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 (gsloan@ur.rochester.edu ).

This course is designed to help undergraduate non-native speakers of English improve their English oral communication and listening skills in preparation for social interactions at the university. Students will practice speaking at greater length and faster speed by developing fluency, grammatical accuracy, complexity of sentence structures, and vocabulary. In addition, students will practice listening actively to peers, summarizing, paraphrasing, and repeating key information from native speakers of English. The course will also cover such techniques as asking follow-up questions, using socialization strategies, adapting to cultural differences, practicing small talk, and making formal and informal introductions. Class work will take place in and out of the classroom with the collaboration of native and non-native speakers of English in formal and informal settings. Significant class time will be devoted to English pronunciation.

Prerequisites: A grade of C or better in WRTG 101: EAPP Communication across Contexts I is required to proceed to WRTG 102: EAPP Communication across Contexts II. EAPP Program permission required for non-EAPP Program students.

Location

Lechase Room 124 (F 9:00AM - 10:15AM)

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 (gsloan@ur.rochester.edu ).

This course is designed to help undergraduate non-native speakers of English improve their English oral communication and listening skills in preparation for social interactions at the university. Students will practice speaking at greater length and faster speed by developing fluency, grammatical accuracy, complexity of sentence structures, and vocabulary. In addition, students will practice listening actively to peers, summarizing, paraphrasing, and repeating key information from native speakers of English. The course will also cover such techniques as asking follow-up questions, using socialization strategies, adapting to cultural differences, practicing small talk, and making formal and informal introductions. Class work will take place in and out of the classroom with the collaboration of native and non-native speakers of English in formal and informal settings. Significant class time will be devoted to English pronunciation.

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.

Location

Lechase Room 184 (F 9:00AM - 10:15AM)

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 (gsloan@ur.rochester.edu ).

This course is designed to help undergraduate non-native speakers of English improve their English oral communication and listening skills in preparation for social interactions at the university. Students will practice speaking at greater length and faster speed by developing fluency, grammatical accuracy, complexity of sentence structures, and vocabulary. In addition, students will practice listening actively to peers, summarizing, paraphrasing, and repeating key information from native speakers of English. The course will also cover such techniques as asking follow-up questions, using socialization strategies, adapting to cultural differences, practicing small talk, and making formal and informal introductions. Class work will take place in and out of the classroom with the collaboration of native and non-native speakers of English in formal and informal settings. Significant class time will be devoted to English pronunciation.

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.

Location

Frederick Douglass Room 420 (F 9:00AM - 10:15AM)

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 (gsloan@ur.rochester.edu ).

This course is designed to help undergraduate non-native speakers of English improve their English oral communication and listening skills in preparation for social interactions at the university. Students will practice speaking at greater length and faster speed by developing fluency, grammatical accuracy, complexity of sentence structures, and vocabulary. In addition, students will practice listening actively to peers, summarizing, paraphrasing, and repeating key information from native speakers of English. The course will also cover such techniques as asking follow-up questions, using socialization strategies, adapting to cultural differences, practicing small talk, and making formal and informal introductions. Class work will take place in and out of the classroom with the collaboration of native and non-native speakers of English in formal and informal settings. Significant class time will be devoted to English pronunciation.

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.

Location

Lechase Room 124 (F 2:00PM - 3:15PM)

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 (gsloan@ur.rochester.edu ).

WRT 103 is an introduction to critical reading and writing skills. Lessons will center on the analysis of varied readings and on using writing as a tool for critical thinking and reflection. Students will be introduced to concepts of rhetorical analysis and the use of logic, as well as the roles of audience and purpose in shaping the organization, style and argumentative strategies of their own papers. In addition, students will build writing fluency and self-expression through freewriting and in-class writing. Collaboration is an important part of learning; therefore, students will work together as they learn to critique their own work and the work of their peers. Attention will be given to writing beyond the classroom, such as communicating with faculty and others campus programs and departments.

Prerequisites: 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

Rush Rhees Library Room 304E (TR 2:00PM - 4:40PM)

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 (gsloan@ur.rochester.edu ).

WRTG 103 is an introduction to critical reading and writing skills. Lessons will center on the analysis of varied readings and on using writing as a tool for critical thinking and reflection. Students will be introduced to concepts of rhetorical analysis and the use of logic, as well as the roles of audience and purpose in shaping the organization, style and argumentative strategies of their own papers. In addition, students will build writing fluency and self-expression through freewriting and in-class writing. Collaboration is an important part of learning; therefore, students will work together as they learn to critique their own work and the work of their peers. Attention will be given to writing beyond the classroom, such as communicating with faculty and others campus programs and departments.

Prerequisites: 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

Hylan Building Room 307 (TR 9:40AM - 12:20PM)

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 (gsloan@ur.rochester.edu ).

WRTG 103 is an introduction to critical reading and writing skills. Lessons will center on the analysis of varied readings and on using writing as a tool for critical thinking and reflection. Students will be introduced to concepts of rhetorical analysis and the use of logic, as well as the roles of audience and purpose in shaping the organization, style and argumentative strategies of their own papers. In addition, students will build writing fluency and self-expression through freewriting and in-class writing. Collaboration is an important part of learning; therefore, students will work together as they learn to critique their own work and the work of their peers. Attention will be given to writing beyond the classroom, such as communicating with faculty and others campus programs and departments.

Prerequisites: 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

Meliora Room 218 (MW 9:00AM - 11:40AM)

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 (gsloan@ur.rochester.edu ).

WRTG 103 is an introduction to critical reading and writing skills. Lessons will center on the analysis of varied readings and on using writing as a tool for critical thinking and reflection. Students will be introduced to concepts of rhetorical analysis and the use of logic, as well as the roles of audience and purpose in shaping the organization, style and argumentative strategies of their own papers. In addition, students will build writing fluency and self-expression through freewriting and in-class writing. Collaboration is an important part of learning; therefore, students will work together as they learn to critique their own work and the work of their peers. Attention will be given to writing beyond the classroom, such as communicating with faculty and others campus programs and departments.

Prerequisites: 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

Rush Rhees Library Room 304E (MW 2:00PM - 4:40PM)

Driven by indigenous thought, the course contemplates exchanges between dominant and minority cultures. What constitutes cultural appropriation (taking from another culture)? What is transculturation (seamless fusing of elements from multiple cultures)? How do indigenous authors see cultural exchange? We will delve into primary and secondary scholarly sources as we examine our own encounters with appropriation. We will reflect on how, e.g., Kimmerer (2013) reconciles ecological views of Western and indigenous traditions or how King (2017) documents uses and abuses of indigenous symbols in popular culture. We will start with an informal reflection on appropriation. This will inform future work for the course, which will include shorter projects and an 8-10 page argumentative research paper. Throughout the drafting process, peer and instructor’s feedback will hone academic writing as scholarly dialogue. The process will allow for time, space and means to forge one’s own voice.

Location

Lechase Room 104 (MW 2:00PM - 3:15PM)

Why do we see racial, sexual and other forms of inequality when most people denounce racism and sexism? What responsibilities do present generations have for the injustices of past generations? How does one live ethically in an unjust world? To answer these questions, recent conversations about racism and sexism have become increasingly focused on subtle manifestations of power, including implicit bias, various forms of privilege, and microaggressions. Through formal and informal writing, you will enter the debates about these issues, exploring both the promise of these ways of understanding oppression, and also the ways in which some perspectives might overreach.  Course materials will include texts by Robin DiAngelo, Robert Boyers, John McWhorter, and others. In two shorter papers and an 8-10 page argumentative research paper, you will develop and refine responses to course materials through a writing process that will involve drafting, revision, peer response, and self-reflection.

Location

Lechase Room 122 (TR 9:40AM - 10:55AM)

Several times a day we choose to discard objects in trash bins, in garbage disposals, out the window. These objects, for different reasons, no longer belong in our daily lives—but why? How do we define “garbage,” and how do representations of trash impact decisions we make every day? Drawing on personal points of interest and developing their own techniques for inquiry, students will grow as writers, readers, and thinkers by interrogating what contributes to our notions of garbage. We will consider how garbage is represented to us in different media by looking at notable texts, both scholarly and literary: A.R. Ammons’ long poem Garbage, for example, as well as critical research on waste management, and Lucy Walker’s film Waste Land. Through the process of writing and revising, through class discussions and peer feedback, we will consider where garbage travels once it leaves our hands, and we will think about what’s at stake for us environmentally, artistically, and historically. Assignments will include writing reflections, short essays, a multi-modal project, as well as a final 8-10 page argumentative research paper for which students are invited to draw from their own disciplinary interests.

Location

Goergen Hall Room 110 (TR 3:25PM - 4:40PM)

What is the gothic? Why does the genre—-with its decrepit castles and misty graveyards—-hold appeal? We will seek answers for these questions across a range of texts. We will look at literature (by, e.g., Edgar Allan Poe, Thietmar of Merseburg), art, music, and film from the medieval to the modern periods in order to grasp the gothic’s development. We will draw on scholarly articles from a variety of disciplines by scholars like Charles L. Crow and Marhsall Brown in order to consider the genre’s philosophical, historical, and religious aspects. We will observe how factors like audience shape a writer’s work and study the elements of effective texts, from individual sentences to the overall story. Discussion and short written assignments based on the texts will help develop critical thinking and writing skills, which will be honed through peer feedback, reflection and revision. Students will be able to draw on their own disciplinary interests to craft a final 8-10 page argumentative research paper.

Location

Lechase Room 161 (TR 11:05AM - 12:20PM)

Allegories, while fictional, are always a commentary on the world outside their boundaries. Contemporary examples of allegories are wide and varied. George Orwell chose to critique Stalanism through animals in his aptly named novel Animal Farm. In The Dispossessed, Ursula K. Le Guin used the technology of science fiction to comment on cold war politics. While we will not read these specific authors, we will consider other varied manifestations of the allegory as a genre. Why are authors attracted to this form? What allows it to raise political or cultural questions? Through their writing, students will consider the lens of the allegorical form to engage with a diverse range of topics. At the same time, group discussion will be a place to consider the possibilities and limitations of the form itself. We will explore allegories through multiple genres from poetry, plays, and short stories like Nathaniel Hawthorne’s “Young Goodman Brown,” to visual media like television episodes of The Twilight Zone and Hayao Miyazaki’s Spirited Away. In responding to these works students will develop skills in academic writing and critical thinking. Assignments will include shorter essays, peer feedback, evidence of self-reflection, revisions, and a final 8-10 page argumentative research paper.

Location

Hylan Building Room 206 (MW 9:00AM - 10:15AM)

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.

Location

Todd Union Room 202 (MW 12:30PM - 1:45PM)

What does it mean to travel? This question has long occupied writers. Travel writing has traditionally served as a medium for investigations of identity and the spirit of place. More recently it has become a space for renewed analyses of race, gender, capitalism, imperialism, and the ethics of movement and technology during climate change. What might it mean to you? We will use this course as an opportunity to articulate for ourselves just what it means to travel, and what our own questions of travel might be. We will read widely, engaging with perspectives of travel from a variety of periods, places, professions, and identities, and then leverage that reading into a robust writing practice in order to locate our own bearings on these questions. We will begin with a series of short assignments, both formal and informal, from paper proposals and annotated bibliographies to mock itineraries and journals. Readings might range from tales of wandering in classical Japan to the nature writing of Barry Lopez and the Paris essays of James Baldwin. We will build up, through a process of discussion, revision, peer feedback, and reflection into writing a final 8-10 page argumentative research paper. No travel experience necessary.

Location

Frederick Douglass Room 420 (TR 6:15PM - 7:30PM)

Before coming to UR, you had some idea of what college would be like. You also received representations of college that mediated those expectations. This course uses common genres of academic writing to raise questions about college. What does it mean? What is it good for? Why are you here? Through books (Excellent Sheep), media (Dear White People, The College Admissions Scandal), and research, we’ll see college as an object of discourse and as a site that produces it. We’ll examine different representations of college, how each constructs its object, and how construction affects students’ lived experience. Our object of analysis is the language used to describe college—we’ll review the impact of descriptions as much as the college experience itself. We’ll consider how audience and purpose shape the organization and strategy of a text. You’ll become more critical writers through peer and instructor feedback, revision, editing, reflection, and completing an 8-10 page argumentative research paper.

Location

Lattimore Room 431 (MW 9:00AM - 10:15AM)

Research into the origins and workings of human empathy has flowered in recent years. Scholars in fields from literature and law to psychology and neuroscience now study empathy’s role in human evolution, relationships, and political life. Is empathy a reliable guide to moral action? How should it factor into legal decisions regarding guilt and punishment? How is it influenced by race, gender, and other forms of cultural identity? Students will explore such questions as a way of developing as college-level writers and thinkers. They will watch films like A Time to Kill and Jo-Jo Rabbit and confront arguments about empathy from multiple disciplines and multiple genres (like op-eds and podcasts). They will then 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 self-reflection.

Location

Hylan Building Room 306 (TR 9:40AM - 10:55AM)

Originating in art in the 1950s, minimalism as a philosophy is prevalent in many areas of today’s society. What comes into your mind when hearing the word “minimalism”? Capsule wardrobe, zero-waste kitchen, or a break from the web? Why is minimalism, or the idea of having less, gaining popularity? How do notions such as contemporary values and technology come into play with people’s choices about minimalism? We will consider and develop questions like these by viewing and writing about minimalists’ blogs and videos. We will also develop our ideas by exploring scholarly articles from fields such as psychology, cultural economy, and environmental science. Furthermore, we will communicate and test our ideas with diverse audiences in the classroom through writing and sharing short essays, peer feedback, reflection, and revision. The culminating experience includes making a multimodal presentation and writing an 8-10 page argumentative research paper based on your interest within the course theme.

Location

Meliora Room 219 (MW 3:25PM - 4:40PM)

Scholars say that race is a “social construct,” but what does that really mean? Where did the idea of race come from? How does its meaning differ in other cultures? If race is a construct, what is it used for and how do we communicate it? Is it controversial to talk about? We will discuss these questions in class and address them in both formal and informal writing assignments for various audiences. Our investigations will be informed by texts such as Toni Morrison’s lectures On the Origin of Others, Melissa Block’s NPR podcast on race and skin color in Brazil, U.S. Census data on race v. ethnicity, and Michael Yudell’s sociomedical book Race Unmasked: Biology and Race in the 20th Century. We’ll also look at how race is reflected in scientific, social, economic, and political issues through media like Joseph Conrad’s novella Heart of Darkness, TedTalks, and popular news articles. We will use peer feedback, reflection, and revision to develop an 8-10pp argumentative research paper by the end of the semester.

Location

Hylan Building Room 206 (TR 11:05AM - 12:20PM)

The author Jayne Phillips once wrote: “Towns change; they grow or diminish, but hometowns remain as we left them.” What is it about the concept of a “hometown” that transcends its physical location and characteristics? What role (if any) do hometowns play in our lives and how is that changing as the world grows more interconnected? This course will use writing to explore these and other related questions. Students will consult scholars, but also examine the ways in which hometowns are represented in the broader culture, from country songs like Montgomery Gentry’s “Where I Come From” to the ever-popular “hometown” episodes of ABC’s popular reality show The Bachelor. Writing in a variety of modes and styles, students will investigate the broad concept of hometowns, as well as the ways in which hometowns have or have not affected their lives. Peer response and reflective writing will help students find and refine their writing voices and the course will culminate in an 8-10 page argumentative research paper.

Location

Hylan Building Room 306 (MW 2:00PM - 3:15PM)

Driven by indigenous thought, the course contemplates exchanges between cultures. What constitutes cultural exchange, fusion and appropriation? How do indigenous authors see cultural exchange? We will delve into primary and secondary scholarly sources as we examine our own encounters with cultural cross-pollination. We will reflect on how, e.g., Kimmerer (2013) reconciles ecological views of Western and indigenous traditions or how King (2017) documents uses and abuses of indigenous symbols in popular culture. We will start with an informal reflection. The reflection will inform future work for the course, which will include shorter projects and an 8-10 page argumentative research paper. Throughout the drafting process, peer and instructor’s feedback will hone academic writing as scholarly dialogue. The process will allow for time, space and means to forge one’s own voice.

Location

Lechase Room 122 (TR 2:00PM - 3:15PM)

Why are people moved to join social movements and work toward political change? What do movements themselves reveal about the kind of world we want to live in? In exploring these questions, we will draw from contemporary writing on new social movements from Angela Davis and Arundati Roy and others, and consider a variety of texts that deal with local and global expressions of dissent, including documentary films and personal testimonies. Our collective inquiry will connect concepts from movement practices in several short essays as we learn about effective writing through drafting, revision, peer response, and self-reflection.  Our work will culminate in an 8-10 page argumentative research paper, which will demonstrate student ability to engage in critical conversation around contemporary social movements. Please be aware that this course contains content that explores violence and may be upsetting. Please feel free to contact the instructor for more information.

Location

Lechase Room 122 (MW 9:00AM - 10:15AM)

Why are people moved to join social movements and work toward political change? What do movements themselves reveal about the kind of world we want to live in? In exploring these questions, we will draw from contemporary writing on new social movements from Angela Davis and Arundati Roy and others, and consider a variety of texts that deal with local and global expressions of dissent, including documentary films and personal testimonies. Our collective inquiry will connect concepts from movement practices in several short essays as we learn about effective writing through drafting, revision, peer response, and self-reflection.  Our work will culminate in an 8-10 page argumentative research paper, which will demonstrate student ability to engage in critical conversation around contemporary social movements. Please be aware that this course contains content that explores violence and may be upsetting. Please feel free to contact the instructor for more information.

Location

Lechase Room 182 (MW 10:25AM - 11:40AM)

How do you define friendship? Develop it? Practice it? Keep it? Scholars in psychology, economics, and philosophy approach friendship as both privately and socially valuable, studying its role in personal development, motivation, and moral progress in a community. How does friendship affect how we mediate other relationships, spend our money, and fulfill obligations? Students will explore such questions as a way of developing their own inquiries into friendship’s place in shaping personal and social identity. Course texts will include a range of scholarly articles; “Friendship” by Ralph Waldo Emerson; cultural commentary by Aminatou Sow and Ann Friedman; and Modern Love. Students will research, write, and reflect in order to develop their own inquiries and enter into a scholarly conversation. Through informal writing, peer response, and revision, students will engage their own and others’ questions in order to develop and support their ideas in shorter assignments and a final 8-10 page argumentative research paper.

Location

Hylan Building Room 203 (TR 3:25PM - 4:40PM)

How is American culture and history shaped by work? How does one's work and search for a career affect individual identity development? What makes "work" into a career? Through popular culture examples including children's books (eg. Richard Scarry's, What do People do all day) films (eg. Billy Elliot, Office Space, Social Network), and theoretical readings from labor history, sociology, and psychology, this class will explore the definition of work in American culture broadly as well as in individual stories. By engaging students in a constructive learning process including class discussions, critical reading, and formal and informal writing assignments this course will introduce students to academic writing. Writing assignments include short analytical essays and one 8-10 page argumentative research paper. The focus of this course is the writing process and will involve drafting, peer response, self-assessment and revision.

Location

Meliora Room 206 (TR 11:05AM - 12:20PM)

In what scholars have dubbed “The Age of Fracture,” it is no surprise that sports and fandom are increasingly shaped by political values. In the past couple of years sports fans have argued over boycotting different sports leagues, kneeling during the national anthem to protest police brutality, and changing racially insensitive team names and logos. How has this politicization changed what it means to be a sports fan? Why are these questions debated through sports? Are sports inherently political? Students will explore these questions and develop other lines of inquiry about the growing politicization of American sports. In order to do so, students will read, watch, listen to, and compare modern sports and political journalism from a wide range of media outlets including ESPN, theringer.com, CNN, Fox News, etc. In class discussion and through journals and other short writing assignments, students will be asked to analyze the format of this coverage and the perspectives and underlying assumptions that shape it. Students will also write 3-4 short papers developing ideas raised throughout the semester with each paper undergoing peer response, instructor feedback, and reflection. The course will culminate in an 8-10 page argumentative research paper on a sports debate of the student’s choosing.

Location

Lechase Room 103 (TR 11:05AM - 12:20PM)

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.

Location

Lechase Room 121 (MW 9:00AM - 10:15AM)

How is American culture and history shaped by work? How does one's work and search for a career affect individual identity development? What makes "work" into a career? Through popular culture examples including children's books (eg. Richard Scarry's, What do People do all day) films (eg. Billy Elliot, Office Space, Social Network), and theoretical readings from labor history, sociology, and psychology, this class will explore the definition of work in American culture broadly as well as in individual stories. By engaging students in a constructive learning process including class discussions, critical reading, and formal and informal writing assignments this course will introduce students to academic writing. Writing assignments include short analytical essays and one 8-10 page argumentative research paper. The focus of this course is the writing process and will involve drafting, peer response, self-assessment and revision.

Location

Genesee Hall Room 309 (TR 2:00PM - 3:15PM)

New opportunities for artistic expression have disseminated to the masses at an unprecedented rate through access to social media. Instagram photographers, Wordpress poets, YouTube
comedians, Soundcloud rappers—amongst others—are now common in our everyday lives. But
how has access to these massive digital communities and new platforms of expression influenced the arts as a whole? To answer this question we’ll explore the intricacies of social media
platforms and their relationship to long-standing artistic traditions. We’ll base our discussions
around influencers, artists, platforms, and genres that you’re interested in, and engage with
critical works from writers like Guy Debord, Jean Baudrillard, and numerous scholarly articles.
This complicated relationship between the arts and technology will be explored through writing
and discussion, focusing on reflection, revision, and peer feedback. We’ll write several short
papers, an 8-10 page argumentative research paper, and design one multi-modal project.

Location

Meliora Room 219 (MW 4:50PM - 6:05PM)

This course seeks to understand the effects of social media on individuals, communities, and society at large. In this class, we will explore several questions: What role does digital technology play in contemporary society? How is digital technology changing our identities and behaviors? What are the possible social and political implications of digital technology? We will analyze these questions using writing, critical reading, and discussion, drawing from authors like Sherry Turkle, Dustin Kidd, Malcolm Gladwell, and Mark Zuckerberg, as well as texts ranging from social theory and 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.

Location

Lechase Room 163 (TR 9:40AM - 10:55AM)

Research into the origins and workings of human empathy has flowered in recent years. Scholars in fields from literature and law to psychology and neuroscience now study empathy’s role in human evolution, relationships, and political life. Is empathy a reliable guide to moral action? How should it factor into legal decisions regarding guilt and punishment? How is it influenced by race, gender, and other forms of cultural identity? Students will explore such questions as a way of developing as college-level writers and thinkers. They will watch films like A Time to Kill and Jo-Jo Rabbit and confront arguments about empathy from multiple disciplines and multiple genres (like op-eds and podcasts). They will then 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 self-reflection.

Location

Hylan Building Room 306 (TR 12:30PM - 1:45PM)

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 Edward O. Wilson, Simone de Beauvoir, Michel Foucault, Charles Darwin, and William James, 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.

Location

Dewey Room 4162 (MW 10:25AM - 11:40AM)

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

Location

Meliora Room 219 (MW 6:15PM - 7:30PM)

Why do we see racial, sexual and other forms of inequality when most people denounce racism and sexism? What responsibilities do present generations have for the injustices of past generations? How does one live ethically in an unjust world? To answer these questions, recent conversations about racism and sexism have become increasingly focused on subtle manifestations of power, including implicit bias, various forms of privilege, and microaggressions. Through formal and informal writing, you will enter the debates about these issues, exploring both the promise of these ways of understanding oppression, and also the ways in which some perspectives might overreach.  Course materials will include texts by Robin DiAngelo, Robert Boyers, John McWhorter, and others. In two shorter papers and an 8-10 page argumentative research paper, you will develop and refine responses to course materials through a writing process that will involve drafting, revision, peer response, and self-reflection.

Location

Lechase Room 122 (TR 12:30PM - 1:45PM)

There is a common belief that the state of modernity is a thoroughly disenchanted one—that society has replaced a need for magic with cold steel and microchips, and that fairy tales are only fit for children. Yet fairy tales, folklore, and fantasy are alive and well in popular culture and public discourse. How does fantasy, whether understood as a genre or as a particular function of the imagination, operate within our various cultural landscapes? What is the value of enchantment in our supposedly “disenchanted” world? Students will explore these and other research questions through their writing, while recognizing writing itself as a means of producing new knowledge within different academic communities. We will progress through a series of short assignments, peer feedback, reflection and revision, culminating in an 8-10 page argumentative research paper at the end of the semester. Assigned texts will include Hayao Miyazaki’s Howl’s Moving Castle, fairy tales and folklore from around the world, and a selection of scholarly articles and criticism by writers like J.R.R. Tolkien, Ursula K. Le Guin, and N.K. Jemisin.

Location

Lechase Room 161 (TR 2:00PM - 3:15PM)

In 2020, Parasite became the first foreign-language film to win Best Picture at the Oscars. In 2019, Blackpink became the first K-pop group to perform at Coachella, while BTS made history in 2020 as the first all-South Korean band to have a song top the Billboard Hot 100 list. The Korean Wave, or Hallyu, is now a well-established global phenomenon—to the point where most people would recognize at least one of the names above, even if we do not have much familiarity with South Korean culture. But how did South Korea become the pop-cultural powerhouse that it is today? What social, economic, and political factors went into the emergence of Hallyu as a cultural force to be reckoned with? Students will explore these and other research questions through their writing, while recognizing writing itself as a means of producing new knowledge within different academic communities. We will progress through a series of short assignments, peer feedback, reflection and revision, culminating in an 8-10 page argumentative research paper at the end of the semester. Assigned texts may include films like Parasite and Joint Security Area, episodes from dramas like Descendants of the Sun and Winter Sonata, K-pop music videos, and a selection of scholarly articles. 

Location

Goergen Hall Room 110 (TR 11:05AM - 12:20PM)

What role do athletes play in campaigns for social justice, particularly those regarding race, gender, and sexuality? Are athletes effective advocates and activists? How do journalists, scholars, and athletes explore these questions and how might we as writers do the same? Through readings, class discussion, and developing our own questioning and writing processes, this class will explore the relationship between athletics and social justice activism. By examining evidence and arguments, such as those in NBA player Kyle Korver’s essay “White Privilege,” and scholar Shari Dworkin’s critique of “gender-verification” testing at the Olympic games, we will develop a sense of the existing public and scholarly conversations on athlete activism and engage ourselves in those conversations via informal and formal writing assignments, including reflective writing, an 8–10-page argumentative research paper, and a multimodal communication project. By studying the moves writers make in their explorations of athlete activism, we will formulate and test our own authentic questions, writing personas, and arguments within a community of peers.

Location

Lechase Room 161 (TR 9:40AM - 10:55AM)

New opportunities for artistic expression have disseminated to the masses at an unprecedented
rate through access to social media. Instagram photographers, Wordpress poets, YouTube
comedians, Soundcloud rappers—amongst others—are now common in our everyday lives. But
how has access to these massive digital communities and new platforms of expression influenced
the arts as a whole? To answer this question we’ll explore the intricacies of social media
platforms and their relationship to long-standing artistic traditions. We’ll base our discussions
around influencers, artists, platforms, and genres that you’re interested in, and engage with
critical works from writers like Guy Debord, Jean Baudrillard, and numerous scholarly articles.
This complicated relationship between the arts and technology will be explored through writing
and discussion, focusing on reflection, revision, and peer feedback. We’ll write several short
papers, an 8-10 page argumentative research paper, and design one multi-modal project.

Location

Todd Union Room 202 (TR 12:30PM - 1:45PM)

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 Edward O. Wilson, Simone de Beauvoir, Michel Foucault, Charles Darwin, and William James, 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.

Location

Bausch & Lomb Room 315 (MW 12:30PM - 1:45PM)

How do you define friendship? Develop it? Practice it? Keep it? Scholars in psychology, economics, and philosophy approach friendship as both privately and socially valuable, studying its role in personal development, motivation, and moral progress in a community. How does friendship affect how we mediate other relationships, spend our money, and fulfill obligations? Students will explore such questions as a way of developing their own inquiries into friendship’s place in shaping personal and social identity. Course texts will include a range of scholarly articles; “Friendship” by Ralph Waldo Emerson; cultural commentary by Aminatou Sow and Ann Friedman; and Modern Love. Students will research, write, and reflect in order to develop their own inquiries and enter into a scholarly conversation. Through informal writing, peer response, and revision, students will engage their own and others’ questions in order to develop and support their ideas in shorter assignments and a final 8-10 page argumentative research paper.

Location

Lechase Room 143 (TR 9:40AM - 10:55AM)

It might seem on first glance that knowledge requires certainty, but with a little reflection it comes to seem instead that we know quite a bit while being certain of extremely little. Experts are sometimes wrong, the data can be misleading or, more radically, we could be living in a Descartes-style massive delusion where our experiences do not match up to reality at all. In this class, we’ll use writing to investigate the role of uncertainty in academic research and our everyday lives. We’ll ask general questions such as: If certainty and knowledge are not synonymous, what is the value of certainty? Is certainty something to be sought after or avoided? How do certainty and uncertainty function in research across the humanities, social, and natural sciences? We will begin with immersive virtual reality experiences to test our senses of certainty. We will engage with a range of popular sources, including a podcast about Lyme disease and the scientific process, and work through research, primarily from philosophy and psychology, on knowledge, experience, and information exchange. Students will be expected to write several argumentative essays, which will go through a process of peer-response, self-reflection, and revision, culminating in an 8-10 page argumentative research paper.

Location

Rush Rhees Library Room G108 (TR 2:00PM - 3:15PM)

Though fairy tales and folklore are rooted in traditions and cultures past, we continue to reinvent these stories and are ever fascinated by their grand adventures, clever riddles and magic. In this course, we’ll use a variety of lenses, like psychology, identity studies, and historical context to help us understand how and why fairytales have developed in response to cultural needs. Students will investigate the evolution of fairy tales through discussion and writing about how stories are adapted to suit audiences. Readings may include critical scholarship from Jack Zipes, folklore from various cultures, Brothers Grimm stories, and One Thousand and One Nights. We’ll also look at contemporary adaptations such as Disney productions. Through formal and informal writing assignments, peer feedback, reflection, and revision, students will cultivate their academic writing skills, culminating in an 8-10 page argumentative research paper. Students are encouraged to write on folklore and fairy tales familiar to them.

Location

Lechase Room 163 (TR 11:05AM - 12:20PM)

We call ourselves Homo sapiens sapiens: a knowing species. But how does the human consciousness work? Why does the mind also wander afield and go on autopilot, as noted by neuroscience, behavioral medicine, and meditative traditions? In catastrophe, how might mindfulness of our behaviors reveal important information about the individuals and the species? We will consider these questions by exploring poetry by writers from Rumi to Mary Oliver to Derek Walcott and films such as Ghost in the Shell and The Matrix. Other readings probe how the brain, mind, and heart work subtly to create realities—realities as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through discussion, formal and informal writing, peer review, revision, writer reflection, and a final argumentative research paper.

Location

Hylan Building Room 206 (TR 12:30PM - 1:45PM)

What would it be like to host another species in our body? To what extent are we still ourselves if we inhabit a body other than our own? What if the body we have doesn’t belong to us? In this course, through formal and informal writing assignments, we will build and participate in a conversation about the radical ways in which bodies can be altered and the outcomes of such alterations. We will engage material in critical race theory by Saidiya Hartman, in gender studies by Jack Halberstam, and more, including fiction by Octavia Butler, writings by Molly McCully Brown, films Advantageous and Alien, and TED Talks, in order to write, think, and formulate our own questions in diverse disciplines about altered bodies. Students will write several argumentative essays, engage in peer feedback, reflection, and revision, to work toward an 8-10 page argumentative research paper.

Location

Meliora Room 206 (TR 2:00PM - 3:15PM)

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.

Location

Meliora Room 206 (TR 3:25PM - 4:40PM)

By definition, pop music is popular. How, then, do artists achieve originality in a category characterized by its mainstream appeal? What does authenticity––the true expression of one’s values and beliefs––sound like? And what can popular music tell us about the culture that creates and consumes it? We’ll explore these questions and your own inquiries through a variety of disciplinary lenses, including philosophy, law, and media studies. Course materials, including album reviews by mainstream media outlets, tracks by Lil Nas X and Grimes, and a variety of scholarly texts by authors such as Jeffrey Nealon and Jacqueline Warwick, will inspire class discussion and help students develop original positions. As we confront our own assumptions about popular culture and authenticity, we will cultivate academic writing skills through class discussion, formal and informal writing, peer feedback, revision, and reflection. Students will write several shorter essays, and will have the opportunity to explore their own research interests in a final 8–10 page argumentative research paper. Note: no specialized knowledge of music or notation is required to succeed in this course.

Location

Hylan Building Room 105 (MW 12:30PM - 1:45PM)

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.

Location

Hylan Building Room 305 (TR 9:40AM - 10:55AM)

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.

Location

Lechase Room 124 (MW 11:50AM - 1:05PM)

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.

Location

Lechase Room 124 (TR 11:05AM - 12:20PM)

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.

Location

Lechase Room 184 (MW 10:25AM - 11:40AM)

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.

Location

Lechase Room 124 (TR 12:30PM - 1:45PM)

The second-half of the WRT 105A-WRT 105B sequence, WRT 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 self-assessments. All sections of WRT 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. WRT 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.

Location

Frederick Douglass Room 302 (TR 2:00PM - 3:15PM)

In 2013, health care spending consumed 17 percent 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 several short papers and an 8-10-page argumentative research paper.

YOU MUST REGISTER FOR RECITATION WRTG 105E-21 WHEN REGISTERING FOR THE MAIN SECTION

Location

Frederick Douglass Room 302 (MW 9:00AM - 10:15AM)

We call ourselves Homo sapiens sapiens: a knowing species. But how does the human consciousness work? Why does the mind also wander afield and go on autopilot, as noted by neuroscience, behavioral medicine, and meditative traditions? In catastrophe, how might mindfulness of our behaviors reveal important information about the individuals and the species? We will consider these questions by exploring poetry by writers from Rumi to Mary Oliver to Derek Walcott and films such as Ghost in the Shell and The Matrix. Other readings probe how the brain, mind, and heart work subtly to create realities—realities as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through discussion, formal and informal writing, peer review, revision, writer reflection, and a final argumentative research paper.

YOU MUST REGISTER FOR RECITATION WRTG 105E-18 WHEN REGISTERING FOR THE MAIN SECTION

Location

Hylan Building Room 203 (TR 11:05AM - 12:20PM)

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.

YOU MUST REGISTER FOR RECITATION WRTG 105E-28 WHEN REGISTERING FOR THE MAIN SECTION

Location

Lechase Room 184 (TR 11:05AM - 12:20PM)

Location

Lechase Room 184 (TR 12:30PM - 1:45PM)

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-20 WHEN REGISTERING FOR THE MAIN SECTION

Location

Hylan Building Room 206 (TR 3:25PM - 4:40PM)

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.

Location

Lattimore Room 431 (W 3:25PM - 4:15PM)

We call ourselves Homo sapiens sapiens: a knowing species. But how does the human consciousness work? Why does the mind also wander afield and go on autopilot, as noted by neuroscience, behavioral medicine, and meditative traditions? In catastrophe, how might mindfulness of our behaviors reveal important information about the individuals and the species? We will consider these questions by exploring poetry by writers from Rumi to Mary Oliver to Derek Walcott and films such as Ghost in the Shell and The Matrix. Other readings probe how the brain, mind, and heart work subtly to create realities—realities as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through discussion, formal and informal writing, peer review, revision, writer reflection, and a final argumentative research paper.

Location

Hylan Building Room 203 (M 11:50AM - 12:40PM)

We call ourselves Homo sapiens sapiens: a knowing species. But how does the human consciousness work? Why does the mind also wander afield and go on autopilot, as noted by neuroscience, behavioral medicine, and meditative traditions? In catastrophe, how might mindfulness of our behaviors reveal important information about the individuals and the species? We will consider these questions by exploring poetry by writers from Rumi to Mary Oliver to Derek Walcott and films such as Ghost in the Shell and The Matrix. Other readings probe how the brain, mind, and heart work subtly to create realities—realities as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through discussion, formal and informal writing, peer review, revision, writer reflection, and a final argumentative research paper.

Location

Hylan Building Room 306 (M 10:25AM - 11:15AM)

It may seem obvious that we have a right to privacy, and we often act as if such a right extends to our personal data online. Upon further examination, though, important and difficult questions about privacy and online data collection arise–do we have a moral right to privacy online, and if so, who should protect it? Is meaningful regulation of the Internet even possible? In this class, we’ll explore these and other issues surrounding big data, privacy, and online data collection. Through formal and informal writing as well as class discussion, we will approach these questions through a multidisciplinary lens, engaging with philosophers, data scientists, social media executives like Mark Zuckerberg, recent Internet privacy legislation (including the EU’s GDPR) and public discourse on privacy. As part of the course, students will write several argumentative essays, engage in peer feedback, reflection, and revision, and write an 8-10 page argumentative research paper on a privacy-related topic of their choice.

YOU MUST REGISTER FOR RECITATION WRTG 105E-5 WHEN REGISTERING FOR THE MAIN SECTION.

Location

Meliora Room 218 (TR 11:05AM - 12:20PM)

Location

Lattimore Room 413 (W 4:50PM - 5:40PM)

In 2013, health care spending consumed 17 percent 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 several short papers and an 8-10-page argumentative research paper.

Location

Genesee Hall Room 323 (M 2:00PM - 2:50PM)

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.

Location

Lechase Room 122 (F 11:50AM - 12:40PM)

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-30 WHEN REGISTERING FOR THE MAIN SECTION

Location

Meliora Room 219 (MW 10:25AM - 11:40AM)

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 through news articles, radio broadcasts and scholarly sources, and consider how they help us to explore concepts like knowledge, power and a fear of the unknown. 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. Weekly writing workshops, peer feedback and self-reflection will provide a space to explore academic writing strategies as students draft and revise two argumentative essays. WRT105A will prepare students for the research proposal and 8-10 page argumentative research paper they will write for WRT105B.

Location

Frederick Douglass Room 420 (F 10:25AM - 11:15AM)

Location

Dewey Room 4162 (F 10:25AM - 11:15AM)

What is the relationship between dreams and reality? It’s commonly accepted that our sleeping brains borrow and recombine elements from reality to create dreams. But can it work the other way? Do dreams influence reality? This class will investigate this relationship through the many forms of dream rhetoric. We’ll examine prophecies, psychological analyses, philosophical musings, legislative proposals, and calls to action as we explore how presenting an idea as a dream can change its impact. Recurring questions will include: what makes dreams so compelling? Does framing something as a dream make it more compelling and, if so, to whom? Has the power of dream rhetoric changed in recent decades? Ultimately, this class will consider how these narratives reflect and revise our perspectives of reality. We’ll explore the motives and tools of dream narratives from expressions in ancient folklore to modern fiction, film, speech-writing, and music. Course texts include scholarly views from psychology, philosophy, and literature, alongside MLK’s “I Have a Dream”, The Matrix, and short stories. Our investigations of dream rhetoric will unfold as we develop our own rhetorical techniques through discussion, peer feedback, self-reflection, and revision leading to a 8-10 page argumentative research paper. Contains graphic content.

YOU MUST REGISTER FOR RECITATION WRTG 105E-32 WHEN REGISTERING FOR THE MAIN SECTION

Location

Rush Rhees Library Room 304E (MW 10:25AM - 11:40AM)

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 through news articles, radio broadcasts and scholarly sources, and consider how they help us to explore concepts like knowledge, power and a fear of the unknown. 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. Weekly writing workshops, peer feedback and self-reflection will provide a space to explore academic writing strategies as students draft and revise two argumentative essays. WRT105A will prepare students for the research proposal and 8-10 page argumentative research paper they will write for WRT105B.

YOU MUST REGISTER FOR RECITATION WRTG 105E-27 WHEN REGISTERING FOR THE MAIN SECTION

Location

Bausch & Lomb Room 315 (TR 11:05AM - 12:20PM)

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.

Location

Hylan Building Room 206 (F 10:25AM - 11:15AM)

Location

Hylan Building Room 306 (F 10:25AM - 11:15AM)

What is the relationship between dreams and reality? It’s commonly accepted that our sleeping brains borrow and recombine elements from reality to create dreams. But can it work the other way? Do dreams influence reality? This class will investigate this relationship through the many forms of dream rhetoric. We’ll examine prophecies, psychological analyses, philosophical musings, legislative proposals, and calls to action as we explore how presenting an idea as a dream can change its impact. Recurring questions will include: what makes dreams so compelling? Does framing something as a dream make it more compelling and, if so, to whom? Has the power of dream rhetoric changed in recent decades? Ultimately, this class will consider how these narratives reflect and revise our perspectives of reality. We’ll explore the motives and tools of dream narratives from expressions in ancient folklore to modern fiction, film, speech-writing, and music. Course texts include scholarly views from psychology, philosophy, and literature, alongside MLK’s “I Have a Dream”, The Matrix, and short stories. Our investigations of dream rhetoric will unfold as we develop our own rhetorical techniques through discussion, peer feedback, self-reflection, and revision leading to a 8-10 page argumentative research paper. Contains graphic content.

Location

Rush Rhees Library Room G108 (F 9:00AM - 9:50AM)

New opportunities for artistic expression have disseminated to the masses at an unprecedented
rate through access to social media. Instagram photographers, Wordpress poets, YouTube
comedians, Soundcloud rappers—amongst others—are now common in our everyday lives. But
how has access to these massive digital communities and new platforms of expression influenced
the arts as a whole? To answer this question we’ll explore the intricacies of social media
platforms and their relationship to long-standing artistic traditions. We’ll base our discussions
around influencers, artists, platforms, and genres that you’re interested in, and engage with
critical works from writers like Guy Debord, Jean Baudrillard, and numerous scholarly articles.
This complicated relationship between the arts and technology will be explored through writing
and discussion, focusing on reflection, revision, and peer feedback. We’ll write several short
papers, an 8-10 page argumentative research paper, and design one multi-modal project.

YOU MUST REGISTER FOR RECITATION WRTG 105E-34 WHEN REGISTERING FOR THE MAIN SECTION

Location

Frederick Douglass Room 420 (TR 4:50PM - 6:05PM)

New opportunities for artistic expression have disseminated to the masses at an unprecedented
rate through access to social media. Instagram photographers, Wordpress poets, YouTube
comedians, Soundcloud rappers—amongst others—are now common in our everyday lives. But
how has access to these massive digital communities and new platforms of expression influenced
the arts as a whole? To answer this question we’ll explore the intricacies of social media
platforms and their relationship to long-standing artistic traditions. We’ll base our discussions
around influencers, artists, platforms, and genres that you’re interested in, and engage with
critical works from writers like Guy Debord, Jean Baudrillard, and numerous scholarly articles.
This complicated relationship between the arts and technology will be explored through writing
and discussion, focusing on reflection, revision, and peer feedback. We’ll write several short
papers, an 8-10 page argumentative research paper, and design one multi-modal project.

Location

Frederick Douglass Room 420 (F 2:00PM - 2:50PM)

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 a few short analytical and argumentative essays before working on an 8-10 page argumentative research essay. Those who successfully complete this course will be prepared to research and write for audiences across academic disciplines.

YOU MUST REGISTER FOR RECITATION WRTG 105E-36 REC WHEN REGISTERING FOR THE MAIN COURSE

Location

Lechase Room 184 (MW 9:00AM - 10:15AM)

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 a few short analytical and argumentative essays before working on an 8-10 page argumentative research essay. Those who successfully complete this course will be prepared to research and write for audiences across academic disciplines.

Location

Lechase Room 184 (T 9:40AM - 10:30AM)

Location

Meliora Room 206 (MW 6:15PM - 7:30PM)

It is often assumed that our environments control who we become. Also prevalent is the notion that we can control the shapes our cultural, national, gendered, even racial identities assume. What possible intersections can exist between such poles? What does the term “identity” mean for you, and how does that meaning compare to how it is defined—and debated—across the disciplines? How does the constant interplay of self-perception and others’ view of ourselves affect our sense of identity? How have Anglophone writers from the last two centuries—like Toni Morrison, Arundhati Roy, Kazuo Ishiguro, Edward Said, Stuart Hall, and Chinua Achebe—used writing to explore the meaning of different identity categories? Using peer-responses and reflections, we, too, shall try to use academic writing as we examine the various debates over this vexed term. Collaborating as an active learning community, we shall invent, draft, revise, and edit four essays, including an 8-10 page argumentative research paper.

Location

Wegmans Room 1005 (F 3:25PM - 4:15PM)

Location

Genesee Hall Room 323 (MW 11:50AM - 1:05PM)

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-23 WHEN REGISTERING FOR THE MAIN SECTION

Location

Lechase Room 182 (MW 9:00AM - 10:15AM)

Research into the origins and workings of human empathy has flowered in recent years. Scholars in fields from literature and law to psychology and neuroscience now study empathy’s role in human evolution, relationships, and political life. Is empathy a reliable guide to moral action? How should it factor into legal decisions regarding guilt and punishment? How is it influenced by race, gender, and other forms of cultural identity? Students will explore such questions as a way of developing as college-level writers and thinkers. They will watch films like A Time to Kill and Jo-Jo Rabbit and confront arguments about empathy from multiple disciplines and multiple genres (like op-eds and podcasts). They will then 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 self-reflection.

Location

Frederick Douglass Room 404 (F 11:50AM - 12:40PM)

It may seem obvious that we have a right to privacy, and we often act as if such a right extends to our personal data online. Upon further examination, though, important and difficult questions about privacy and online data collection arise–do we have a moral right to privacy online, and if so, who should protect it? Is meaningful regulation of the Internet even possible? In this class, we’ll explore these and other issues surrounding big data, privacy, and online data collection. Through formal and informal writing as well as class discussion, we will approach these questions through a multidisciplinary lens, engaging with philosophers, data scientists, social media executives like Mark Zuckerberg, recent Internet privacy legislation (including the EU’s GDPR) and public discourse on privacy. As part of the course, students will write several argumentative essays, engage in peer feedback, reflection, and revision, and write an 8-10 page argumentative research paper on a privacy-related topic of their choice.

Location

Goergen Hall Room 110 (F 10:25AM - 11:15AM)

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-31 WHEN REGISTERING FOR THE MAIN SECTION

Location

Goergen Hall Room 110 (MW 10:25AM - 11:40AM)

We call ourselves Homo sapiens sapiens: a knowing species. But how does the human consciousness work? Why does the mind also wander afield and go on autopilot, as noted by neuroscience, behavioral medicine, and meditative traditions? In catastrophe, how might mindfulness of our behaviors reveal important information about the individuals and the species? We will consider these questions by exploring poetry by writers from Rumi to Mary Oliver to Derek Walcott and films such as Ghost in the Shell and The Matrix. Other readings probe how the brain, mind, and heart work subtly to create realities—realities as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through discussion, formal and informal writing, peer review, revision, writer reflection, and a final argumentative research paper.

YOU MUST REGISTER FOR RECITATION WRTG 105E-19 WHEN REGISTERING FOR THE MAIN SECTION

Location

Wegmans Room 1005 (TR 9:40AM - 10:55AM)

Mindfulness meditation decreases anxiety and improves academic performance. Might it therefore serve as a tool in the writing process? Meditators are less prone to racial stereotyping and implicit bias. Is mindfulness therefore an effective means of promoting political justice? Buddhists have claimed that mindfulness can be used to discern the ultimate nature of the self and reality. Does meditation really live up to the hype? This course aims to develop college-level writing skills and an understanding of the basic principles of academic writing by analyzing mindfulness meditation from a variety of intellectual perspectives. Spanning the fields of psychology, philosophy, neuroscience, and religion, our investigation will center around whether being mindful of language, ideas, and experiences can be an aid to becoming better at writing and better at living. To stimulate the process of drafting, peer feedback, reflection, and revision, we will engage with texts such as Robert Wright’s “Why Buddhism Is True” and Sharon Salzberg’s “Real Happiness,” all the while employing meditative techniques to determine how they can help in our journey. The course will culminate with an 8- to 10-page argumentative research paper in which students develop an argument about a related issue of their choosing.

Location

Lechase Room 121 (TR 2:00PM - 3:15PM)

Mindfulness meditation decreases anxiety and improves academic performance. Might it therefore serve as a tool in the writing process? Meditators are less prone to racial stereotyping and implicit bias. Is mindfulness therefore an effective means of promoting political justice? Buddhists have claimed that mindfulness can be used to discern the ultimate nature of the self and reality. Does meditation really live up to the hype? This course aims to develop college-level writing skills and an understanding of the basic principles of academic writing by analyzing mindfulness meditation from a variety of intellectual perspectives. Spanning the fields of psychology, philosophy, neuroscience, and religion, our investigation will center around whether being mindful of language, ideas, and experiences can be an aid to becoming better at writing and better at living. To stimulate the process of drafting, peer feedback, reflection, and revision, we will engage with texts such as Robert Wright’s “Why Buddhism Is True” and Sharon Salzberg’s “Real Happiness,” all the while employing meditative techniques to determine how they can help in our journey. The course will culminate with an 8- to 10-page argumentative research paper in which students develop an argument about a related issue of their choosing.

Location

Lechase Room 184 (M 2:00PM - 2:50PM)

Every fall, the Association for Practical and Professional Ethics ( https://www.appe-ethics.org/about-appe-intercollegiate-ethics-bowl) hosts regional competitions in applied ethics. Ethics bowl is a unique form of competition that asks participants to seek the most compelling responses to difficult problems through respectful deliberation. Teams research cases that focus on a wide range of contemporary issues such as fake news, plagiarism, call out culture, biomedical issues, social justice, and automation. The purpose of this course is to prepare students to read, develop critical questions about, and evaluate Ethics Bowl cases. Students will construct written arguments and develop the oral skills to deliver those arguments in a manner that dynamically responds to specific questions about the cases. We will cultivate collaborative argumentative practices that are generative rather than adversarial. A team of 3-5 will be selected to attend the regionals competition.

Prerequisite: Completion of the Primary Writing Requirement

Location

Lattimore Room 531 (F 12:30PM - 3:10PM)

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.

YOU MUST REGISTER FOR A RECITATION WHEN REGISTERING FOR THE MAIN SECTION

Prerequisite:  Interested students must apply. Minimum GPA of 3.0.

Location

Rush Rhees Library Room G121A (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.

YOU MUST REGISTER FOR A RECITATION WHEN REGISTERING FOR THE MAIN SECTION

Prerequisite:  Interested students must apply. Minimum GPA of 3.0.

Location

Rush Rhees Library Room G121A (F 12:00PM - 12:50PM)

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

Dewey Room 4162 (TR 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

Lechase Room 122 (MW 2:00PM - 3:15PM)

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

Dewey Room 4162 (TR 11:05AM - 12:20PM)

What kinds of power do words really have? What does it mean to be a writer-activist? How can we use writing as a tool for social change?Drawing on social and political concepts like community, power, justice, and democracy, and scholars who reflect on these issues, this course will engage with a variety of texts (scholarship, blogs, documentary films) as we consider how the political can inform what we believe and impact the choices we make as writers. Through experiential learning and reflective writing, students will explore the power of writing to elicit equity, inclusion, and change. Research projects may include traditional academic source material, primary research such as fieldwork, surveys, and interviews, and direct work with local community organizations. Class time will include visits from community speakers and off-campus events. This is a community-engaged course that meets the requirement for the citation in community-engaged scholarship.

Prerequisite: Completion of the Primary Writing Requirement

Location

Rush Rhees Library Room G108 (MW 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 is suitable for juniors and seniors and can be used to fulfill 1 of the 2 required Upper-Level Writing experiences in biology or public health. NOTE: every other class will take place online.

Prerequisite: Completion of the Primary Writing Requirement

Location

Goergen Hall Room 110 (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 or public health, and is suitable for junior and senior year biology and public health majors.

Prerequisite: Completion of the Primary Writing Requirement

Location

Frederick Douglass Room 404 (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 or public health, and is suitable for junior and senior year biology and public health majors.

Prerequisite: Completion of the Primary Writing Requirement

Location

Meliora Room 209 (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; students should have completed a minimum of 2 engineering or computer science courses in their major. All others require permission of the instructor.

.Prerequisite: Completion of the Primary Writing Requirement

Location

Lechase Room 182 (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; students should have completed a minimum of 2 engineering or computer science courses in their major. All others require permission of the instructor.

Prerequisite: Completion of the Primary Writing Requirement

Location

Lechase Room 122 (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; students should have completed a minimum of 2 engineering or computer science courses in their major. All others require permission of the instructor.

Prerequisite: Completion of the Primary Writing Requirement

Location

Frederick Douglass Room 404 (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. This course is suitable for sophomores and juniors in the Hajim School; students should have completed a minimum of 2 engineering or computer science courses in their major. All others require permission of the instructor.

Prerequisite: Completion of the Primary Writing Requirement

Location

Lechase Room 122 (T 11:05AM - 12:20PM)

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; students should have completed a minimum of 2 engineering or computer science courses in their major. All others require permission of the instructor.

Prerequisite: Completion of the Primary Writing Requirement

Location

Meliora Room 209 (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. 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.

Prerequisite: Completion of the Primary Writing Requirement

Location

Frederick Douglass Room 420 (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.

Prerequisite: Completion of the Primary Writing Requirement

Location

Dewey Room 4162 (F 9:00AM - 10:15AM)

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.

Prerequisite: Completion of the Primary Writing Requirement

Location

Dewey Room 4162 (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; students should have completed a minimum of 2 engineering or computer science courses in their major. All others require permission of the instructor.

Prerequisite: Completion of the Primary Writing Requirement

Location

Lechase Room 148 (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 sophomores and juniors in the Hajim School; students should have completed a minimum of 2 engineering or computer science courses in their major. All others require permission of the instructor.

Prerequisite: Completion of the Primary Writing Requirement

Location

Frederick Douglass Room 420 (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; students should have completed a minimum of 2 engineering or computer science courses in their major. All others require permission of the instructor.

Prerequisite: Completion of the Primary Writing Requirement

Location

Dewey Room 4162 (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; students should have completed a minimum of 2 engineering or computer science courses in their major. All others require permission of the instructor.

Prerequisite: Completion of the Primary Writing Requirement

Location

Hylan Building Room 101 (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 psychology, and is suitable for junior and senior psychology majors; all others require instructor permission.

Prerequisite: Completion of the Primary Writing Requirement

Location

Lechase Room 181 (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 the 2 required Upper-Level Writing experiences in mathematics, and is suitable for juniors and seniors.

Prerequisite: Completion of the Primary Writing Requirement

Location

Dewey Room 4162 (T 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, 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.

Prerequisite: Completion of the Primary Writing Requirement

Location

Lattimore Room 413 (W 3:25PM - 4:40PM)

Registration for Independent Study courses needs to be completed thru the instructions for online independent study registration.

Registration for Independent Study courses needs to be completed thru the instructions for online independent study registration.