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.

Location

(F 9:00AM - 10:15AM)

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.

Location

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

This course builds upon the lessons from WRT 101: EAPP Communication across Contexts I, and it is designed to help undergraduate non-native speakers of English improve their English oral communication and listening skills in preparation for academic and social interactions. Students will practice taking notes, summarizing, repeating, and critiquing key information from recorded lectures and presentations with an emphasis on the discourse most prevalent in undergraduate university courses. Students will also practice communicating in different academic, social, and cultural contexts as they engage in classroom conversation, debates, interviews, speaking to formal audiences, and giving academic presentations in English. 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.

Location

(F 10:25AM - 11:40AM)

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.

Location

(TR 9:40AM - 12:20PM)

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.

Location

Lechase Room 184 (MW 2:00PM - 4:40PM)

WRT 104 extends the critical reading and writing skills learned in WRT 103: EAPP Critical Reading, Reasoning, and Writing to the act of research. Research may include traditional library sources and academic journals, but it may also include primary research such as fieldwork, surveys, and interviews. A variety of texts will be analyzed and discussed in preparation for constructing extended argumentative essays and a final argumentative research paper. Reading and responding critically to texts will be practiced. Students will learn to incorporate source material into research writing and integrate one's ideas with those from other texts. Collaboration is an important part of learning; therefore, students will work together as they learn to critique their work and the work of peers. Attention will be given to writing beyond the classroom, such as communicating with faculty and staff across the college.

Location

(TR 11:05AM - 1:45PM)

Before coming to UR, you had an idea of what college would be like. You also received representations of college that mediated your 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? In books like Excellent Sheep, media like Dear White People, and research, we see college as an object of discourse and a site that produces it. We examine representations of college, how each constructs its object, and how construction affects lived experience. We unpack race, class, and gender as reflecting and relating to identity formation in college. Our main object of analysis is the language used to describe college; we review the impact of descriptions as much as the experience itself. We consider how audience and purpose shape the organization and strategy of text. You become critical writers via peer and instructor feedback, revision, editing, reflection, and completion of an 8-10 page argumentative research paper.

Location

Lattimore Room 431 (TR 11:05AM - 12:20PM)

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

(TR 12:30PM - 1:45PM)

Who are we on social media? To what extent are we authentic online, and how much are we performing for an audience? How do our connections to others shape our sense of self? In order to explore these questions about identity on social media, our class will draw on texts from a range of genres and media, such as personal perspectives from authors (Tara Westover) and influencers (Bella Mackie), as well as arguments from researchers in media studies (Iqani & Schroeder), social media (Judith Donath, danah boyd), and sociology (Sherry Turkle). Together, we’ll explore ongoing critical conversations about social media in order to understand the views of others, discover and test our own ideas, and develop research-based arguments addressing your authentic questions about the impacts--and potential--of social media. Class work includes multimodal assignments, short essays, and a 10-page argumentative research paper. Students’ writing processes will include peer response, self-reflection, and revision.

Location

(MW 12:30PM - 1:45PM)

“No man is an island.” “It takes two.” These sayings indicate that we rely on relationships with others to define ourselves. But how much does our selfhood depend on our community? Then, what is involved in thinking about self-reliance? Does community have something to do with development of personality? Is the dream of complete self-reliance really possible? In this course, we will explore these questions through readings, discussion, and multiple informal and formal writing assignments. The concepts and disciplines covered are wide-ranging, including literature, philosophy, and psychology. We will engage with various movies, books, and journals which explore the complex dynamics between selfhood and community (e.g. Dostoyevsky, Simone Weil, Lee Chang-dong’s film Oasis, Bob Dylan’s songs). An 8-10 page argumentative research paper will be the culmination of our critical consideration on this topic throughout the semester, supported by peer feedback, self-reflection, and individual paper meetings.

Location

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

Though the original “Choose Your Own Adventure” book series is no longer in print, interactive
storytelling flourishes today in a range of multimedia platforms, from cinema to gaming to new
books. What makes interactivity such an essential trait of 21st-century media? How does
interactivity complicate traditional forms of storytelling while innovating for the future? In this
course, students will learn the practices of research and writing by exploring such questions in
an academic context. By engaging with scholars and ideas at the border between narrative and
game studies, like Espen Aarseth and his formulation of “ergodic literature,” we will use the
tools of writing to explore the relationship between media design and storytelling in texts like
Black Mirror: Bandersnatch (Netflix) and The Stanley Parable (PC). Using tools like peerfeedback,
reflection, and revision, student work will culminate with a final 8-10 page
argumentative research paper that integrates course themes with individual interests.

Location

(TR 11:05AM - 12:20PM)

If you could change the past, would you? Would that change who you are today? Who you'll be tomorrow? In the wide genre of "time warp" stories, characters relive the same day, travel back and forth in time, experience events out of sync & challenge our assumptions about the world, history, and ourselves. But how exactly do these stories work? What makes them so popular? How do they reflect and revise our perspectives? We will explore motives, tools & opportunities involved in constructing time travel narratives from expressions in ancient folklore to modern fiction, film & music. Course texts include scholarly views of time and narrative from philosophy to literature, alongside "Rip Van Winkle," Arrival & The Umbrella Academy comics. Our investigations of time travel rhetoric will unfold as we develop our own rhetorical techniques through discussion, peer response, self-reflection & revision leading to a final 8-10 page argumentative research paper.

Location

(MW 10:25AM - 11:40AM)

Violence generally occurs when language fails, yet language itself is often the cause of violence in both literature and reality. Through what means does language effectively persuade, defend, or even harm others? How and why does violence materialize across different genres and media? In this class, we will address forms of violence, such as physical, rhetorical, and institutional, and explore language’s role in creating literary and real-life violence. Our encounters with violence in plays, films, and social doctrines will help us understand the repercussions of our own rhetoric. We will learn to develop productive writing processes by analyzing sources and practicing peer feedback, reflection, and revision. After writing three short papers, we will critically investigate our individual interests and interpretations of violence in a final 8-10-page argumentative research paper. Course materials may include works by W. Shakespeare, V. Martin, F. Coppola, and others. WARNING: violent, graphic content.

Location

(TR 9:40AM - 10:55AM)

Humans have long been fascinated by the process of creating works of art, writing prose and music, or developing innovative solutions to complex business, scientific, and technological problems. Although unrelated by topic, they share the common theme of harnessing the power of creativity, innovation, and imagination. But what is creativity? Who has it? And who really needs it? In this course, we’ll write about questions surrounding creativity, innovation, and imagination through the lens of multiple perspectives – from the arts to engineering. Through readings, TedTalks, and podcasts by Sir Ken Robinson, Mihaly Csikszentmihalyi, Elizabeth Gilbert, and others, we’ll look for interdisciplinary themes in creativity. We’ll also use writing to explore how others have used the creative process – from The Beatles to Steve Jobs. Formal papers will be developed through a process of self-reflection, peer review, and revision, as you work toward your 8-10 page research paper on a topic of your choice.

Location

(TR 12:30PM - 1:45PM)

Humans have long been fascinated by the process of creating works of art, writing prose and music, or developing innovative solutions to complex business, scientific, and technological problems. Although unrelated by topic, they share the common theme of harnessing the power of creativity, innovation, and imagination. But what is creativity? Who has it? And who really needs it? In this course, we’ll write about questions surrounding creativity, innovation, and imagination through the lens of multiple perspectives – from the arts to engineering. Through readings, TedTalks, and podcasts by Sir Ken Robinson, Mihaly Csikszentmihalyi, Elizabeth Gilbert, and others, we’ll look for interdisciplinary themes in creativity. We’ll also use writing to explore how others have used the creative process – from The Beatles to Steve Jobs. Formal papers will be developed through a process of self-reflection, peer review, and revision, as you work toward your 8-10 page research paper on a topic of your choice.

Location

(TR 11:05AM - 12:20PM)

With the success of Beverly Hills, 90210 in the early 1990s, teenage series have become a staple of television programming. Who are these young adults we encounter on our screens? Why do we get invested in their stories? Why do we sometimes passionately dislike them? Exploring shows such as The Fresh Prince of Bel-Air, My So-Called Life, Buffy, Friday Night Lights, Stranger Things, Riverdale or Euphoria will help us develop critical thinking about how teenagers are portrayed on tv. How do these representations navigate the diverse life experiences of, for example, young adults of color, of different sexualities, or abilities? To answer these questions, we will get in touch with seminal texts from television and pop culture studies, such as Jason Mittell’s Complex TV, and with contributions from cultural studies, history and sociology. Through these readings, discussions, peer feedback, reflection, visualization and revision, we will learn how to close read episodes and work with research literature to construct compelling arguments about teenage series as cultural products. Their pop-cultural nature will allow us to write in a variety of genres for public and academic audiences and to become more flexible and media-literate writers. Assignments will include informal writing, audiovisual reviews, short essays and a final 8-10 page argumentative research paper.

Location

Morey Room 502 (MW 4:50PM - 6:05PM)

With big data and the emergence of AI providing ever-improving models of analysis and prediction, it would seem that “doubt” is something to be avoided or eradicated. But doubt is all around us, and faced by scholars across academic disciplines ranging from the sciences to law and philosophy. In this class, students will develop as writers and thinkers by exploring of a number of questions related to doubt, such as: How do we cope with it, and how do we take make decisions in the presence of it? Is it possible to embrace doubt? We will watch films like 12 Angry Men and Inception and confront various arguments about doubt in a number of disciplines and genres (like op-eds and podcasts). Students will then join in the discussions of these issues, composing a series of informal responses and short formal assignments leading 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 203 (TR 9:40AM - 10:55AM)

Jane Austen wrote more than two hundred years ago and completed only six novels, yet she has inspired a cult following that has flourished across centuries, continents, and cultures. Her novels have spawned thousands of spin-offs, fanfics, and adaptations in every imaginable genre and medium. What accounts for Austen’s enduring popularity? What is it about her stories—or her style—that appeals to such a diverse readership? And what does it mean to take up Austen’s work today, in a society seemingly so different from that of Regency England? We will develop our critical thinking and writing skills by exploring these questions; students 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. Course texts will include Persuasion, several film adaptations of Austen novels, Clueless, and a selection of scholarly articles.

Location

Hylan Building Room 306 (TR 11:05AM - 12:20PM)

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

Meliora Room 219 (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

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

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

Goergen Hall Room 110 (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

Dewey Room 4162 (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

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

How do you define love? Express it? Seek it? Mask it? Scholars in neuroscience, economics, and literature approach love as both an ineffable emotion and biological necessity, studying its role in human evolution, advertising, and wish fulfillment. How does love affect how we mediate relationships, recall the past, spend our money, and create a sense of self? Students will explore such questions as a way of developing their own inquiries into love’s place in shaping personal and social identity. Course texts will include a range of scholarly articles; cultural commentary by David Brooks; The New York Times column Modern Love; and, the classic film Titanic. 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 122 (MW 10:25AM - 11:40AM)

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

Lattimore Room 413 (TR 11:05AM - 12:20PM)

Food. Everyone eats it, many write about it. And while some questions about food can only be answered by eating it, this course will primarily explore evaluative questions about food that we can answer in writing, such as: What is food? Are there objective facts about taste? Can food belong to a culture? Are there foods we should not eat? Which laws about food are best? Writing about food will facilitate our becoming better writers while sharpening our skills in argumentation and critical thinking. We will learn from scientists, artists, chefs, anthropologists, philosophers, as well as experiences of tasting and creating food with our class. Course texts are primarily scholarly articles but also include magazines, podcasts, blogs, videos, and social media. Assignments include in-class writing, formal and informal writing assignments, and an audio podcast. The formal assignments, including an 8-10 page argumentative research paper, will undergo revision, reflection, and peer review.

Location

Rush Rhees Library Room 304E (MW 9:00AM - 10:15AM)

What makes some stories so prone to adaptation, being continually revisited in disparate ages and cultures? How does the realization of a single narrative in multiple forms affect its meaning? How does the presence of an adaptation affect our experience of its source? By reading and writing on pairs of adaptations–Shakespeare’s King Lear and Kurosawa’s Ran, or Tolstoy’s “The Forged Coupon” and Bresson’s L’Argent–we will explore similarity and difference between cultures, historical periods and artistic forms. With the addition of historical documents and contemporary criticism of these works, we can consider how different forms and settings of writing–commercial and academic, contemporary and retrospective–constitute adaptation in themselves. Students will regularly contribute to our discourse through a series of assignments–written self-reflection, peer feedback, and an argumentative research paper of 8-10 pages–allowing us to experience the adaptive form of argumentative writing first-hand.

Location

Hylan Building Room 303 (MW 12:30PM - 1:45PM)

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

Lechase Room 143 (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

Dewey Room 4162 (MW 4:50PM - 6:05PM)

Introduces disciplinary writing at the college level by offering instruction in small sections that focus on the act of writing. Provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous papers of different forms and lengths. These papers introduce some of the forms of writing students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section presents various texts, mostly written, for analysis and discussion in preparation for constructing extended argumentative essays and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style, and argumentative strategies of their own papers, while they learn to become critical readers of their writing through peer feedback and revision/editing workshops.

With big data and the emergence of AI providing ever-improving models of analysis and prediction, it would seem that “doubt” is something to be avoided or eradicated. But doubt is all around us, and faced by scholars across academic disciplines ranging from the sciences to law and philosophy. In this class, students will develop as writers and thinkers by exploring of a number of questions related to doubt, such as: How do we cope with it, and how do we take make decisions in the presence of it? Is it possible to embrace doubt? We will watch films like 12 Angry Men and Inception and confront various arguments about doubt in a number of disciplines and genres (like op-eds and podcasts). Students will then join in the discussions of these issues, composing a series of informal responses and short formal assignments leading 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

Lechase Room 182 (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

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

Detectives construct arguments in order to solve impenetrable mysteries. We find famous sleuths like Sherlock Holmes and Hercule Poirot using discussions with close friends as a tool to perform critical thinking that is rigorous and consistent in order to uncover the truth. Conducting our own deductions through group work, discussion and writing, we will investigate the ways in which detectives prepare convincing arguments. How do they define what constitutes as evidence and what doesn’t? What impact do cultural issues of race, gender and class have on their interpretations? We will explore our own questions about arguments in detective fiction by writing informal responses and short papers, evaluating them through peer review, reflection and revision, and finally develop these questions into an 8-10 page argumentative research paper. Course materials include short stories by Poe, Conan Doyle, Agatha Christie, scholarly articles, and TV adaptations such as Sherlock, Elementary and BBC’s Miss Marple.

Location

(MW 10:25AM - 11:40AM)

Monsters have and continue to hold a powerful effect on our thoughts and imaginations. Yet, what exactly is a monster? What do they tell us about the contemporary setting they grew out of and why do they continue to thrive today? Can they be manifestations of ourselves and society or are they otherworldly and inhuman? Through discussion, group work, and writing we will interrogate the monster in all of its different guises. There will be short analytical assignments, peer response and an 8-10 page argumentative research paper to explore your own interests relating to monsters. The scope of our inquiry will be expansive, encompassing a number of different approaches from psychology and science to literature and film with critical readings from Sigmund Freud and Stephen Jay Gould. Select works may include: The Strange Case of Dr. Jekyll and Mr. Hyde, Night of the Living Dead, The Haunting of Hill House, Michael Jackson’s Thriller, and Christopher Nolan’s The Dark Knight. Warning: Contains disturbing content.

Location

Hylan Building Room 307 (TR 12:30PM - 1:45PM)

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

(TR 9:40AM - 10:55AM)

Introduces disciplinary writing at the college level by offering instruction in small sections that focus on the act of writing. Provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous papers of different forms and lengths. These papers introduce some of the forms of writing students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section presents various texts, mostly written, for analysis and discussion in preparation for constructing extended argumentative essays and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style, and argumentative strategies of their own papers, while they learn to become critical readers of their writing through peer feedback and revision/editing workshops.

Location

Hylan Building Room 303 (MW 3:25PM - 4:40PM)

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

(TR 11:05AM - 12:20PM)

Do clothes make the person, or does the person make the clothes? When did clothes begin expressing personal identity? How have clothes been traditionally used to encode social differences, from class to gender? This course will approach these questions from a variety of perspectives—from literature to economics, political science to art history. Likewise, the course will reflect diverse texts: Vogue, The Devil Wear’s Prada, discourses on dress and gender in Victorian culture, and current debates on imposing uniforms in public schools. These issues will be explored through a variety of informal and formal writing assignments, the latter foregrounding a process that includes peer-response and self-assessment. Writing will be the link to explore class concepts, as well as argument, audience, context, and purpose.

Location

(MW 10:25AM - 11:40AM)

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

(MW 12:30PM - 1:45PM)

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

(TR 9:40AM - 10:55AM)

We call ourselves Homo sapiens sapiens: a knowing species that knows it knows. But why and when does the mind also go on autopilot, as noted by behavioral medicine, neuroscience, as well as ancient meditative traditions? How does this human awareness, or lack of it, inform stance and opinions? In the face of catastrophe, how may mindful awareness of one’s reactions help reveal important information about oneself, including feelings, needs, goals, relationships? We will consider these questions together by exploring poetry from that of Rumi to Mary Oliver to Derek Walcott and films such as E.T. and Ghost in the Shell. Other readings include studies on how the brain, mind, and heart work subtly to create realities—ones as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through class discussion, formal and informal writing, peer review, revision, writer reflection, and a final argumentative research paper.

Location

(TR 12:30PM - 1:45PM)

Do our personal fashion choices matter? Where do trends come from? How (and why) do we interpret style? In this course, through formal and informal writing assignments, we will build and participate in a conversation about the way we as individuals encounter and interact with clothing. Possible topics through which we will explore these questions may include the economic underpinnings of fashion, the connections between fashion and media, and the relationship between fashion and identities. We will engage material including scholarly articles, government documents, fiction, films such as The Devil Wears Prada and True Cost, and photography in order to write, think, and formulate our own questions about fashion. Students will write several argumentative essays, engage in peer feedback, reflection, and revision, to work toward an 8-10 page argumentative research paper.

Location

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

From novels and movie thrillers to documentaries and newscasts, narratives envisioning our imminent extinction are everywhere. Some might even say it’s a cultural obsession. Yet what do apocalypse narratives do? Do they urge us to find preemptive solutions, or do they invent crises to further personal and political agendas? Do they numb our fears by making catastrophes fodder for entertainment, or do they help us cope with doomsday by imagining how we might survive? Students will find their own answers to these questions as we explore apocalypse scenarios such as climate change, nuclear war, and pandemic in novels, newscasts, films, scholarly articles, and other media. In the process, students will hone writing and rhetorical skills through discussion, peer response, reflection, and revision. Short writing assignments will allow students to explore their own interests in the topic and will help them prepare for the course capstone, an 8-10 page argumentative research paper. Class contains graphic content.

Location

(TR 9:40AM - 10:55AM)

Humans have long been fascinated by the process of creating works of art, writing prose and music, or developing innovative solutions to complex business, scientific, and technological problems. Although unrelated by topic, they share the common theme of harnessing the power of creativity, innovation, and imagination. But what is creativity? Who has it? And who really needs it? In this course, we’ll write about questions surrounding creativity, innovation, and imagination through the lens of multiple perspectives – from the arts to engineering. Through readings, TedTalks, and podcasts by Sir Ken Robinson, Mihaly Csikszentmihalyi, Elizabeth Gilbert, and others, we’ll look for interdisciplinary themes in creativity. We’ll also use writing to explore how others have used the creative process – from The Beatles to Steve Jobs. Formal papers will be developed through a process of self-reflection, peer review, and revision, as you work toward your 8-10 page research paper on a topic of your choice.

Location

(TR 9:40AM - 10:55AM)

WRT 105A (Fall) and WRT 105B (Spring) distribute the work of WRT 105E across two semesters, with WRT 105A covering the first half of WRT 105E. WRT 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and 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. To proceed from WRT 105A to WRT 105B, students must earn a grade of C? or higher.

Location

Hylan Building Room 303 (MW 9:00AM - 10:15AM)

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

(TR 9:40AM - 10:55AM)

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. Throughout the course, you will draft and revise short writing assignments, multimodal compositions and two short papers. You will also have the chance to engage in self-reflection and peer feedback activities.

Location

Hylan Building Room 307 (TR 2:00PM - 3:15PM)

We are constantly making decisions that we hope will lead to our immediate or future happiness, yet what do we really know about this complex emotion? How do our experiences influence our perceptions of happiness? To what extent can money bring us happiness? Students will explore questions such as these by using writing as a tool for inquiry, discovery, and knowledge construction. Class discussions, readings, and informal assignments will inform the drafting and revision of two short argumentative essays that explore the nature of happiness. In weekly writing groups, students will learn how to set reasonable and manageable writing goals and capitalize on all aspects of peer feedback and self-reflection. The goal of this course is for students to learn how to construct an effective argument and become confident in their role as academic writers.

Location

Wegmans Room 1005 (MW 10:25AM - 11:40AM)

WRT 105A (Fall) and WRT 105B (Spring) distribute the work of WRT 105E across two semesters, with WRT 105A covering the first half of WRT 105E. WRT 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and 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. To proceed from WRT 105A to WRT 105B, students must earn a grade of C? or higher.

Location

Rush Rhees Library Room G108 (TR 9:40AM - 10:55AM)

WRT 105A (Fall) and WRT 105B (Spring) distribute the work of WRT 105E across two semesters, with WRT 105A covering the first half of WRT 105E. WRT 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and 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. To proceed from WRT 105A to WRT 105B, students must earn a grade of C? or higher.

Location

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

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

(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

(MW 9:00AM - 10:15AM)

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.

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

Location

Meliora Room 218 (MW 9:00AM - 10:15AM)

We call ourselves Homo sapiens sapiens: a knowing species that knows it knows. But why and when does the mind also go on autopilot, as noted by behavioral medicine, neuroscience, as well as ancient meditative traditions? How does this human awareness, or lack of it, inform stance and opinions? In the face of catastrophe, how may mindful awareness of one’s reactions help reveal important information about oneself, including feelings, needs, goals, relationships? We will consider these questions together by exploring poetry from that of Rumi to Mary Oliver to Derek Walcott and films such as E.T. and Ghost in the Shell. Other readings include studies on how the brain, mind, and heart work subtly to create realities—ones as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through class 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

(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

(TR 11:05AM - 12:20PM)

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.

YOU MUST REGISTER FOR RECITATION WRTG 105E-26 WHEN REGISTERING FOR THE MAIN SECTION

Location

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

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

Wegmans Room 1009 (TR 11:05AM - 12:20PM)

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-17 WHEN REGISTERING FOR THE MAIN SECTION

Location

Rush Rhees Library Room 304E (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

Rush Rhees Library Room 304E (TR 3:25PM - 4:40PM)

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.

YOU MUST REGISTER FOR RECITATION WRTG 105E-22 WHEN REGISTERING FOR THE MAIN SECTION

Location

(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

Rush Rhees Library Room 304E (W 3:25PM - 4:15PM)

We call ourselves Homo sapiens sapiens: a knowing species that knows it knows. But why and when does the mind also go on autopilot, as noted by behavioral medicine, neuroscience, as well as ancient meditative traditions? How does this human awareness, or lack of it, inform stance and opinions? In the face of catastrophe, how may mindful awareness of one’s reactions help reveal important information about oneself, including feelings, needs, goals, relationships? We will consider these questions together by exploring poetry from that of Rumi to Mary Oliver to Derek Walcott and films such as E.T. and Ghost in the Shell. Other readings include studies on how the brain, mind, and heart work subtly to create realities—ones as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through class discussion, formal and informal writing, peer review, revision, writer reflection, and a final argumentative research paper.

Location

(M 11:50AM - 12:40PM)

We call ourselves Homo sapiens sapiens: a knowing species that knows it knows. But why and when does the mind also go on autopilot, as noted by behavioral medicine, neuroscience, as well as ancient meditative traditions? How does this human awareness, or lack of it, inform stance and opinions? In the face of catastrophe, how may mindful awareness of one’s reactions help reveal important information about oneself, including feelings, needs, goals, relationships? We will consider these questions together by exploring poetry from that of Rumi to Mary Oliver to Derek Walcott and films such as E.T. and Ghost in the Shell. Other readings include studies on how the brain, mind, and heart work subtly to create realities—ones as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through class discussion, formal and informal writing, peer review, revision, writer reflection, and a final argumentative research paper.

Location

(M 10:25AM - 11:15AM)

This class will focus inquiry around how argumentation has transcended mere words on a page. How does the video essay convince viewers through its editing of voiceover narration, pictures, film footage, and written words? Video essayists use the form to analyze various subjects—from film, video games, contemporary US masculinity, to political activism around the world. In this class, we will watch video essays (such as from The New York Times), read academic and popular articles about their techniques (from Oxford University Press to Sight and Sound’s best of the year awards), and evaluate their rhetoric through informal and formal writing. Throughout the course, students will experience writing as a process that includes peer feedback, reflection, and revision. Students will write an 8-10 page argumentative research paper investigating a topic of their choice related to video essays. As the culmination of their intellectual work, students will create their own visual essay over a subject they choose.

Location

Hylan Building Room 303 (MW 10:25AM - 11:40AM)

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

Rush Rhees Library Room 304E (W 4:50PM - 5:40PM)

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

(M 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 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

(W 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

Hylan Building Room 307 (F 10:25AM - 11:15AM)

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

(F 10:25AM - 11:15AM)

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

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

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

(F 10:25AM - 11:15AM)

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

Rush Rhees Library Room G108 (F 11:50AM - 12:40PM)

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

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

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

Rush Rhees Library Room 304E (F 11:50AM - 12:40PM)

WRT 105E is an extended version of Reasoning and Writing in the College. While WRT 105 and WRT 105E have the same demands and criteria for completion, WRT 105E is intended for students needing more support or more time to develop as academic research writers. All sections of WRT 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRT 105E students who have worked diligently but have not attained a "B-" or higher may take an incomplete and sign up for the WRT 105E Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement.

Location

Rush Rhees Library Room G108 (MW 3:25PM - 4:40PM)

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

Rush Rhees Library Room 304E (MW 12:30PM - 1:45PM)

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-29 WHEN REGISTERING FOR THE MAIN SECTION

Location

Hylan Building Room 307 (MW 2:00PM - 3:15PM)

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

Rush Rhees Library Room 304E (MW 2:00PM - 3:15PM)

We call ourselves Homo sapiens sapiens: a knowing species that knows it knows. But why and when does the mind also go on autopilot, as noted by behavioral medicine, neuroscience, as well as ancient meditative traditions? How does this human awareness, or lack of it, inform stance and opinions? In the face of catastrophe, how may mindful awareness of one’s reactions help reveal important information about oneself, including feelings, needs, goals, relationships? We will consider these questions together by exploring poetry from that of Rumi to Mary Oliver to Derek Walcott and films such as E.T. and Ghost in the Shell. Other readings include studies on how the brain, mind, and heart work subtly to create realities—ones as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through class 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

(TR 9:40AM - 10:55AM)

WRT 105E is an extended version of Reasoning and Writing in the College. While WRT 105 and WRT 105E have the same demands and criteria for completion, WRT 105E is intended for students needing more support or more time to develop as academic research writers. All sections of WRT 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRT 105E students who have worked diligently but have not attained a 'B-' or higher may take an incomplete and sign up for the WRT 105E Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement.

Location

Wegmans Room 1009 (TR 9:40AM - 10:55AM)

WRT 105E is an extended version of Reasoning and Writing in the College. While WRT 105 and WRT 105E have the same demands and criteria for completion, WRT 105E is intended for students needing more support or more time to develop as academic research writers. All sections of WRT 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRT 105E students who have worked diligently but have not attained a 'B-' or higher may take an incomplete and sign up for the WRT 105E Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement.

Location

Lechase Room 184 (TR 9:40AM - 10:55AM)

Offers ongoing practice and instruction in writing and critiquing writing. Students meet weekly with a writing center consultant to work on forms of academic writing relevant to their spring coursework. These forms may include summaries, critical responses, argumentative essays, and lab reports, among others. Students may also choose to revise essays completed in previous semesters or work on other non-fiction projects. Guided by a writing center consultant, students plan, draft and revise their writing, critique each other's work, assess their own writing, and participate in group session on common writing issues. The semester's work will culminate in a final portfolio that features polished essays and an overall self-assessment.

Location

Frederick Douglass Room 307 (W 3:25PM - 4:15PM)

Offers ongoing practice and instruction in writing and critiquing writing. Students meet weekly with a writing center consultant to work on forms of academic writing relevant to their spring coursework. These forms may include summaries, critical responses, argumentative essays, and lab reports, among others. Students may also choose to revise essays completed in previous semesters or work on other non-fiction projects. Guided by a writing center consultant, students plan, draft and revise their writing, critique each other's work, assess their own writing, and participate in group session on common writing issues. The semester's work will culminate in a final portfolio that features polished essays and an overall self-assessment.

Location

(W 2:00PM - 2:50PM)

Offers ongoing practice and instruction in writing and critiquing writing. Students meet weekly with a writing center consultant to work on forms of academic writing relevant to their spring coursework. These forms may include summaries, critical responses, argumentative essays, and lab reports, among others. Students may also choose to revise essays completed in previous semesters or work on other non-fiction projects. Guided by a writing center consultant, students plan, draft and revise their writing, critique each other's work, assess their own writing, and participate in group session on common writing issues. The semester's work will culminate in a final portfolio that features polished essays and an overall self-assessment.

Location

Rush Rhees Library Room G121B (W 11:00AM - 11:50AM)

Every fall, the Association for Practical and Professional Ethics (https://appe-ethics.org/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.

Prerequisites: Completion of the Primary Writing Requirement.

Location

Lattimore Room 531 (F 11:05AM - 1:45PM)

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 11:05AM - 1:45PM)

Prepares sophomores, juniors, and seniors enrolled in five-year programs, from the humanities, sciences, and the social sciences for work as writing fellows. Course design facilitates the development of a strong, intuitive writer and speaker in order to become a successful reader, listener and responder in peer-tutoring situations. Ample writing and rewriting experiences, practice in informal and formal speaking, and the critical reading of published essays and student work enhance students' ability to become conscious, flexible communicators. Before tutoring on their own, students observe writing fellows and writing center consultants conduct tutoring sessions. On completion of the course with a B or better, fellows should be prepared to accept their own hours as peer tutors.

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

Location

Rush Rhees Library Room G121A (MW 12:30PM - 1:45PM)

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

Online Room 8 (ASE) (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 161 (MW 2:00PM - 3:15PM)

Technology involves the development of a tool to solve a problem. In this way, writing itself can be seen a technology to aid memory, thinking, and communication. Since the invention of writing, other newer technologies have further changed how we write and how we think. Each new technology offers us a range of options that are more or less effective depending on our audience and purpose. This course will explore some of the many writing technologies that have come (and gone!) over the history of writing, from clay tablets to Snapchat. The class will take a hands-on approach and allow us opportunities to experiment with writing technologies to get a better sense of how technologies affect what we think, what we communicate, and what we think we can communicate. Students will propose individual research projects on a writing technology of their choice, which may involve some combination of original composition, scholarly research, and ethnographic study.

Prerequisite: Completion of the Primary Writing Requirement

Location

(MW 2:00PM - 3:15PM)

In this course students will investigate the following questions: What is argument? What is evidence? To answer these questions, students will also think deeply about how context does or does not shape our understanding of these concepts. For instance, what do arguments in STEM fields have in common with those in the humanities? Do different fields such as philosophy, psychology, and biology share evidence and argumentative strategies? Is the meaning of evidence static across these fields? We will begin by investigating different models of argument from philosophy and argumentation theory, and then students will use these broad models to investigate and analyze argument in academic contexts of their choice. We will also explore how these theoretical accounts of argument apply to popular contexts such as advertising, public deliberation, and journalism. Students will explore these issues through reflective writing, several short papers and a research project of their own design.

Location

Online Room 13 (ASE) (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

Meliora Room 219 (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. This class will be taught synchronously online.

Prerequisite: Completion of the Primary Writing Requirement

Location

Online Room 8 (ASE) (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 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. This class will be taught fully asynchronously.

Prerequisite: Completion of the Primary Writing Requirement

Location

Online Room 8 (ASE) (R 3:25PM - 4:40PM)

This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology or public health, and is suitable for junior and senior year biology and public health majors.

Prerequisite: Completion of the Primary Writing Requirement

Location

Lattimore Room 413 (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

Online Room 20 (ASE) (R 2:00PM - 3:15PM)

This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; 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

(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

Dewey Room 4162 (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

(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 181 (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

(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

(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

(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; 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

(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 semesters end, students will have gained extensive experience with the communication skills expected in todays 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

(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 181 (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

(R 2:00PM - 3:15PM)

This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; students should have completed a minimum of 2 engineering or computer science courses in their major. All others require permission of the instructor.

Location

Meliora Room 224 (W 4:50PM - 6:05PM)

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

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

Location

Meliora Room 209 (T 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

(R 2:00PM - 3:15PM)

This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; 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

(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 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 122 (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

Online Room 7 (ASE) (W 3:25PM - 4:40PM)

This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, 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

Dewey Room 4162 (W 3:25PM - 4:40PM)

This interactive course teaches real life? communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semesters end, students will have gained extensive experience with the communication skills expected in todays competitive environment. This course is suitable for second-semester sophomores, juniors and first-semester seniors; all others require permission of the instructor. All majors welcome.

Location

Lechase Room 104 (R 3:25PM - 4:40PM)

Creators in a variety of fields share their work on digital platforms: designers collaborate to change the world (everylastdrop.co.uk), storytellers and literature buffs blog to create beauty and insight (brainpickings.org), developers collaborate to solve problems (github.com), and fine artists build galleries to showcase their work (kehindewiley.com). In this class, students will explore their creative and professional identities through both reflection on their own work and rigorous research into relevant audiences whom they intend to engage. They will explore their professional interests further by developing various application materials tailored towards different audiences and purposes. This knowledge will be used to construct a digital portfolio that makes effective choices about platform, style, content, and design, based on their own goals and interests. Using self-reflection as well as peer and instructor feedback, students will revise and refine their work throughout the semester.

Location

Lattimore Room 413 (TR 12:30PM - 1:45PM)

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.