Reasoning & Writing in the College
CAS 105

Spring 2004

Each section description is based on the general CAS 105/105S course description developed by the Interdisciplinary College Writing Commiteee.

**Courses address issues of diversity

Writing about:

English Language and Literature

Creating History and Heroes: Manipulations of Biography
Anjili Babbar, Department of English
TR 12:30 - 1:45 CRN 12279

William Wallace was a Scottish hero with impeccable morals and physical strength bordering on the superhuman; Charles Van Doren was a tremendously attractive yet naïve university professor who was manipulated into destroying his own career by the television industry; the Marquis de Sade was a raving lunatic with a penchant for abusing women and a perpetual erection--or so modern cinema would have us believe. Eighteenth-century poet Thomas Chatterton was an angelic and "marvellous boy," victimized by a cruel and class-centered literary community, or a philandering scoundrel, depending on which biography one chooses to peruse. In this course, we will examine the distance between fact and representation with regard to biography. If we have learned anything from television shows such as "Hollywood versus History," it is that liberties are frequently taken with biographical representation. What might be the motivation for such distortions of life stories? Do they serve a political, social or literary agenda? What is the difference between a manipulation of facts for the purpose of making a point and a fallacy? We will begin by comparing historical accounts of a variety of biographies with their distorted literary or cinematic counterparts and creating journal entries which reflect our perceptions of the differences between the two and the potential reasons for those differences. Through revision, editing, peer workshops, and class discussions, these reactions will be developed into several short papers. One longer, final research paper will consider the history of biographical representation of a particular figure.

Revolutionary Writing
Frederic Bush, Department of English
TR 12:30 – 1:45 CRN 12302

Some people write to entertain others. Others write to change the world.

In this class, we'll be examining writing as a method for political change. This class will be oriented around the writing process, and we'll work both on developing an effective style of political writing and argument, and the ability to analyze pieces of political writing. Through written papers and discussions, we'll consider some classics of political non-fiction and fiction -- books and stories that attempted to spark a revolution. We'll look at fiction and manifestos of various kinds, from libertarian to environmental, Tom Paine to the Unabomber. A warning: as part of the reading, we'll be confronting racist and anti-semitic material.

The course will require several short papers as well as one long research paper, including both responses to the readings and personal statements about politics. We'll conduct peer review sessions during the writing and revision process and learn how to assess our own writing.

Popular Monsters Frankenstein; Dracula; Mr. Hyde
John Chandler, Department of English
TR 2:00 – 3:15 CRN 12031

We all know these characters that have entered popular culture. This course will look at the hold these "classic monsters" have on popular culture and discuss the continuing appeal of certain works and monsters (for example, Shelley's Frankenstein and Stoker's Dracula). What makes these tales so popular? How are they adapted to reflect modern society's concerns? We will look at these and other monsters and works and discuss why they did (or did not) have a lasting impact. Coursework will be geared towards creating a portfolio of short reaction papers and essays, as well as a final research paper. Through classroom discussion, peer evaluation, self-evaluation and on-going revision, students will develop critical reasoning and writing skills. In addition to the readings, occasional film screenings will be assigned.

Born in the U.S.A.: The Individual and the American Tradition
Daniel Donaghy, Department of English
TR 4:50 - 6:05 CRN 12154

This course will examine a series of myths, symbols, and words in American culture and the ways in which particular works support, revise, or reinterpret them. It will explore issues of identity, personal and social responsibility, place, religion, and class within the work of people such as Ralph Ellison, Walt Whitman, Louise Erdrich, John Ford, Lorraine Hansberry, Langston Hughes, Ron Kovic, Raymond Carver, Flannery O’Connor, and Walker Percy. The soundtrack of the course will be the music of Bruce Springsteen. Students will study each artist's style and argumentative strategies and will attempt to apply them to their writing. Students will give in-class presentations and write several short papers and one 8-10 page research paper. Revisions, informal writing, peer reviews, and self-assessments will play an important role in each paper's development.

Gangstas, Sistas, and Activists: A Brief History of Rap
Amy Fenstermaker, Department of English
TR 11:05 – 12:20 CRN 12045

This course will focus on the lyrical content of rap music, as well as the political and social conditions to which rappers are responding. While early rappers like Run DMC and LL Cool J seem, at least initially, content with simply bragging about their lyrical prowess, rappers like Grand Master Flash suggest that social commentary has always been an important part of the music. It is this attention to social commentary that we will explore in the lyrics of NWA, Public Enemy, and Queen Latifah, to name a few. Students will be asked to do in-class presentations, as well as informal/exploratory writing. Students will be asked to write a total of four formal papers; the first two will be about a particular rapper or prominent theme in rap discussed in class, but topics for the other two will be determined by students themselves. The last of these four papers will be an 8-10 page research paper. In the writing and revising of each of these papers, peer-feedback and self-assessment will play a prominent role.

Great Short Works of the Fin de Siécle
Tina Giovanielli, Department of English
TR 11:05 - 12:20 CRN 12013

This course will explore short stories, plays, and novellas written in the last decade of the nineteenth century, a period known as the Fin de Siécle. We will address such questions as: What appeals to readers about each work and why? How does each work reflect or contribute to the society in which it was written? How do the works compare with each other, including comparisons of writers, characters, settings etc.

Students will have the opportunity to address some of these questions and create others through a series of short papers, a longer research paper, peer and individual revising, and class participation. We will focus on forming arguments drawn from and supported by the texts and secondary sources. The goal of this course is to learn about the writing of this period while at the same time acquiring writing skills that can be used across all disciplines.

Sample Reading List:
"The Man Who Would Be King" –Rudyard Kipling
"Salome" –Oscar Wilde
The Time Machine –H.G. Wells
The Turn of the Screw –Henry James
"A White Night" –Charlotte Mew
"The Yellow Wallpaper" –Charlotte Perkins Gilman

Detective Fiction
Joanna Grant, Department of English
MWF 1:00 - 1:50 CRN 12086

From its beginnings, the detective novel has fostered a unique relationship with its readers. While it seduces us with colorful characters and distracting details, it challenges us to exercise our powers of logic, of critical thinking, and of the examination of conflicting evidence in order to answer the burning questions of Whodunit? And Why?! Let us savor the fact that "forensics" is a term encompassing the seemingly disparate fields of rhetoric and debate and the scientific disciplines of fact-finding and analysis practiced by medical examiners and other detectives. Indeed, the techniques of analysis common to both disciplines are essential to one and all in a world composed of floods of information and mere trickles of knowledge. In this class, we will not only engage in "Watching the Detectives" of the hard-boiled and film noir traditions as they grapple with issues of race, class, gender, sexuality, nationality, and (dis)ability as played out against the backdrops of their historical moments; we will become detectives ourselves, employing the tools of literary research skills, seminar discussions, writing workshops and peer reviews as methods of developing and clarifying ideas and arguments and expressing them in clear and lucid prose. The writing projects assigned in this class are designed to enable students to analyze their own strengths and weaknesses as writers and to generate strategies for self-improvement and for the constructive criticism of their peers' work. Students will assess their own and their colleagues' drafts in writing as part of the peer review process. The skills perfected in these workshops will help students as they prepare the analytical essays and the argumentative research paper that comprise the bulk of the class's assignments.

**Arguments for Equality: Susan B. Anthony and Fredrick Douglass
Alison Hager, Department of English
MW 12:30 - 1:45 CRN 12105

Slavery is over and women have the vote. So why do we still study the 19th century American debates that urged for abolition of slavery and equal suffrage for women? Are they relevant to us today?

Questions surrounding race and gender still permeate our national identity in many ways. The readings for this course will center around race and gender and the complicated political battleground of civil rights in the U.S. We will begin with writings by Frederick Douglass and Susan B. Anthony, two pioneers of the U.S. civil rights movement. Both Douglass and Anthony lived and worked in Rochester during the 19th century. Whether you live in Sue B., or buy your books in the Frederick Douglass building, the University of Rochester, along with the city itself, provides a unique ground for our research and discovery. As experts of our own culture we will examine some of the ways that the arguments of Douglass and Anthony survive in the 21st century. We will read short essays by Malcolm X, Soujourner Truth, Betty Freidan, and bell hooks, among others, as we explore the continuing arguments for racial and gender equality in the U.S.

Using these ideas as a springboard you will develop and refine the skills of writing your own arguments. With the help of your peers you can learn to evaluate your own writing and develop essential skills for self-assessment. You will realize (especially from Douglass’ example) the value and necessity of revising your written work.

Otherlands
Annie Heckel, Department of English
MW 2:00 - 3:15 CRN 12136

" ‘ It was much pleasanter at home,’ thought poor Alice, ‘ I almost wish I hadn't gone down that rabbit-hole--and yet—and yet--it's rather curious, you know, this sort of life! I do wonder what can have happened to me! When I used to read fairy-tales, I fancied that this kind of thing never happened, and now here I am in the middle of one!’ " (Lewis Carroll, Alice in Wonderland. Project Gutenberg. Ed. Robert Stockton. 1996. http://www-2.cs.cmu.edu/People/rgs/alice-table.html.)

Alice's dilemma is one that strikes a familiar chord for her readers. Who among us hasn't read a fairy tale, wondered to ourselves at the fantastic places and events experienced by its characters, and speculated, "Why are the characters acting the way they do? Would I react the same way if it were me?" Otherlands will focus on this specific type of narrative in which characters move from a "normal" setting into one that is alien, or conversely in which the "other" invades and causes change in our own world. We will read works in a variety of genres, from medieval romance to colonialist narratives to modern fantasy, and discuss the ramifications of the setting shift and the ways in which a character's isolation from his or her own civilization opens up possibilities that might otherwise be subsumed or intentionally stifled. Through a series of four papers (three of them shorter analytic papers and the other a long analytic/ research paper), you will be able not only to hone your writing skills, but also investigate questions of culture shock, gender and racial (or even species) expectations, morality, "otherness," and psychological reality. In addition, self assessments and peer reviews that will help to give you a sense of the process of academic and professional writing, as well as an understanding of your own place in the continuing conversation surrounding the literature you’re reading.

Haunted Homes, Domestic Demons
Sarah J. Heidt, Department of English
MW12:30 – 1:45 CRN 12059

What demons haunt the spaces and places we call home? This course will explore domestic nightmares-from murderous parents and duplicitous spouses to family secrets and national traumas-through investigating a broad range of cultural forms, including ancient Greek tragedies, nineteenth-century novels, twentieth-century plays, short stories and poems, and recent films and popular songs. We will consider how domestic disturbance narratives function as multiply motivated pieces of writing, attempting not only to thrill and entertain their readers and viewers but also to school or shock them into particular ideas about gendered, racial, and sexual identities, and about how families, homes, and/or cultures should (and should not) be organized. Studying works by Euripides, Edgar Allan Poe, Charlotte Brontë, Charlotte Perkins Gilman, Eugene O'Neill, Douglas Sirk, and Toni Morrison (among others), we will ask how representations of private mysteries, horrors, and crimes illuminate broader sociocultural fears, anxieties, and desires-and how different modes of written representation have attempted this illumination at different historical moments. We will thus study writing both as a process of examination and as a process under examination, using our own informal and formal writing to analyze how writing makes sense (or nonsense) out of domestic demons and dreams. Writing in this course will be a multi-stage process involving pre-writing activities, drafting, peer review, self-assessment, and revising. Students will increase their flexibility and confidence as critical writers and thinkers by producing several short papers, delivering brief oral presentations, and composing a final research essay on a topic of their design.

Writing in Camelot
Emily Huber, Department of English
MW 2:00 – 3:15 CRN 12120

Arthurian literature and film is, perhaps more than any other story-telling cycle in our culture, an organic and constantly growing entity. It has consistently expanded from 1136 —the date of the composition of Geoffrey of Monmouth’s History of the Kings of Britain,—and is still growing today. The motif is as much a part of contemporary popular culture as it is a part of our medieval heritage. From this viewpoint, we will read modern adaptations of the Arthurian legend by T.H. White, Bernard Cornwell, and Wendy Mnookin, as well as excerpts by Mary Stewart and Marion Zimmer Bradley, and through these readings enter into a context of writing and research. How does one write about popular culture in an academic fashion? Especially in such a sprawling body of sources, how can one narrow a topic for discussion in a paper or presentation, and keep that topic focused so as to promote the most effective argument? The University of Rochester is home to fantastic resources for Arthurian subjects and our course will include strategies in online and library research, utilizing the Camelot Project and the Robbins Library. Students will have the opportunity to explore the modern adaptations’ connections with their medieval sources through an oral report. Additional assignments will consist of three short papers, peer reviews, in-class revisions, and a longer research paper.

American Dissidents
Daria Jaremko, Department of English
MW 12:30 – 1:45 CRN 12062
MW 2:00 – 3:15 CRN 12200

This course is an examination of how contrarians have contributed to the American cultural landscape. We will be looking at a broad variety of media, from Mark Twain's lectures to Margaret Cho's stand-up, so that we might sort out just how and where the obstinate, the awkward and defiant have shaped our notions of American-ness. Since one of the purposes of this course is to familiarize you with the mechanics of a good argument, there seems to be no better place to begin than with those who've made their careers out of being argumentative. This course is also an introduction to and an examination of the possibilities-- and impossibilities-- that various sorts of writing can have in the formation of new knowledge and in effecting cultural change.

Dissidents make a habit of questioning, commenting, and critiquing; CAS 105 intends to make you do all three. The manifold objectives of CAS 105 include introducing you to reading and writing strategies-- creating annotated readings, performing self-assessments, engaging in frequent peer reviews--that will help you to hone your critical faculties; familiarizing you with the techniques of argumentation; and teaching you to incorporate those argumentative skills in both the creation and analysis of texts. You will be doing this not only by looking at writing across genres--films, novels essays--but by working, both indi-vidually and collaboratively with your fellow students, to produce several polished pieces of your own, incorporating the skills you amass throughout the semester.

From Fairy Tale to Philosophy: The Politics of Children’s Literature
Vasudha Kurapati, Department of English
MWF 10:00 - 10:50 CRN 12147

In this course, we will be discussing various examples of and responses to children’s literature, and explore how "children’s literature" might in fact be addressing an adult audience. As a part of this examination, we will focus on "intentionality" and "interpretation", studying questions like what the author might have intended and what message(s) readers attribute to a text. The syllabus will include a variety of works, including Kipling’s The Jungle Book, Barrie’s Peter Pan, Oscar Wilde’s Fairy Tales, Roald Dahl’s The Twits, and Rowling’s Harry Potter and the Chamber of Secrets. Class discussions about these works (and their adaptations) and informal exercises will be oriented towards developing critical perspectives on these texts. Our goal will be to use children’s literature to understand the methods of critical inquiry and develop analytical skills that can be applied across disciplines. Evaluation will be based on in-class exercises, formal writing assignments, peer reviews and self-assessments, and a final research paper.

Love in the Western World: From Ovid and Sappho to Shakespeare and Beyond
Michael Livingston, Department of English
MW 2:00 - 3:15 CRN 12008

"I hate and I love her. / So why do I do this? / I don’t know, but it’s done. / I feel it and I’m torn." Over 2000 years have passed since Catullus wrote these lines on the confused nature of love, yet they ring as true today as they surely did in ancient Rome. Our simultaneous wonder and bewilderment of love remains strong, as generation after generation has tried (and failed) to answer this timeless question of human existence: What is love? In this course, we will examine answers to that question from ancient Greece and Rome to medieval Europe, the Renaissance, and even into today. We will read the work of some of the most famous minds in history – Plato, Augustine, Shakespeare, Freud, and Nietzsche, just to name a few – and discuss the often complex and contradicting conclusions that they ultimately espoused. Throughout the course of the semester we will strive to develop a consciousness about our own thinking and writing, and to sow the seeds for future collegiate success by not only learning new ways of approaching and engaging the materials at hand, but also conveying our newfound knowledge within a professional or academic environment through writing. Assignments will include short, formal papers responding to both primary and secondary texts, informal writing, class presentations, peer reviews, self-assessment, and a formal research paper.

Crossing Cultures: Contemporary Latina Fiction
Esther Lopez, Department of English
MW 12:30 – 1:45 CRN 12024

The term Latino/a encompasses an astonishingly large group of people in that it is used not only to refer to Latin American immigrants but also to people who were born and raised within the United States. In this course we will examine the way that Latina identity is constructed in contemporary fiction by reading and writing about novels and short stories by a diverse group of Latina authors. Questions guiding our work will include: What is the role of memory and nostalgia in creating cultural identity? How is the experience of Latina immigrants similar to or different from the experience of Latinas born and raised in the United States? How does the oral tradition contribute to Latina narratives? Texts will include Julia Alvarez’s How the Garcia Girls Lost their Accents, Ana Castillo’s So Far From God; other authors might include Sandra Cisneros, Denise Chávez, and Cristina Garcia. Students will be required to write three 4-5 page essays and one 8-10 page research paper. This course will emphasize the writing process; class members will sharpen their argumentative skills by participating in class dis-cussion, revising and writing self-assessments of their work, and reviewing the work of their peers.

** Race, Culture, and Identity
Shaila Mehra, Department of English
MW 3:25 4:40 CRN 12266

"The problem of the Twentieth Century is the problem of the color-line." So wrote W.E.B. DuBois in 1903. One hundred years later, what does this "problem" look like? Through critical and primary readings, film screenings, class discussion, and written assignments, we will explore the ways that race, culture, and identity organize and define contemporary U.S. society and its members. We will work to interpret the complex arguments surrounding current-day issues in which race is a factor. Because this is a writing course, we will use writing as a way to challenge, clarify, expand, and demonstrate our ideas about race, culture, and identity in the United States. Possible texts/films include Passing, Lone Star, 8 Mile, and scholarly and literary essays.

CAS 105 is taught as a writing workshop. Attendance and active participation in class meetings is vital, as is the commitment to rigorous analysis of student writing. Through the use of peer reviews and self-assessments, students will focus on revision as a process of clarifying and enhancing thought. The writing requirements for this class include 3 short papers and 1 longer research paper.

The Doctor and the Lunatic: Representations of Medicine and Madness in Film and Literature
April Miller, Department of English
TR 11:05 – 12:20 CRN

This course will consider the perceived nature of madness and medicine by examining representations of the medical profession and medical science in literature and cinema. Because ideas about madness and sanity are highly influenced by gender and culture, course material will emphasis diversity in perspective, style, content, and theoretical approach. This course invites students to think about the ways in which artists and authors question and explore what it means to be "sane," and what it means to "cure" others. We will examine works from a variety of genres, from novels, short fiction, film, and poetry.

Throughout the course, students will develop the critical reading, writing and research skills necessary to construct a diverse portfolio of writing, including an extended argumentative essay and a final research paper. Through peer evaluation, self-evaluation, editing seminars and on-going revision, students will strengthen this portfolio throughout the term. Assessment will emphasize the importance of the revision process and participation in class discussion and writing workshops. The goal is to have students emerge from this class as more confident writers who are capable of handling the diverse tasks in composition they will be asked to perform as both students and professionals.

How She Did Whodunit Right: The Works of Agatha Christie
Gina D. Tonogbanua, Department of English
MW 4:50 - 6:05pm CRN 12225
MW 6:15 - 7:30 CRN 79977

Who says "she done it right"? Just about everyone. Outsold only by Shakespeare and the Bible, Agatha Christie’s popularity and influence have spanned almost a century. In reading her works, we will examine how Christie uses the genre of detective fiction to address issues of race, class, and gender. We will read essays debating the feminist (and anti-feminist) interpretation of Christie’s works as well as of the genre itself. We will also read works by authors who have been influenced by Christie or have adapted her stage plays into novels. How have these authors taken Christie’s voice and made it their own? What does it mean to be a pseudo-Christie? What does it mean to take a finished work and recreate it in another genre? In a series of response papers, essays, and a final research project, you will evaluate and respond to issues raised in both primary and critical texts and come up with original arguments. Peer review sessions, small group activities, and general class discussions will allow you to participate in a critical dialogue and develop the skills you need to formulate clear and convincing arguments. In other words, get ready to use "your little gray cells."

The Meliorist
Dawn Winters, Department of English
MW 6:15 - 7:30 CRN 12233

Meliora, a Latin word that connotes "better," is a motto at the University of Rochester. But what exactly defines and determines an aspiration toward betterment? How does one better the self and social conditions, especially when the interests of one seem to be at odds with the interests of the other? What attitudes toward human potential for betterment have influential novels and essays held? How have various writers represented human progress and dealt with its failures? This class will explore literature that deals with human initiation of (and resistance to) self-improvement and social change. Reading fiction and nonfiction, we will examine attitudes that underlie literary portrayals of human endeavors to improve personal and social conditions. We will also analyze several popular arguments and consider how writing can contribute to a meliorist project. This is a writing-intensive course in which several papers (including one research paper) will be required. Multiple drafts, peer reviews, self-assessments, and instructor/student conferences are regular components of this course.

The Poetry of Prose
Andrew Wadoski, Department of English
TR 11:05 – 12:20 CRN 12118

The essay is simultaneously a self-limiting exercise and among the most open-ended forms of expression available to us. Subject to its own form and internal logic, these limiting factors are what give the essay its argumentative and expressive powers. Through in class discussion and readings from Aristotle, Plato, Wallace Stevens, Roland Barthes, and others, this course will examine the means and ends of the essay, the various formal and stylistic properties that allow the essay to simultaneously sculpt language into argument and to create feeling in its readers. In short, we will examine the essay as a poetic form, a means of molding words into meaning and meaning into emotion. Writing assignments will be focused on developing a practical understanding of the formal and stylistic elements that define the essay as a means of presenting logical arguments. These assignments will include several short essays and a longer research-based paper. This course will also examine the revision strategies that evolve from both peer review and self-critique fundamental to the production of good writing.

Writing about Film

Culture and Obscenity
Joseph Cameron, Department of English
TR 4:50 - 6:05 CRN 12298

What makes something offensive? What are the cultural determinants that decide what is offensive and what is not? Are there political ramifications for labeling something offensive? Can a work of art use so-called "offensive" material to make a rhetorical point? In this course, we will thoroughly examine these questions as well as others pertinent to the topic. More specifically, the course will focus on language—through the stand-up comedy of and legal battles fought by Lenny Bruce and George Carlin—and cinema by looking at a handful of films. Through the issues of language, ideology, obscenity, and cinema, we will pursue two interconnected goals: the development of writing skills along with a style appropriate for universities and the honing of our reasoning skills as rational thinkers. The course will foster a level of engagement commensurate with the detailed analysis of not only the writing and ideas of others, but our own as well. Class exercises will address these goals through both formal essays in various stages of development (from draft to revision) and informal writings, as well as critical analysis of our own writing, as well as course readings.

Star Bodies
Peter Hobbs, Visual and Cultural Studies
TR 11:05 - 12:20 CRN 11991

Since the rise of such silent screen figures as Mary Pickford and Rudolph Valentino, the Hollywood star has come to hold a special place in the cultural imagination. The tailored star bodies of Hollywood continue to help shape fundamental aspects of contemporary culture such as sexuality, commerce, and fashion. This course will focus on celebrity culture as it relates to the popular discourse surrounding the body and how stars both reinforce and contest notions of propriety. The figure of the celebrity will serve as a point of departure in our examination of how bodies are inscribed with meaning. Our sources will include historical and critical analyses, film reviews, scandalous biographies, the tabloids, and fan websites. The goal of this course is to develop our skills in thinking and writing about popular culture and our place within it. Our approach will be a combination of research, writing exercises, peer reviews, editing, revision, and self-assessment that will foster a heightened awareness of the writing process.

Writing about History

God, the Devil, and Darwin in America
Ronald Satta, Department of History
MWF 11:00 - 11:50 CRN 12163

American history has a long and intriguing legacy of faith-related events and issues. The Salem witchcraft trials evoke an air of mystery, inviting analysis into why such an event occurred where and when it did--and not elsewhere. Evolution theory ignited significant nineteenth-century controversies involving the collision of spiritual and secular authorities. Was Darwin's theory scientific or a convenient escape from belief in a God-centered universe? Which explanation of origins is most compelling--evolution or special creation? Are faith commitments legitimate and appropriate within modern academia? By means of written exploration, students will investigate these kinds of questions and issues. Class registrants will write three analytical essays (4-5 pages) and one longer research paper (7-10 pages). Peer-reviews and self-assessments of written work provide students opportunities to enhance facility in the art and science of writing well. Entering students commit themselves to thorough preparation for vigorous class participation. Since the essence of good writing is rewriting, revision of work will be an essential part of this class.

Writing about Music

Punk Rock: Politics, Philosophy, and Music
Drew Abrams, Department of Physics and Astronomy
TR 6:15 – 7:30 CRN 12172

This course will use the movement known as "punk" to explore not only the music, but the philosophy and the politics sur-rounding the music. We will start with a brief history of punk and ask, "What circumstances in the US and Britain led to the development of punk rock as a genre of music?" From there, we will look closer at the culture of punk and examine issues such as anarchy, media representation, and DIY. Finally, the current state of punk will be analyzed and we will ask, "Is punk dead?" This course will emphasize writing throughout with workshops, peer-evaluations, self-evaluations, student journals, and, in particular, a comparison of punk to other musical genre and an analysis of the message the songwriter is trying to send through his/her music.

Writing about Philosophy

**Writing to Effect Social Change
Jacqueline Augustine, Department of Philosophy
TR 9:40 - 10:55 CRN 12244

When the internal reactions to societal injustices are powerful, translating those feelings into words can seem a daunting task. The leaders of many moral movements put their own feelings into words that not only resonated with others, but also served as an inspiration and catalyst for action. Through an examination of the personal and political writings of influential thinkers, this course will not only explore the power of the written word, but will challenge students to harness their own thoughts on contemporary issues into compelling and well-reasoned essays. These short papers will be subject to peer review as well as critical self-assessment to gauge the effectiveness of the argument. Students will become adept at determining which writing styles are most appropriate in varying contexts and will direct the short essays to a variety of audiences, including a final research paper on a topic of the student’s choosing to be sent to an appropriately-chosen elected official. These short essays and culminating position paper will apply the principles of critical thinking and analytic writing to issues that evoke strong emotions within the students. This solidifies the message that the written word is not only a powerful means of self-expression but a necessary and effective component of social and political change.

The Problem of Hell
Andrew M. Cullison, Department of Philosophy
TR 9:40 - 10:55 CRN 12077

The purpose of this course is to develop the skills needed to write good argumentative essays. By the end of the course the stu-dent should have the ability to

1.) Extract arguments from texts
2.) Evaluate those arguments
3.) Construct clear, concise and well-reasoned essays that present those extractions and evaluations

Writing is not merely a tool for communication. It is an excellent means of exploring ideas. In this course we will use writing as a means to discuss and explore the philosophical problem of Hell. Some religious traditions hold that God punishes people by sending them to Hell forever. Some philosophers have argued that this is logically inconsistent, and that no morally perfect, loving being would ever send people to Hell. This has come to be known as the Problem of Hell.

The primary text for this course will be Jonathan Kvanvig’s, The Problem of Hell. Other readings include some supplementary journal articles, as well as some works of fiction including The Great Divorce by C.S. Lewis.

Students will explore, analyze, and discuss these texts through writing. They will also learn to explore, analyze, and discuss their own writing on this topic, through a process of self-assessment and peer-review. By the end of the course the students should have the ability to write effective essays about any topic they might be expected to write about in their college career.

Philosophical Psychology
Stephan Forrester, Department of Philosophy
TR 2:00 – 3:15 CRN 12090

Trying to explain the inner-workings of the human mind is a common goal for psychologists and philosophers alike. However, since the appearance of modern psychology in the mid-19th century (with the work of Sigmund Freud) philosophy and psy-chology have seemingly grown steadily apart. Psychology has adopted the methods of science and observation, whereas phi-losophy still relies on written argumentation and reasoning. The primary aim of this course is to improve the student's writing within the context of learning about the various intersections of psychology and philosophy. The students will use all of the following methods to improve their writing: (1) make a great deal of revisions on their essay drafts, (2) engage in peer review sessions, (3) closely examine and assess themselves as a writer, and (4) use informal writing to generate ideas and arguments for their essays. Finally, the papers assigned in this class will address several important issues, such as: Can we use the findings of psychology to solve long-standing philosophical problems? What are the limits of psychological research? What is psychol-ogy's importance to morality? To art and culture?

The Scientific Enterprise: An Historical and Philosophical Perspective
Patrick Kenny, Department of Philosophy
MW 2:00 - 3:15 CRN 12211

The history of science provides us with a rich terrain of people and ideas. We are enthralled by tales of genius and controversy, involving such figures as Copernicus, Newton, Darwin and Einstein. But these stories also engage us at another level, in that they raise important questions surrounding the very nature of science: how exactly does science inform us about the world around us, for example, and what marks it off from other fields of human endeavor such as religion the arts or politics? A thorough appreciation of the scientific enterprise, therefore, consists in both a historical survey of individual scientists and their contributions and the philosophical analysis of the practice of science. Through exposure to a selection of texts-- from historical fiction, the history of science and philosophy-- this course will provide the student with the opportunity to critically appraise science from these two perspectives. Class discussion will help to isolate the key issues, and will serve to guide the students as they learn to appreciate that successful writing stems directly from the ability to identify and construct effective argumentative strategies. Each student will write a number of short papers that actively engage with the arguments. These essays will be subject to peer assessment and self-critique, both of which will enable the student to trace his/her own progress in acquiring the appropriate writing techniques. These skills will then be put to good use in the construction of a clear and well-organized final research paper. The end result will be the student's awareness of how the appreciation of a subject matter and the ability to write we go hand in hand.

Freedom, Equal Opportunity, and Welfare
Robert Muhlnickel, Department of Philosophy
TR 9:40 – 10:55 CRN 12257

Philosophical writing about freedom, equality, and wealth is both passionately partisan and technically argumentative. This course asks: Why do the topics of freedom and wealth generate such passionate arguments? What are good arguments for and against free choice? How do unequal circumstances of birth and family affect individual choice and responsibility? What is the relevance of views about freedom and inequality to arguments in political philosophy about welfare, wealth, and income distribution? Students will interview a local community leader working on these problems, read professional philosophical essays, and analyze arguments for various positions. Students will participate in writing workshops, peer reviews, self-assessment, and revision of formal essays. Written forms include reporting an interview, argument analysis, short essays, and a final research paper.

Writing About Psychology

Adolescent Storm and Stress: Fact or Fiction?
Christopher Daddis, Department of Clinical and Social Psychology
MW 3:25 – 4:40 CRN 12189

The popular media and the general public have consistently perpetuated the notion that adolescence is a time of upheaval and conflict. In reality, most teens and parents maintain close, warm relationships and maintain positive communication. Through writing and research, this course will explore and interrogate these contrasting views of adolescence. Integration of both popular media and academic sources will result in a number of short papers, eventually culminating in a longer final term paper. Instruction will guide students in writing papers that demonstrate clear communication of ideas and the development of sound arguments. Additionally, students will be introduced to proper use of the American Psychological Association style of manuscript preparation, an important skill needed for all students in all disciplines, especially those studying psychology or other social sciences. Classroom activities will include discussions, peer reviews, and assessments of the student’s own writing processes.

Aggression and Antisocial Behavior in Children: Origins, Styles, and Consequences
Marcia Winter, Department of Clinical and Social Psychology
MW 3:25 – 4:40 CRN 12191

In this course, we will explore questions pertaining to the development of aggression and hostile behavior in children and adolescents. Why do children become aggressive? Are boys more aggressive than girls? Do delinquent teenagers become delinquent adults? Through readings, class discussion, and writing about such issues, students will further develop their skills in thesis development, construction of arguments, and writing for clarity and brevity. In addition, experience in effectively evaluating and integrating sources into writing will further prepare students for completing argumentative essays and their final research papers. Since the goal of this course is to foster an appreciation for writing as an ongoing process as well as an end product, emphasis will be placed on critical evaluation, revision, and editing of writing via student involvement in class discussion, peer critiques, and self-assessments.


last updated December 16, 2004