, cultural, and political implications behind “coming of age” in America. We will examine how narratives of adolescence and adulthood have shifted throughout American history, and how these cultural shifts have and continue to affect young adults in the modern era, both positively and negatively. We will engage with materials relating to the historical “creation” of adulthood, the “Brat Pack” film era, the Millennial/Gen Z housing crisis, the theories of Carl Jung and Erik Erikson, and medical studies on adolescence. Students will build toward a final 8-10 page argumentative research paper that demonstrates the ideas and skills they have developed throughout the course. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 12:30PM - 1:45PM)
WRTG 105-07 Reasoning & Writing (Dimensions of the Body) ; Juan Espinosa TR 3:25PM - 4:40PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. What comes to mind when you read about the human body? What makes a ‘normal’ body? What about a transgressive body? How do intersections of medicine, gender, and religion inform how the body was viewed in the Middle Ages and how we approach it now? You will explore these questions in this course, make connections, and take an argumentative position. Whether you’re interested in biology, psychology, English, or philosophy, this class offers an interdisciplinary approach to texts and media conveying different approaches to the body. As writers, you’ll engage with and argue about the body’s versatility, refining your thinking through informal and formal writing assignments such as reflections, short essays, and peer feedback, culminating in an argumentative 8–10-page research paper. Your discussions and assignments will provide a space for you to create a final paper topic that interests you. Texts include selections from the Bible, selections from patristic sources (including Galen and Augustine), The Life of Christina of Hane, “The Wife of Bath’s Prologue and Tale,” as well as films such as Pope Joan (2009) and The Green Knight (2021). You will also engage with the criticism of scholars such as Carolyn Walker Bynum, Tison Pugh, Barbara Creed, and Monica Green. To fulfill the primary writing requirement, a student must earn a grade of C or higher. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 3:25PM - 4:40PM)
WRTG 105-08 Reasoning & Writing (Video Games & Play) Kristana Textor MW 2:00PM - 3:15PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Play and games have been at the heart of the human experience for centuries. When we play, we learn, and video games are increasingly a part of this tradition. What conversations are we having about games and play in our society, and why do they matter? Where does power lie in the world of games, design, and development? How do we perform identity when we play? How are games impacting social change and behavior? Students will raise authentic questions as they write about games from a variety of lenses: design, narrative, psychology, gender, genre, and more. We will not only play video games as primary texts, but also discuss, analyze, evaluate, and write about our interactions with and stances towards video games. Our work will involve writing exercises, multimodal elements, peer feedback, formal essays, reflection, revision, and a supportive writing environment. We will analyze peer-reviewed articles, Ralph Koster’s illustrated book A Theory of Fun, and literature from game-studies luminaries such as Gee, Squire, McGonigal, and Ito. Students will culminate their efforts towards becoming better writers in an 8-10 page argumentative research paper. All disciplines and levels of interest in critiquing games are welcome, no expertise is required. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 2:00PM - 3:15PM)
WRTG 105-09 Reasoning & Writing (Disease & Society) Katherine Schaefer TR 12:30PM - 1:45PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. In 2013, health care spending consumed 17 percent of the United States of America’s Gross Domestic Product. Societies must make choices about spending, balancing the desire to achieve the best possible health for everyone with the reality of limited resources. Underlying these decisions are ethical and practical concerns, and any policy requires answers to many questions. For instance, which diseases get the most attention? Are contagious diseases in a different class from heart disease and cancer? When may we infringe on someone’s rights in the name of better health? We will examine these questions, drawing on newspaper articles, TED talks, policy blogs, and scholarly sources that examine the sociological, psychological, economic, ethical, and medical aspects of these questions. You will develop and refine your ideas through critical reading, visual mapping, writing, discussion, peer feedback, reflection, and revision, and share them in the form of two short papers. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 12:30PM - 1:45PM)
WRTG 105-10 Reasoning & Writing (Venturing Out: Making Meaning and Finding Adventure in the Outdoors) Justin Coyne TR 9:40AM - 10:55AM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. In this class, you will explore what outdoor adventure has meant to others, and what it means to you. To explore this question, we ask two related questions. First, how does the type of activity and the space in which it takes place shape an understanding of Nature and humanity’s relation to it? Second, how does an activity relate to sociopolitical forces like capitalism or colonialism? To explore these questions, you will read and write about a range of outdoor activities, including hiking, forest bathing, and urban exploration. You will read about famous 19th-century naturalists like John Muir, and about modern-day “ski bums” and “dirt bag” climbers. You will watch films about epic cross-country adventures (Into the Wild), and films about finding adventure in your backyard (Beau Miles). Additionally, you will read what sociologists, psychologists and historians have said about our topic. A requirement will be to spend one hour per week outside. Reflecting on these activities in discussions and short essays, you will develop responses to the course’s guiding question. This culminates in an argumentative, 8-10 page research project in which you will plan, research, and document your own outdoor adventure. The writing process involves drafting, peer-response and reflection. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 9:40AM - 10:55AM)
WRTG 105-11 Reasoning & Writing (Exile & Belonging) ; Nashaly Melendez TR 3:25PM - 4:40PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. This course explores exile as a central theme while developing students’ academic writing and critical thinking skills. Rather than approaching exile as only a historical or political condition, the course invites students to examine it as a concept that crosses literature, film, music, and cultural discourse. What constitutes exile? Who defines it? How are displacement, identity, memory, and belonging represented differently across forms and contexts? These questions provide a framework for reading, discussion, and writing throughout the semester. Students will critically engage with literary, visual, and cultural texts that examine displacement, identity, memory, and belonging across diverse contexts and media, including Ocean Vuong’s poem “Someday I’ll Love Ocean Vuong,” excerpts from Gloria Anzaldúa’s Borderlands/La Frontera, Bad Bunny’s “El Apagón,” and Childish Gambino’s “This Is America.” Through close reading, discussion, reflection, and analysis, students will consider how arguments are communicated not only through language, but also through image, sound, and form. Along with class discussion, students will develop their writing through informal and formal assignments that emphasize inquiry, rhetorical awareness, and argumentation. Formal writing assignments will undergo drafting, peer response, and revision, culminating in an 8–10 page argumentative research paper connected to the course’s broader themes of exile and belonging. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 3:25PM - 4:40PM)
WRTG 105-13 Reasoning & Writing (Man, Machine, and Morality) James Otis TR 12:30PM - 1:45PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Human culture and machine/technology culture are becoming more and more entangled in recent decades. In this course, we will engage a variety of questions regarding the social, political, and moral implications of this entanglement. Should autonomous systems be permitted in warfare? Should human enhancement technologies be controlled by parents or by governments? Should humanity strive to throw off the constraints of biological existence for something else entirely? What are genetic "diseases" and should we try to eliminate them? We will use the tools of research, writing, argument, and discussion to hone our views on these complex issues and learn to communicate our conclusions through writing. Students will develop two analytical and argumentative essays during this course. Successful completion of the course will prepare students for the research proposal and 8-10 page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 12:30PM - 1:45PM)
WRTG 105-14 Reasoning & Writing (Man, Machine, and Morality) James Otis MW 12:30PM - 1:45PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Human culture and machine/technology culture are becoming more and more entangled in recent decades. In this course, we will engage a variety of questions regarding the social, political, and moral implications of this entanglement. Should autonomous systems be permitted in warfare? Should human enhancement technologies be controlled by parents or by governments? Should humanity strive to throw off the constraints of biological existence for something else entirely? What are genetic "diseases" and should we try to eliminate them? We will use the tools of research, writing, argument, and discussion to hone our views on these complex issues and learn to communicate our conclusions through writing. Students will develop two analytical and argumentative essays during this course. Successful completion of the course will prepare students for the research proposal and 8-10 page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 12:30PM - 1:45PM)
WRTG 105-15 Reasoning & Writing (The End of Conversation?) ; Elizabeth McKay TR 4:50PM - 6:05PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Chit-chat, banter, dialogue, small-talk, discourse, debate—What is the value of conversation in our lives? How do modern technologies help or hinder our conversations? And what, after all, are conversations for? In this class we will think together about conversation in its many forms, asking questions about the cultural, psychological and political significance of conversation from a variety of disciplinary perspectives. As we read and talk, we will also actively explore this topic through several small writing assignments, considering the ways that the writing and research process—including reflection, peer feedback, and revision—is itself a form of conversation across time and space. From Plato’s dialogues to rom-com banter to analyzing a Chat-GPT transcript, the material we engage with in class will help us explore the role of conversation in developing ideas, changing minds, and creating connections—and, of course, we will see wherever else our class discussions take us! Students will then have the opportunity to further engage any aspect of this topic that interests them through an 8-10 page argumentative research essay. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 4:50PM - 6:05PM)
WRTG 105-16 Reasoning & Writing (Impacts of Engineering) Liz Tinelli MW 10:25AM - 11:40AM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Advancements in engineering affect almost every aspect of our society, but what is the nature of this impact? How do engineering solutions influence the social, cultural, and environmental contexts within which they are implemented? Students will explore questions such as these by using writing as a tool for inquiry, discovery, and knowledge construction. In constructing new knowledge, students will also learn how to navigate ethical issues around proper attribution of ideas, as this is important to both writers and engineers. Class discussions, readings, and informal assignments will work together to inform the drafting and revision of two short argumentative essays, an 8-10 page research paper, and a multimodal composition for a public audience. Through peer response and self-assessment, students will learn how to effectively communicate with a variety of audiences. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 10:25AM - 11:40AM)
WRTG 105-19 Reasoning & Writing (American Horror Stories) Dustin Hannum TR 9:40AM - 10:55AM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Haunted houses. Blood-sucking vampires. Spell-casting witches. Undead zombie hordes. As a genre (and collection of subgenres), horror is rife with familiar story conventions. While many of these transcend cultural boundaries, what each culture does with them speaks to the experiences of the people within that culture. So what does it mean to call a scary story an “American” horror story? How do horror stories, and the tropes they rely on, reflect fears and anxieties about social issues and questions of identity in American culture? Can those same tropes also be used by writers and filmmakers to critique those fears and anxieties? In this class, students will explore such questions as a way of developing as college-level writers and thinkers. We will read stories such as Poe’s William Wilson and watch movies such as The Shining and Candyman, and confront arguments about horror’s role in American culture from multiple disciplines and multiple genres (like op-eds and podcasts). Students will join in the discussion about these issues, composing a series of informal responses and short formal assignments leading up to an 8-10pp argumentative research paper. The class will emphasize all aspects of the writing process, including peer and instructor feedback, revision, and writer-reflection. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 9:40AM - 10:55AM)
WRTG 105-20 Reasoning & Writing (Monsters and Marvels) ; Kexin Zhang TR 11:05AM - 12:20PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. What makes something a “wonder”? What makes it a “monster” or a “marvel”? In this writing-centered course, we use accounts of strange creatures, extraordinary events, and unfamiliar worlds as a testing ground for academic argument. How do texts and images ask us to believe — through their form as much as the content? What counts as evidence? What rhetorical moves make a claim persuasive to different audiences, especially across cultural and religious traditions? Students will read, analyze, and write about excerpts from medieval texts such as Beowulf, The Wonders of the East and Melusine, alongside non-textual sources, such as manuscript marginal images, modern films, games, and visual arts. Using selected digital humanities resources, we will examine how wonders are collected, classified, and compared across time and cultures. To bring in a comparative lens, we will place selected passages from non-Western traditions into conversation, asking how different cultural archives name the unknown and classify “the abnormal.” Writing is the primary work of the course. Class discussion, writing, peer response, self-reflection, and revisions will be central to the course. Students will compose and revise several writing assignments, including an 8–10 page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 11:05AM - 12:20PM)
WRTG 105-23 Reasoning & Writing (Feminism and Comedy) ; Stephanie Xu MW 12:30PM - 1:45PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. The late British journalist Christopher Hitchens claimed in a controversial 2007 Vanity Fair article that women aren’t funny. While widely rebuked, his argument reflects a long-standing cultural tension regarding who is allowed to be humorous and what subjects are considered comic. Why aren’t women funny? Is comedy merely about funniness, or is it something else? In this course, we will explore the gendered politics of humor, analyzing and writing about how women’s humor negotiates aggression and anxiety as much as it does pleasure and joy. We will draw on an array of fictional and critical sources across periods and media—including Phoebe Waller-Bridge’s “cringe comedy,” Greta Gerwig’s Barbie, Sara Ahmed’s “feminist killjoy”—among others. Students will sharpen their writing, critical thinking, and research skills as they examine the cultural tension surrounding gender and humor through class discussions, informal writings, and formal writing assignments that will undergo a process of reflection, peer response, and instructor feedback. The course will culminate in an 8-10 page argumentative research paper on a topic of the students’ own choice. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 12:30PM - 1:45PM)
WRTG 105-30 Reasoning & Writing (The Meaning of Life) Adam Stauffer TR 9:40AM - 10:55AM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. What is the meaning of life? For centuries, a variety of thinkers, cultural traditions, and social movements have attempted to answer this question. In this class, we will consider “the meaning of life” as both a theoretical problem and lived experience using critical reading and discussion, drawing from texts by authors like Arthur Schopenhauer, Albert Camus, Jonathan Haidt, Thomas Nagel, and Susan R. Wolf, as well as works ranging from academic scholarship and religious writings to fiction and film. This course invites students to enter this existential conversation by formulating their own ideas through discussion, in-class writing, and formal assignments, and drawing parallels between readings and the dilemmas we face in everyday life. Students will also take part in informal writing, peer response, writer reflection, and revision. The course will culminate in an 8-10-page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 9:40AM - 10:55AM)
WRTG 105-31 Reasoning & Writing (American Horror Stories) Dustin Hannum TR 11:05AM - 12:20PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Haunted houses. Blood-sucking vampires. Spell-casting witches. Undead zombie hordes. As a genre (and collection of subgenres), horror is rife with familiar story conventions. While many of these transcend cultural boundaries, what each culture does with them speaks to the experiences of the people within that culture. So what does it mean to call a scary story an “American” horror story? How do horror stories, and the tropes they rely on, reflect fears and anxieties about social issues and questions of identity in American culture? Can those same tropes also be used by writers and filmmakers to critique those fears and anxieties? In this class, students will explore such questions as a way of developing as college-level writers and thinkers. We will read stories such as Poe’s William Wilson and watch movies such as The Shining and Candyman, and confront arguments about horror’s role in American culture from multiple disciplines and multiple genres (like op-eds and podcasts). Students will join in the discussion about these issues, composing a series of informal responses and short formal assignments leading up to an 8-10pp argumentative research paper. The class will emphasize all aspects of the writing process, including peer and instructor feedback, revision, and writer-reflection. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 11:05AM - 12:20PM)
WRTG 105-32 Reasoning & Writing (What Is Human Nature?) Adam Stauffer MW 10:25AM - 11:40AM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Who are we? Why are we here? What, after all, is human nature? As a species, we have long wondered what drives us, what makes us unique, why we are the way we are. In this class, we will examine the question of human nature from various perspectives, including science, religion, philosophy, psychology, sociology, and animal studies. We will analyze these viewpoints using writing, critical reading, and discussion, drawing from authors like Carl Sagan, Simone de Beauvoir, Michel Foucault, Paul Bloom, and Todd May, as well as texts ranging from academic scholarship and popular journalism to fiction and film. Students will take part in informal writing, peer response, writer reflection, and revision. The course will culminate in an 8-10-page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 10:25AM - 11:40AM)
WRTG 105-34 Reasoning & Writing (Problems in Authority and Expertise) Rob Rich MW 6:15PM - 7:30PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. One of the greatest intellectual problems of modern existence is knowing who and what to believe. Even as we pride ourselves on skepticism and independent thinking, we recognize the limits of our own knowledge and the pragmatic need to take some information on authority. Deferring to the judgment of experts may be a generally sound rule to follow, but applying this rule can get complicated. Is it possible for the work of experts to be corrupt, biased, or philosophically misguided? When are outsiders of an academic field intellectually justified in criticizing the conclusions of insiders? How can we distinguish legitimate criticism of authority from that which results from ignorance, paranoia, vested interest, or political bias? The readings for this course will include passages from works like Naomi Oreskes’s and Erik M. Conway’s Merchants of Doubt (2010) and Marion Nestle’s Unsavory Truth (2018). We will explore a variety of controversies in areas as diverse as human health, economics, law, and art criticism. Assignments will include both informal responses and formal essays, culminating with an argumentative research paper. Expectations include commitment to self-assessment, revision, and peer feedback. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 6:15PM - 7:30PM)
WRTG 105-35 Reasoning & Writing (Venturing Out: Making Meaning and Finding Adventure in the Outdoors) Justin Coyne TR 12:30PM - 1:45PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. In this class, you will explore what outdoor adventure has meant to others, and what it means to you. To explore this question, we ask two related questions. First, how does the type of activity and the space in which it takes place shape an understanding of Nature and humanity’s relation to it? Second, how does an activity relate to sociopolitical forces like capitalism or colonialism? To explore these questions, you will read and write about a range of outdoor activities, including hiking, forest bathing, and urban exploration. You will read about famous 19th-century naturalists like John Muir, and about modern-day “ski bums” and “dirt bag” climbers. You will watch films about epic cross-country adventures (Into the Wild), and films about finding adventure in your backyard (Beau Miles). Additionally, you will read what sociologists, psychologists and historians have said about our topic. A requirement will be to spend one hour per week outside. Reflecting on these activities in discussions and short essays, you will develop responses to the course’s guiding question. This culminates in an argumentative, 8-10 page research project in which you will plan, research, and document your own outdoor adventure. The writing process involves drafting, peer-response and reflection. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 12:30PM - 1:45PM)
WRTG 105-37 Reasoning & Writing (The Pursuit of Happiness) ; Emily Blevins TR 9:40AM - 10:55AM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. What is happiness, and how can we pursue it? To what extent is the pursuit of happiness worthwhile? How can happiness look different on global, cultural, and individual scales? In this course, we will dissect Thomas Jefferson’s commonly used and rarely defined phrase “the pursuit of happiness” by examining sources from diverse disciplines and cultures. Students will engage with source material to build their ideas through reflection, analysis, class discussion, and a series of formal and informal writing assignments. We will examine various sources such as American cognitive scientist Steven Pinker’s Enlightenment Now, Austrian psychiatrist Victor Frankl’s Man’s Search for Meaning, Greek philosopher Epicurus’s The Art of Happiness, the film “The Pursuit of Happyness,” empirical data, music, social media influencers, and short films. Students will develop their own informed perspectives and arguments by critically engaging with the interdisciplinary material, giving and receiving peer feedback, and revising their writing. Our engagement with the course material and formal and informal assignments will culminate in writing a final 8-10 page argumentative research paper at the end of the semester. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 9:40AM - 10:55AM)
WRTG 105-41 Reasoning & Writing (Beyond the Classroom) Laura Whitebell TR 2:00PM - 3:15PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Here on the River Campus and in the Medical Center, at the Eastman School and further afield, 1,000 faculty, 12,000 students, and 30,000 staff learn, live, work and play. Even though these spaces are the site of an educational institution, the variety of activities that take place on college campuses make clear that they serve many purposes beyond that of just learning. Universities are also social, cultural, and political spaces where individuals form communities, negotiate identities, and encounter new ideas and perspectives. In this course, we will examine campus life as both a personal experience and a broader institution that reflects larger questions about education, knowledge, belonging and public life. Through class visits and campus events, you will learn about the historical and contemporary site that we think of as our college campus, while scholarly readings will help you to consider the wider implications of university and college life. Class discussion will inspire you to push your ideas further as we consider issues such as education, identity and community. Critical reading assignments and the process of writing and revising will help to inspire discussion and develop knowledge as we share and test out ideas and arguments. Throughout the course, you will engage in informal writing, multimodal composition, self-reflection and peer feedback as you draft and revise three formal writing assignments. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 2:00PM - 3:15PM)
WRTG 105-43 Reasoning & Writing (Reasoning & Writing) ; Ur Staff (Affiliate) MW 4:50PM - 6:05PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 4:50PM - 6:05PM)
WRTG 105-44 Reasoning & Writing (The Values and Ethics of Language) Zachary Barber MW 11:50AM - 1:05PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Language is everywhere in human life, and using it raises questions about values. How should we write and speak to others? What things are immoral or inappropriate to say? Should there be limits on speech? How does language shape our understanding of truth, and, in turn, our political ideology? How will, and how should, AI technology influence our use of language? (Btw, can I use “lol” in an academic paper?) This course aims to instill an understanding of the basic principles of academic writing by analyzing questions like these from a variety of intellectual perspectives. Spanning the fields of psychology, philosophy, political science, computer science, and linguistics, our investigation will center around the values at stake in communicating with others. To stimulate the process of drafting, peer feedback, reflection, and revision, we will engage with scholarly texts such as N.J. Enfield’s Language vs. Reality and George Orwell’s classic essay “Politics and the English Language.” In short analytical papers, as well as a final 8- to 10-page research paper, we will use academic writing to discover, test, examine, and communicate our thoughts. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 11:50AM - 1:05PM)
WRTG 105-45 Reasoning & Writing (Language, Identity & Culture) ; Amelia Gradt TR 12:30PM - 1:45PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. How has language shaped you, privately and publicly? How has it shaped your beliefs and interests, or influenced your assumptions about society? How do the stories we read, write, and tell influence the cultures we are born into or adopt? This course will investigate these questions across a wide array of academic disciplines and contexts, exploring how language, identity, and culture shape the ways we think and write. Discussion topics will include how language influences education in films such as Dead Poets Society, and how music videos communicate linguistic ownership and self-expression in the digital age. Martha C. Nussbaum’s theory of “literary imagination” and Anna Kornbluh’s critique of “cultural immediacy” will further invite students to examine the role language plays in shaping cultural identity. These sources, along with other selections from critical scholarship and popular media, will assist students in developing their critical thinking skills and provide material for writing exercises designed to refine and expand their research interests. Peer response, reflection, discussion, and short-form essay assignments will prepare students to compose a final 8-10-page argumentative research paper on a subject of their choosing. This paper should challenge and expand upon themes, activities, and insights developed during the course. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 12:30PM - 1:45PM)
WRTG 105-46 Reasoning & Writing (Reasoning & Writing) ; Ur Staff (Affiliate) MW 4:50PM - 6:05PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 4:50PM - 6:05PM)
WRTG 105-47 Reasoning & Writing (The Self-Help Genre: From Confucius to Contemporary Culture) ; Abdullah Shaikh TR 3:25PM - 4:40PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. What is self-help? Why is there a growing demand for practical literature that aims to move us towards becoming better versions of ourselves? How do self-help books promote a specific mode of reading? Does advice-giving still hold a place amongst the many uses of literature? In this course, we will investigate the self-help genre through dialogue, discussion, and academic writing. We will chart the origins of the genre from its earlier roots such as The Analects of Confucius and Seneca’s Letters from a Stoic to its modern turn popularized by books such as Dale Carnegie’s How to Win Friends and Influence People and Jordan Peterson’s 12 Rules for Life. We will observe how self-help has resonated with different groups throughout history while drawing the ire and condescension of others who refuse to consider it as serious literature. Through formal and informal writing, students will learn to formulate well-structured and coherent arguments. Formal assignments will be refined through a process of reflection, peer review, and instructor feedback. Our work will culminate in an 8-10 page argumentative research paper that demonstrates student ability to engage in a critical conversation around the self-help genre. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 3:25PM - 4:40PM)
WRTG 105-49 Reasoning & Writing (Thinking About Futures) ; Kathrin Lachenmaier MW 9:00AM - 10:15AM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. The future depends on us. Our words have consequences beyond the page, especially in how we think about futures. Therefore, this class will explore questions such as: Who is included or excluded, and who profits from a particular future scenario? Who wields power in these scenarios? How are these imagined futures constructed? To answer these questions students will develop their skills as academic writers, working with scholarly and popular sources that discuss the future in literature, linguistics, and the biomedical sciences. Materials we will work with include short stories by Octavia Butler and Drew Hayden Taylor, films like Avatar, and we will listen to podcasts, such as Dr. Mike’s. By drawing on these sources students will complete formal and informal writing assignments throughout the semester. Students will also develop their argumentative skills through class discussions, peer and instructor feedback, revision, and intensive engagement with class materials. All the exercises, materials, and assignments prepare students to complete an 8–10 page argumentative research paper on topics of their choice related to the theme of the class. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 9:00AM - 10:15AM)
WRTG 105-51 Reasoning & Writing (Writing in the AI Era?) ; James Kim MW 2:00PM - 3:15PM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. A recent term "vibe coding" designates a rising trend in computer programing in which the actual labor of producing codes is wholly relegated to AI-assistants while the human agent enjoys its "vibe." Given that AIs also generate actual writing samples, does this trend summarize a broader shift in writing at large? When the tedious part of translating our ideas into real words can be easily outsourced, to which point could we claim to have "written" a piece of writing? In this course, we will discuss and write about the idea of textual ownership in the AI era. Starting from traditional authorship where a single writer thinks and writes by oneself, we will proceed to more grey areas like ghostwriting where ideas and the writing act begin to fall apart. Using texts by old and new writers like John Keats and J. M. Coetzee alongside current popular and scholarly sources on AI, students will critically approach AI-related issues from discussions on textual ownership. Formal and informal writing assignments, peer feedback, and reflections will help articulate these perspectives. This course will conclude with a final 8-10 page argumentative research paper related to the course theme. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 2:00PM - 3:15PM)
WRTG 105-52 Reasoning & Writing (The Fame Monster) Matt Bayne MW 9:00AM - 10:15AM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Andy Warhol famously said, “In the future, everyone will be world-famous for 15 minutes.” In a world of reality TV, influencer-celebrities, and virality, Warhol’s claim seems prophetic. But what role does fame play in our culture? What are the costs of fame? Does it serve as a surrogate for religion in an increasingly secular world? These questions will be explored through an ongoing process of inquiry and writing across a variety of disciplines: cultural studies, film, literature, anthropology, political science, and economics (amongst others). We will encounter popular texts like Britney Spears’s celeb-memoir The Woman in Me, Lady Gaga’s album The Fame Monster, and George Cukor’s version of A Star is Born along with scholarly meditations by Jonathan Goldman and David Schmid. By foregrounding strategies such as revision, personal reflection, peer response, and more, the course will call on students to develop their critical writing and communication abilities while exploring how fame shapes us and our larger world(s). The culmination of each student’s work will be an 8-10-page argumentative research paper on course themes, as well as a multimodal project designed to engage audiences beyond the classroom. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 9:00AM - 10:15AM)
WRTG 105-53 Reasoning & Writing (Unraveling Urban Spaces) Solveiga Armoskaite MW 10:25AM - 11:40AM
WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher. What spaces make you wonder, enchant, or intimidate you? Which are meaningful to you, and how? Is it a hipster café, an old bookstore or a homeless tent? As we inhabit and shape space, we infuse it with layers of meaning. If you wish to unravel meanings behind the cityscapes of Rochester, this course is one way in. No special background is needed; any scholarly perspectives on urban sprawl can guide your inquiry. First, adopting walking ethnographic interview by Evans & Jones 2011, we run a short pilot study on a campus spot together, trying out a range of lenses, e.g., what happens if we take on a tourist gaze following sociologist Urry, or give it a visual spin relying on art historian Berger or consider exclusion of the poor inspired by social cartographer Vaughn? These early explorations involve some short formal and informal writing. Then, the students apply the method to individually explore a Rochester site of choice. Thus, the pilot study is transformed into an 8-10 page argumentative research paper. Through drafting and redrafting, writer’s reflections, peer responses and engaging with sources on urban cityscape, we arrive at a compilation of our research papers on the local urban gems. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 10:25AM - 11:40AM)
WRTG 105A-01 Reasoning & Writing (Contemplating Mindfulness in Writing and Beyond) Suzanne Woodring TR 9:40AM - 10:55AM
WRTG 105A (Fall) and WRTG 105B (Spring) distribute the work of WRTG 105E across two semesters, with WRTG 105A covering the first half of WRTG 105E. WRTG 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. To proceed from WRTG 105A to WRTG 105B, students must earn a grade of “C” or higher. WRTG 105B should be taken the semester directly after completing WRTG 105A with a C or better. What does it mean to be mindful? How does it help during the writing process? What are the practices of a mindful writer? Mindfulness refers to the mental state of directing one’s attention to the present moment, and its benefits expand to a variety of domains, such as emotional well-being and cognition. This course will broadly focus on these benefits while primarily examining the act of being mindful as a writing tool. Students will take part in mindful practices including reflexive writing, focused attention exercises, and light mediation to support the writing process. They will also learn about mindfulness perspectives from Ellen Langer, Jon Kabat-Zinn, and other scholars in the field. This course emphases the importance of argument development through informal and formal writing assignments and contemplative practices, such as writer reflection, peer feedback, and revision. By the end of the course, students will have compiled mindful techniques to use in a variety of writing contexts. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 9:40AM - 10:55AM)
WRTG 105A-02 Reasoning & Writing (Language as Window into Mind) Whitney Gegg-Harrison TR 9:40AM - 10:55AM
WRTG 105A (Fall) and WRTG 105B (Spring) distribute the work of WRTG 105E across two semesters, with WRTG 105A covering the first half of WRTG 105E. WRTG 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. To proceed from WRTG 105A to WRTG 105B, students must earn a grade of “C” or higher. WRTG 105B should be taken the semester directly after completing WRTG 105A with a C or better. This course significantly and in a sustained way addresses issues of diversity, equity, inclusion. Language lets us share with others thoughts once trapped inside our own mind, but it’s also been argued to shape or constrain those thoughts. Are our minds shaped by the language we speak? Does language make the human mind special? How should we think about developments in AI and machine translation that have brought machines closer to using language? Could these machines have minds, and how would we know? Our interdisciplinary inquiry will consider a wide variety of perspectives — from psychology, linguistics, philosophy, neuroscience, and AI — and also explore how these themes play out in TV, movies, and literature. These discussions and readings will inform the drafting and revision of two short argumentative papers. We’ll draw upon concepts from cognitive science to develop ideas about how to produce effective written arguments that are clear and engaging for readers, and work to ensure each student builds confidence in their role as academic writers. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 9:40AM - 10:55AM)
WRTG 105A-03 Reasoning & Writing (Man, Machine, and Morality) James Otis MW 10:25AM - 11:40AM
WRTG 105A (Fall) and WRTG 105B (Spring) distribute the work of WRTG 105E across two semesters, with WRTG 105A covering the first half of WRTG 105E. WRTG 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. To proceed from WRTG 105A to WRTG 105B, students must earn a grade of “C” or higher. WRTG 105B should be taken the semester directly after completing WRTG 105A with a C or better. Human culture and machine/technology culture are becoming more and more entangled in recent decades. In this course, we will engage a variety of questions regarding the social, political, and moral implications of this entanglement. Should autonomous systems be permitted in warfare? Should human enhancement technologies be controlled by parents or by governments? Should humanity strive to throw off the constraints of biological existence for something else entirely? What are genetic "diseases" and should we try to eliminate them? We will use the tools of research, writing, argument, and discussion to hone our views on these complex issues and learn to communicate our conclusions through writing. Students will develop two analytical and argumentative essays during this course. Successful completion of the course will prepare students for the research proposal and 8-10 page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 10:25AM - 11:40AM)
WRTG 105A-04 Reasoning & Writing (Sense of Place) Paige Sloan TR 2:00PM - 3:15PM
WRTG 105A (Fall) and WRTG 105B (Spring) distribute the work of WRTG 105E across two semesters, with WRTG 105A covering the first half of WRTG 105E. WRTG 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. To proceed from WRTG 105A to WRTG 105B, students must earn a grade of “C” or higher. WRTG 105B should be taken the semester directly after completing WRTG 105A with a C or better. As the first half of the WRT105A-WRT105B sequence, WRT105A immerses students in the experience of academic writing and critical thinking. Successful critical analysis depends on asking thoughtful questions. In this course, we will explore questions that look at the past, present, and future: “Where are we?” “Who are we?” “Where are we going?” and “What is the meaning of Sense of Place?” Several students in this class may have been in the Rochester area for a short time and may come from a wide range of locations and cultural backgrounds. These questions can serve as a research framework that opens opportunities for both academic and self-discovery. Assignments will include researching local historical figures and events, working with primary and secondary sources, and reviewing scholarly and non-scholarly texts that explore the concept of Sense of Place. While incorporating a focus on Sense of Place, this course will emphasize foundational research skills such as identifying source reliability, reviewing citation styles and their purposes, and the practice of summary, paraphrasing, and critical analysis of scholarly publications. Throughout the course, students will develop their individual writing processes through class discussions, informal writings, peer responses, and self-reflections. To fulfill the primary writing requirement, a student must earn a grade of C or higher in both 105A and 105B. To proceed from WRTG 105A to WRTG 105B, students must earn a grade of C or higher. WRTG 105B should be taken the semester directly after completing WRTG 105A with a C or better. Location (TR 2:00PM - 3:15PM)
WRTG 105B-01 Reasoning & Writing: Second Part of the WRTG 105A-WRTG 105B Sequence Suzanne Woodring TR 11:05AM - 12:20PM
The second-half of the WRTG 105A-WRTG 105B sequence, WRTG 105B immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise a proposal and an 8-10 page argumentative research paper. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. WRTG 105B students who have worked diligently but have not attained a grade of “B-“ or higher may take an incomplete and sign up for the Extension, a weekly workshop and tutorial program that allows students to continue working on their writing, raise their final grades, and satisfy the Primary Writing Requirement. To enroll in WRTG 105B, a student must earn a grade of C or higher in WRTG 105A. WRTG 105B should be taken the semester directly after completing WRTG 105A with a C or better. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 11:05AM - 12:20PM)
WRTG 105E-03 Reasoning & Writing (Thinking about Thinking: The Human Brain at Work) Suzanne Woodring MW 10:25AM - 11:40AM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-04 WHEN REGISTERING FOR THIS SECTION The brain is complex. It is responsible for countless functions from storage and retrieval of memories to reflexive responses to stimuli. How does it allow us to interact with the world through sensory input and active output as we think, speak, and write? What happens in the brain when we shift between these everyday tasks? In this course, we will explore how these intertwined functions compare cognitively and how each contributes to communication from neurological, cognitive, and behavioral perspectives. The works of Steven Pinker, V. S. Ramachandran, as well as other scholarly and popular sources will be investigated through informal and formal writing experiences. This course emphasizes the importance of the writing process through writer-reflection, peer feedback, and revision. The culmination is an 8 to 10 page research paper where you will develop an argument that is informed by your perspective and the existing research. You will also highlight your findings through a multimodal presentation. YOU MUST REGISTER FOR RECITATION WRTG 105E-04 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 10:25AM - 11:40AM)
WRTG 105E-04 Reasoning & Writing (Thinking about Thinking: The Human Brain at Work) Suzanne Woodring W 11:50AM - 12:40PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. The brain is complex. It is responsible for countless functions from storage and retrieval of memories to reflexive responses to stimuli. How does it allow us to interact with the world through sensory input and active output as we think, speak, and write? What happens in the brain when we shift between these everyday tasks? In this course, we will explore how these intertwined functions compare cognitively and how each contributes to communication from neurological, cognitive, and behavioral perspectives. The works of Steven Pinker, V. S. Ramachandran, as well as other scholarly and popular sources will be investigated through informal and formal writing experiences. This course emphasizes the importance of the writing process through writer-reflection, peer feedback, and revision. The culmination is an 8 to 10 page research paper where you will develop an argument that is informed by your perspective and the existing research. You will also highlight your findings through a multimodal presentation. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (W 11:50AM - 12:40PM)
WRTG 105E-05 Reasoning & Writing (The Truth is Out There: Conspiracy Theories and Misinformation) Laura Whitebell TR 11:05AM - 12:20PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-6 WHEN REGISTERING FOR THIS SECTION Did the CIA order the assassination of John F. Kennedy? Were the 9/11 attacks really a series of planned, controlled detonations? And is it true that the Apollo moon landings were staged in a Hollywood studio? In this class, we will analyze well-known conspiracy theories and forms of misinformation through news articles, op-eds, social media posts, and scholarly sources. Together, we will use these materials to explore broader concepts such as knowledge, power, and fear. Critical reading assignments and the process of writing and revising will help to inspire discussion and develop knowledge as we share and test out ideas and arguments. Throughout the course, students will have the chance to engage in self-reflection and peer feedback as they draft and revise short writing assignments, an 8-10 page argumentative research paper and a multimodal project. YOU MUST REGISTER FOR RECITATION WRTG 105E-6 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 11:05AM - 12:20PM)
WRTG 105E-06 Reasoning & Writing (The Truth is Out There: Conspiracy Theories and Misinformation) Laura Whitebell F 10:25AM - 11:15AM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Did the CIA order the assassination of John F. Kennedy? Were the 9/11 attacks really a series of planned, controlled detonations? And is it true that the Apollo moon landings were staged in a Hollywood studio? In this class, we will analyze well-known conspiracy theories and forms of misinformation through news articles, op-eds, social media posts, and scholarly sources. Together, we will use these materials to explore broader concepts such as knowledge, power, and fear. Critical reading assignments and the process of writing and revising will help to inspire discussion and develop knowledge as we share and test out ideas and arguments. Throughout the course, students will have the chance to engage in self-reflection and peer feedback as they draft and revise short writing assignments, an 8-10 page argumentative research paper and a multimodal project. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (F 10:25AM - 11:15AM)
WRTG 105E-07 Reasoning & Writing (The Modern Shapeshifter) ; Arthur Tapia MW 2:00PM - 3:15PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-08 WHEN REGISTERING FOR THIS SECTION What is it about “shapeshifting” that has so fascinated us throughout history? In what ways does the figure of the “shapeshifter” reveal our own anxieties, desires, and fantasies about becoming something unfamiliar, something new? We will work through these questions by using writing as a form of conversation and critical thinking. To accomplish this, we will practice a variety of writing including journaling, notetaking, outlining, and essay writing. From cyborgs and Windigos, to the experience of aging and the changing of seasons, we will explore the many ways in which shapeshifting shifts through our everyday lives by way of movies, literature, scholarly articles, manga, and documentaries including acclaimed works such as Coralie Fargeat’s film The Substance, Franz Kafka’s novella “The Metamorphosis,” and excerpts from Junji Ito’s manga Uzumaki. The primary goal of the course will be to familiarize ourselves with the academic writing process through informal and formal writing, peer feedback, reflection, and guided revisions. By the end of the semester, we will use these processes to write an 8-10 page argumentative research paper. YOU MUST REGISTER FOR RECITATION WRTG 105E-08 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 2:00PM - 3:15PM)
WRTG 105E-08 Reasoning & Writing (The Modern Shapeshifter) ; Arthur Tapia M 10:25AM - 11:15AM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. What is it about “shapeshifting” that has so fascinated us throughout history? In what ways does the figure of the “shapeshifter” reveal our own anxieties, desires, and fantasies about becoming something unfamiliar, something new? We will work through these questions by using writing as a form of conversation and critical thinking. To accomplish this, we will practice a variety of writing including journaling, notetaking, outlining, and essay writing. From cyborgs and Windigos, to the experience of aging and the changing of seasons, we will explore the many ways in which shapeshifting shifts through our everyday lives by way of movies, literature, scholarly articles, manga, and documentaries including acclaimed works such as Coralie Fargeat’s film The Substance, Franz Kafka’s novella “The Metamorphosis,” and excerpts from Junji Ito’s manga Uzumaki. The primary goal of the course will be to familiarize ourselves with the academic writing process through informal and formal writing, peer feedback, reflection, and guided revisions. By the end of the semester, we will use these processes to write an 8-10 page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (M 10:25AM - 11:15AM)
WRTG 105E-09 Reasoning & Writing (Impacts of Engineering) Liz Tinelli MW 12:30PM - 1:45PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-10 WHEN REGISTERING FOR THIS SECTION Advancements in engineering affect almost every aspect of our society, but what is the nature of this impact? How do engineering solutions influence the social, cultural, and environmental contexts within which they are implemented? Students will explore questions such as these by using writing as a tool for inquiry, discovery, and knowledge construction. In constructing new knowledge, students will also learn how to navigate ethical issues around proper attribution of ideas, as this is important to both writers and engineers. Class discussions, readings, and informal assignments will work together to inform the drafting and revision of two short argumentative essays, an 8-10 page research paper, and a multimodal composition for a public audience. Through peer response and self-assessment, students will learn how to effectively communicate with a variety of audiences. YOU MUST REGISTER FOR RECITATION WRTG 105E-10 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 12:30PM - 1:45PM)
WRTG 105E-10 Reasoning & Writing (Impacts of Engineering) Liz Tinelli W 2:00PM - 2:50PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Advancements in engineering affect almost every aspect of our society, but what is the nature of this impact? How do engineering solutions influence the social, cultural, and environmental contexts within which they are implemented? Students will explore questions such as these by using writing as a tool for inquiry, discovery, and knowledge construction. In constructing new knowledge, students will also learn how to navigate ethical issues around proper attribution of ideas, as this is important to both writers and engineers. Class discussions, readings, and informal assignments will work together to inform the drafting and revision of two short argumentative essays, an 8-10 page research paper, and a multimodal composition for a public audience. Through peer response and self-assessment, students will learn how to effectively communicate with a variety of audiences. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (W 2:00PM - 2:50PM)
WRTG 105E-11 Reasoning & Writing (“Reality” TV) ; Claire Becker MW 11:50AM - 1:05PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-12 WHEN REGISTERING FOR THIS SECTION Since its rise to popularity in the 1990s with hit shows like The Real World and Big Brother, reality TV has captured the attention–and often the outrage–of audiences worldwide. Few would argue that popular reality shows like Naked and Afraid or Kitchen Nightmares reflect reality as most people experience it. What is it, then, that reality TV shows do reflect? Put another way: what is the relationship between this genre and the reality it claims to represent? In this course, we will approach this central question through watching, discussing, reading about, and writing about reality TV. In the process, students will draft, revise, reflect and, ultimately, learn to effectively express ideas and defend arguments about mass culture, consumerism, postmodernity, and more. They will hear from thinkers ranging from 20th-century philosophers like Guy Debord and Theodor Adorno to contemporary journalists like Aubrey Gordon and Michael Hobbes. As the semester unfolds, students will explore, develop, and refine their ideas through formal and informal assignments culminating in an 8-10 page argumentative research paper. Each assignment constitutes an opportunity for students to engage further with a course-related topic that they find particularly perplexing, compelling or—perhaps—outraging. YOU MUST REGISTER FOR RECITATION WRTG 105E-12 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 11:50AM - 1:05PM)
WRTG 105E-12 Reasoning & Writing (“Reality” TV) ; Claire Becker W 3:25PM - 4:15PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Since its rise to popularity in the 1990s with hit shows like The Real World and Big Brother, reality TV has captured the attention–and often the outrage–of audiences worldwide. Few would argue that popular reality shows like Naked and Afraid or Kitchen Nightmares reflect reality as most people experience it. What is it, then, that reality TV shows do reflect? Put another way: what is the relationship between this genre and the reality it claims to represent? In this course, we will approach this central question through watching, discussing, reading about, and writing about reality TV. In the process, students will draft, revise, reflect and, ultimately, learn to effectively express ideas and defend arguments about mass culture, consumerism, postmodernity, and more. They will hear from thinkers ranging from 20th-century philosophers like Guy Debord and Theodor Adorno to contemporary journalists like Aubrey Gordon and Michael Hobbes. As the semester unfolds, students will explore, develop, and refine their ideas through formal and informal assignments culminating in an 8-10 page argumentative research paper. Each assignment constitutes an opportunity for students to engage further with a course-related topic that they find particularly perplexing, compelling or—perhaps—outraging. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (W 3:25PM - 4:15PM)
WRTG 105E-13 Reasoning & Writing (Comics and Culture) Karl Mohn TR 12:30PM - 1:45PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-15 WHEN REGISTERING FOR THIS SECTION In the US, comics are often relegated to the Sunday Funnies or denigrated as cartoons for children. But images can express ideas that are difficult to articulate in words, and comics can bring these modes together in beautiful and startling ways. But how do comics “work”? Why do we think of comics as kids’ books while most readers are adults? Are there stories that can only be told in comics? To answer these questions, we will engage in scholarly research and analyze exemplary texts including the biographical Holocaust narrative, Maus, and superheroes facing apocalypse in Watchmen. Through reading, writing, and discussion we will explore comics in terms of form and narrative; we’ll look at the specific strengths of comics in relation to other media. Alongside this exploration, students will develop academic writing strategies through reflection, peer response, and revision. Assignments will include an 8-10 page argumentative research paper and will culminate in a multimodal project of their own design. YOU MUST REGISTER FOR RECITATION WRTG 105E-15 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 12:30PM - 1:45PM)
WRTG 105E-14 Reasoning & Writing (Belonging) ; Xinyue Wang TR 3:25PM - 4:40PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-16 WHEN REGISTERING FOR THIS SECTION What is “belonging”? What does it do for individuals physically, mentally, emotionally, and socially? Scholars in a variety of disciplines have studied and recognized belonging as a fundamental human need with a profound impact on individuals’ well-being. Still, people understand and experience belonging differently. How do individuals experience belonging differently? And how does it affect them? How could individuals create a sense of belonging in different contexts, such as family, college, the workplace, social media, and society? And what does it take to create a culture of belonging in these contexts? In this class, we will focus on the intricacies of belonging and explore these questions through reading, discussions, and writing. Course texts will include a range of news and scholarly articles and essays by writers such as Amy Tan, Trevor Noah, and Adrienne Rich, as well as films such as Pixar’s Purl and Legally Blonde. You will also learn to research, reflect, and write to develop your own inquiries and engage with yourself and others in both informal and formal writing. Through a process of drafting, peer response, and revision, you will develop and support your ideas in shorter formal assignments and a final 8-10-page argumentative research paper. YOU MUST REGISTER FOR RECITATION WRTG 105E-16 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 3:25PM - 4:40PM)
WRTG 105E-15 Reasoning & Writing (Comics and Culture) Karl Mohn W 3:25PM - 4:15PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. In the US, comics are often relegated to the Sunday Funnies or denigrated as cartoons for children. But images can express ideas that are difficult to articulate in words, and comics can bring these modes together in beautiful and startling ways. But how do comics “work”? Why do we think of comics as kids’ books while most readers are adults? Are there stories that can only be told in comics? To answer these questions, we will engage in scholarly research and analyze exemplary texts including the biographical Holocaust narrative, Maus, and superheroes facing apocalypse in Watchmen. Through reading, writing, and discussion we will explore comics in terms of form and narrative; we’ll look at the specific strengths of comics in relation to other media. Alongside this exploration, students will develop academic writing strategies through reflection, peer response, and revision. Assignments will include an 8-10 page argumentative research paper and will culminate in a multimodal project of their own design. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (W 3:25PM - 4:15PM)
WRTG 105E-16 Reasoning & Writing (Belonging) ; Xinyue Wang W 4:50PM - 5:40PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. What is “belonging”? What does it do for individuals physically, mentally, emotionally, and socially? Scholars in a variety of disciplines have studied and recognized belonging as a fundamental human need with a profound impact on individuals’ well-being. Still, people understand and experience belonging differently. How do individuals experience belonging differently? And how does it affect them? How could individuals create a sense of belonging in different contexts, such as family, college, the workplace, social media, and society? And what does it take to create a culture of belonging in these contexts? In this class, we will focus on the intricacies of belonging and explore these questions through reading, discussions, and writing. Course texts will include a range of news and scholarly articles and essays by writers such as Amy Tan, Trevor Noah, and Adrienne Rich, as well as films such as Pixar’s Purl and Legally Blonde. You will also learn to research, reflect, and write to develop your own inquiries and engage with yourself and others in both informal and formal writing. Through a process of drafting, peer response, and revision, you will develop and support your ideas in shorter formal assignments and a final 8-10-page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (W 4:50PM - 5:40PM)
WRTG 105E-17 Reasoning & Writing (The Role of Aesthetics in Sympathy) ; Yash Chitrakar TR 2:00PM - 3:15PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-18 WHEN REGISTERING FOR THIS SECTION Sympathy plays a role in our social interactions and moral decisions. It is—arguably—affected by aesthetics (i.e., the ways in which ideas, emotions, events, people etc. are represented or present themselves). In this course, we will use writing to investigate what sympathy is and explore its connections with aesthetics. For instance, does aesthetics affect how we give (or withhold) sympathy? Is it possible to think of sympathy without aesthetics? What are the social consequences that result from the connection between aesthetics and sympathy? These questions will be explored through class dialogue, writing, and case examples: David Foster Wallace’s meditation on the ethics of eating lobsters, Hayao Miyazaki’s movie, Nausicaä of the Valley of the Wind, which ponders the possibility of connection between humans and non-humans, video essays about how games use visual language and game mechanics to generate empathy etc. We will investigate the connections between aesthetics and sympathy through writing that will range from informal exploratory writing to formal writing that will follow a process of drafting, revision, peer feedback, and self-reflection. Students will learn and apply the conventions of academic writing, culminating in an 8-10-page argumentative research paper as a final formal assignment, one that can be approached from multiple disciplines. YOU MUST REGISTER FOR RECITATION WRTG 105E-18 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 2:00PM - 3:15PM)
WRTG 105E-18 Reasoning & Writing (The Role of Aesthetics in Sympathy) ; Yash Chitrakar M 2:00PM - 2:50PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Sympathy plays a role in our social interactions and moral decisions. It is—arguably—affected by aesthetics (i.e., the ways in which ideas, emotions, events, people etc. are represented or present themselves). In this course, we will use writing to investigate what sympathy is and explore its connections with aesthetics. For instance, does aesthetics affect how we give (or withhold) sympathy? Is it possible to think of sympathy without aesthetics? What are the social consequences that result from the connection between aesthetics and sympathy? These questions will be explored through class dialogue, writing, and case examples: David Foster Wallace’s meditation on the ethics of eating lobsters, Hayao Miyazaki’s movie, Nausicaä of the Valley of the Wind, which ponders the possibility of connection between humans and non-humans, video essays about how games use visual language and game mechanics to generate empathy etc. We will investigate the connections between aesthetics and sympathy through writing that will range from informal exploratory writing to formal writing that will follow a process of drafting, revision, peer feedback, and self-reflection. Students will learn and apply the conventions of academic writing, culminating in an 8-10-page argumentative research paper as a final formal assignment, one that can be approached from multiple disciplines. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (M 2:00PM - 2:50PM)
WRTG 105E-19 Reasoning & Writing (A Beast of a Trope: Examining the Beauty and the Beast Trope in Media) ; Abbie Boudreaux TR 4:50PM - 6:05PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-20 WHEN REGISTERING FOR THIS SECTION Though Disney is often what we initially associate with the phrase “beauty and the beast,” when we peer a bit closer, we can see that this beauty and the beast trope is prevalent in many forms of media. Through reading a translation of the original fairytale written by Gabrielle- Suzanne Barbot de Villeneuve, and exploring other popular retellings, like Hayao Miyazaki’s Howl’s Moving Castle and Andrew Lloyd Webber’s musical adaptation of The Phantom of the Opera, we will investigate, through reflective and argumentative informal and formal writing assignments, the following questions: What constitutes a beauty and the beast story? What is it about this trope that we find compelling? How does its repetition affect us? When and how do we define something or someone as “beautiful,” as “beastly”? Over the course of the semester, we will attempt to answer these questions, and others through various critical lenses like gender and sexuality, psychology, anthropology, and disability studies, while engaging with and producing diverse forms of written work. This class collaboration will provide students with the necessary skills, like peer response, self-reflection, and revision, to produce several formal writing assignments, including a final 8-10-page argumentative research paper by the semester’s end. YOU MUST REGISTER FOR RECITATION WRTG 105E-20 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 4:50PM - 6:05PM)
WRTG 105E-20 Reasoning & Writing (A Beast of a Trope: Examining the Beauty and the Beast Trope in Media) ; Abbie Boudreaux F 2:00PM - 2:50PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Though Disney is often what we initially associate with the phrase “beauty and the beast,” when we peer a bit closer, we can see that this beauty and the beast trope is prevalent in many forms of media. Through reading a translation of the original fairytale written by Gabrielle- Suzanne Barbot de Villeneuve, and exploring other popular retellings, like Hayao Miyazaki’s Howl’s Moving Castle and Andrew Lloyd Webber’s musical adaptation of The Phantom of the Opera, we will investigate, through reflective and argumentative informal and formal writing assignments, the following questions: What constitutes a beauty and the beast story? What is it about this trope that we find compelling? How does its repetition affect us? When and how do we define something or someone as “beautiful,” as “beastly”? Over the course of the semester, we will attempt to answer these questions, and others through various critical lenses like gender and sexuality, psychology, anthropology, and disability studies, while engaging with and producing diverse forms of written work. This class collaboration will provide students with the necessary skills, like peer response, self-reflection, and revision, to produce several formal writing assignments, including a final 8-10-page argumentative research paper by the semester’s end. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (F 2:00PM - 2:50PM)
WRTG 105E-21 Reasoning & Writing (Writing, Photography, and Artificial Intelligence) ; Md Mamunur Rashid TR 11:05AM - 12:20PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-22 WHEN REGISTERING FOR THIS SECTION Photographs shape how we understand the world, but can we always trust what we see? How do images tell stories, influence public opinion, or mislead audiences? And how is artificial intelligence changing what counts as a photograph, an artist, or even a visual representation itself? In this course, we will explore these questions through writing by analyzing traditional photographs and AI-generated images. We will consider topics such as ethics of image-making, authenticity and authorship, deepfakes and visual truth, and the role of images in shaping everyday, cultural, and political narratives. Readings will include texts such as On Writing with Photography by Beckman and Weissberg and The Perception Machine: Our Photographic Future between the Eye and AI by Joanna Zylinska, along with selected scholarly and popular sources. Through informal and formal assignments, writing will serve as our primary tool for inquiry. This course emphasizes the importance of the writing process through writer-reflection, peer feedback, and revision. The culmination is an 8–10-page research paper where you will develop an argument informed by your perspective and existing research. You will also highlight your findings through a multimodal presentation. YOU MUST REGISTER FOR RECITATION WRTG 105E-22 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (TR 11:05AM - 12:20PM)
WRTG 105E-22 Reasoning & Writing (Writing, Photography, and Artificial Intelligence) ; Md Mamunur Rashid F 11:50AM - 12:40PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Photographs shape how we understand the world, but can we always trust what we see? How do images tell stories, influence public opinion, or mislead audiences? And how is artificial intelligence changing what counts as a photograph, an artist, or even a visual representation itself? In this course, we will explore these questions through writing by analyzing traditional photographs and AI-generated images. We will consider topics such as ethics of image-making, authenticity and authorship, deepfakes and visual truth, and the role of images in shaping everyday, cultural, and political narratives. Readings will include texts such as On Writing with Photography by Beckman and Weissberg and The Perception Machine: Our Photographic Future between the Eye and AI by Joanna Zylinska, along with selected scholarly and popular sources. Through informal and formal assignments, writing will serve as our primary tool for inquiry. This course emphasizes the importance of the writing process through writer-reflection, peer feedback, and revision. The culmination is an 8–10-page research paper where you will develop an argument informed by your perspective and existing research. You will also highlight your findings through a multimodal presentation. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (F 11:50AM - 12:40PM)
WRTG 105E-33 Reasoning & Writing (Empathy and Its Limits) Matt Bayne MW 10:25AM - 11:40AM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. YOU MUST REGISTER FOR RECITATION WRTG 105E-34 WHEN REGISTERING FOR THIS SECTION Empathy and Its Limits foregrounds writing to explore the complex (human?) ability to feel in community with others, to put oneself in the position of others. The diverse array of course texts—e.g., philosophical work by Martha Nussbaum on animal rights, the novel To Kill a Mockingbird by Harper Lee, and podcasts on serial killers and their supposed absence of empathy--will provide engaging topics for us to consider as we practice and discuss strategies for becoming more confident and effective academic writers. These topics include: Is empathy essential for moral action? Are animals capable of empathy? What role might AI have in mediating empathy between people? We will compose in a wide arrange of genres and media culminating in an 8-10-page argumentative research paper. The course will emphasize the writing process, incorporating self-reflection, peer response, and revision on formal assignments. YOU MUST REGISTER FOR RECITATION WRTG 105E-34 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (MW 10:25AM - 11:40AM)
WRTG 105E-34 Reasoning & Writing (Empathy and Its Limits) Matt Bayne M 11:50AM - 12:40PM
WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Empathy and Its Limits foregrounds writing to explore the complex (human?) ability to feel in community with others, to put oneself in the position of others. The diverse array of course texts—e.g., philosophical work by Martha Nussbaum on animal rights, the novel To Kill a Mockingbird by Harper Lee, and podcasts on serial killers and their supposed absence of empathy--will provide engaging topics for us to consider as we practice and discuss strategies for becoming more confident and effective academic writers. These topics include: Is empathy essential for moral action? Are animals capable of empathy? What role might AI have in mediating empathy between people? We will compose in a wide arrange of genres and media culminating in an 8-10-page argumentative research paper. The course will emphasize the writing process, incorporating self-reflection, peer response, and revision on formal assignments. To fulfill the primary writing requirement, a student must earn a grade of C or higher. Location (M 11:50AM - 12:40PM)
WRTG 108-01 Workshop in Writing Suzanne Woodring M 2:00PM - 2:50PM
WRTG 108 is a weekly workshop that offers ongoing practice and instruction in writing and critiquing writing. Students meet weekly with the instructor to work on writing projects relevant to their writing goals. These forms might include summaries, critical responses, argumentative essays, lab reports, personal statements, and cover letters, among other texts. Students may also choose to revise essays completed in previous semesters. Students plan, draft and revise their projects, critique each other's work, assess their own writing, participate in group sessions on common writing issues, and individual sessions tailored to their writing goals. The semester's work will culminate in a final portfolio that features polished essays and a reflection on their work and their development as writers. Open to students who have completed the Primary Writing Requirement, or by WSAP permission. 2-credits, pass/fail Location (M 2:00PM - 2:50PM)
WRTG 245-01 Advanced Writing & Peer Tutoring Stefanie Sydelnik MW 12:30PM - 1:45PM
Prepares sophomores, juniors, and seniors enrolled in five-year programs, from the humanities, sciences, and the social sciences for work as writing fellows. Course design facilitates the development of a strong, intuitive writer and speaker in order to become a successful reader, listener and responder in peer-tutoring situations. Ample writing and rewriting experiences, practice in informal and formal speaking, and the critical reading of published essays and student work enhance students' ability to become conscious, flexible communicators. Before tutoring on their own, students observe writing fellows and writing center consultants conduct tutoring sessions. On completion of the course with a B or better, fellows should be prepared to accept their own hours as peer tutors Prerequisite: Interested students must apply. Minimum GPA of 3.0. YOU MUST REGISTER FOR A RECITATION WHEN REGISTERING FOR THE MAIN SECTION Location (MW 12:30PM - 1:45PM)
WRTG 245-02 Advanced Writing & Peer Tutoring Stefanie Sydelnik F 12:00PM - 12:50PM
Prepares sophomores, juniors, and seniors enrolled in five-year programs, from the humanities, sciences, and the social sciences for work as writing fellows. Course design facilitates the development of a strong, intuitive writer and speaker in order to become a successful reader, listener and responder in peer-tutoring situations. Ample writing and rewriting experiences, practice in informal and formal speaking, and the critical reading of published essays and student work enhance students' ability to become conscious, flexible communicators. Before tutoring on their own, students observe writing fellows and writing center consultants conduct tutoring sessions. On completion of the course with a B or better, fellows should be prepared to accept their own hours as peer tutors Prerequisite: Interested students must apply. Minimum GPA of 3.0. YOU MUST REGISTER FOR A RECITATION WHEN REGISTERING FOR THE MAIN SECTION Location (F 12:00PM - 12:50PM)
WRTG 253-01 Cognition & Writing Whitney Gegg-Harrison TR 2:00PM - 3:15PM
What goes on in writers minds when they write and in readers minds when they read? Can learning about what goes on in both writers and readers minds help writers make their writing more effective? In this coursewe will delve into the cognitive processes underlying writing and reading: how writers generate ideas, translate those ideas into words and sentences, organize those sentences into arguments, and do all of this while managing things like spelling and typing, and how readers actually interpret the message being conveyed by a piece of writing. Well also explore the extent to which research in cognitive science can inform what we do as writers by experimenting on ourselves with research-grounded strategies. Students will read and take responsibility for presenting work from cognitive scientists and composition theorists, and will work towards a final project in which they explore existing research on a topic of their choosing and propose either further research or applications of that research. Prerequisite: Completion of the Primary Writing Requirement Location (TR 2:00PM - 3:15PM)
WRTG 260-01 Writing Across Technologies Karl Mohn MW 2:00PM - 3:15PM
Technology involves the development of a tool to solve a problem. In this way, writing itself can be seen a technology to aid memory, thinking, and communication. Since the invention of writing, other newer technologies have further changed how we write and how we think. Each new technology offers us a range of options that are more or less effective depending on our audience and purpose. This course will explore some of the many writing technologies that have come (and gone!) over the history of writing, from clay tablets to Snapchat. The class will take a hands-on approach and allow us opportunities to experiment with writing technologies to get a better sense of how technologies affect what we think, what we communicate, and what we think we can communicate. Students will propose individual research projects on a writing technology of their choice, which may involve some combination of original composition, scholarly research, and ethnographic study. Prerequisite: Completion of the Primary Writing Requirement Location (MW 2:00PM - 3:15PM)
WRTG 265-01 Argument and Evidence Across Contexts Kate Phillips MW 10:25AM - 11:40AM
We will investigate broad models of argument and evidence from the interdisciplinary field of argumentation theory. Students will apply these models to specific academic and social contexts of their choice. Some questions we might ask are: Can argument or evidence be understood absent context? What do arguments in STEM fields have in common with those in the humanities? For instance, is there common ground in how we argue about English literature and how biologists argue about the natural world? How do audience and purpose in disciplines such as psychology, physics and philosophy shape what counts as an argument in their respective fields? Does political argument resemble academic argument? What strategies will enable experts to communicate more effectively with public audiences in fields such as public health and the environmental humanities? Students will write frequent reflections, develop several short papers, and the semester will culminate in the construction of a final project of the student’s own design (for example, a research paper, a website, a podcast…) that can focus on any aspect of academic, professional, or political argumentation. Location (MW 10:25AM - 11:40AM)
WRTG 269-01 Studies in Translation Rachel O'Donnell M 2:00PM - 4:40PM
This course introduces students to the theoretical foundations, practical challenges, and creative possibilities of literary translation. We will examine how translators describe their work—what they believe they are doing and why it matters—through close readings of English translations from a range of source texts. Attention will be paid to the strategies translators employ and to the implications of those choices for understanding translation as a literary and political practice, including its intersections with gender and rhetoric. Students will also complete a translation project of their own, using this work to interrogate and practice feminist rhetoric in their writing. By the end of the semester, students will have developed a working knowledge of both the theory and craft of literary translation. Location (M 2:00PM - 4:40PM)
WRTG 272-01 Communicating Your Professional Identity - Biology Katherine Schaefer W 2:00PM - 3:15PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. Prerequisite: Completion of the Primary Writing Requirement NOTE: every other class will take place online. Courses in the WRTG 27X series may not be taken more than once for credit. Location (W 2:00PM - 3:15PM)
WRTG 272-02 Communicating Your Professional Identity - Biology James Otis R 2:00PM - 3:15PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. Prerequisite: Completion of the Primary Writing Requirement Courses in the WRTG 27X series may not be taken more than once for credit. Location (R 2:00PM - 3:15PM)
WRTG 272-03 Communicating Your Professional Identity - Biology Katherine Schaefer R 3:25PM - 4:40PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. Prerequisite: Completion of the Primary Writing Requirement. Courses in the WRTG 27X series may not be taken more than once for credit. Location (R 3:25PM - 4:40PM)
WRTG 272-04 Communicating Your Professional Identity - Biology Whitney Gegg-Harrison T 12:30PM - 1:45PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. Prerequisite: Completion of the Primary Writing Requirement Courses in the WRTG 27X series may not be taken more than once for credit. Location (T 12:30PM - 1:45PM)
WRTG 273-02 Communicating Your Professional Identity - Engineering Catherine Schmied Towsley F 10:25AM - 11:40AM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (F 10:25AM - 11:40AM)
WRTG 273-03 Communicating Your Professional Identity - Engineering Justin Coyne W 3:25PM - 4:40PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (W 3:25PM - 4:40PM)
WRTG 273-04 Communicating Your Professional Identity - Engineering Liz Tinelli F 2:00PM - 3:15PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (F 2:00PM - 3:15PM)
WRTG 273-05 Communicating Your Professional Identity - Engineering Liz Tinelli F 11:50AM - 1:05PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (F 11:50AM - 1:05PM)
WRTG 273-07 Communicating Your Professional Identity - Engineering Karl Mohn R 2:00PM - 3:15PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (R 2:00PM - 3:15PM)
WRTG 273-09 Communicating Your Professional Identity - Engineering Matt Bayne W 11:50AM - 1:05PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (W 11:50AM - 1:05PM)
WRTG 273-10 Communicating Your Professional Identity - Engineering Adam Stauffer F 11:50AM - 1:05PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (F 11:50AM - 1:05PM)
WRTG 273-12 Communicating Your Professional Identity - Engineering Justin Coyne R 2:00PM - 3:15PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (R 2:00PM - 3:15PM)
WRTG 273-13 Communicating Your Professional Identity - Engineering Suzanne Woodring R 12:30PM - 1:45PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (R 12:30PM - 1:45PM)
WRTG 273-14 Communicating Your Professional Identity - Engineering Solveiga Armoskaite W 3:25PM - 4:40PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (W 3:25PM - 4:40PM)
WRTG 273-16 Communicating Your Professional Identity - Engineering Karl Mohn R 3:25PM - 4:40PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (R 3:25PM - 4:40PM)
WRTG 273-17 Communicating Your Professional Identity - Engineering Catherine Schmied Towsley M 12:30PM - 1:45PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (M 12:30PM - 1:45PM)
WRTG 274-01 Communicating Your Professional Identity - Psychology Kate Phillips W 2:00PM - 3:15PM
This interactive course teaches real life communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for second-semester sophomores, juniors and first-semester seniors; all others require permission of the instructor. All majors welcome. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (W 2:00PM - 3:15PM)
WRTG 274-02 Communicating Your Professional Identity - Psychology Kate Phillips R 9:40AM - 10:55AM
This interactive course teaches real life communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for second-semester sophomores, juniors and first-semester seniors; all others require permission of the instructor. All majors welcome. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (R 9:40AM - 10:55AM)
WRTG 276-01 Communicating Your Professional Identity - Law, Policy, and Social Good Catherine Schmied Towsley W 2:00PM - 3:15PM
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, application essays, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (e.g., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. Course is designed for juniors and seniors with an interest in law, policy, and social good careers. This course may not be used to satisfy any major or minor requirements in Political Science or International Relations. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement Location (W 2:00PM - 3:15PM)
WRTG 391-01 Independent Study – 7:00PM - 7:00PM
This course provides undergraduate students the opportunity to pursue in-depth, independent exploration of a topic not regularly offered in the curriculum, under the supervision of a faculty member in the form of independent study, practicum, internship or research. The objectives and content are determined in consultation between students and full-time members of the teaching faculty. Responsibilities and expectations vary by course and department. Registration for Independent Study courses needs to be completed through the Independent Study Registration form (https://secure1.rochester.edu/registrar/forms/independent-study-form.php) Location ( 7:00PM - 7:00PM)
WRTG 395-01 Independent Research – 7:00PM - 7:00PM
This course provides undergraduate students the opportunity to pursue in-depth, independent exploration of a topic not regularly offered in the curriculum, under the supervision of a faculty member in the form of independent study, practicum, internship or research. The objectives and content are determined in consultation between students and full-time members of the teaching faculty. Responsibilities and expectations vary by course and department. Registration for Independent Study courses needs to be completed through the Independent Study Registration form (https://secure1.rochester.edu/registrar/forms/independent-study-form.php) Location ( 7:00PM - 7:00PM)