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.

BUILDING: RRLIB | ROOM: G108

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

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.

BUILDING: RRLIB | ROOM: G108

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

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.

BUILDING: | ROOM:

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

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.

BUILDING: | ROOM:

PREREQUISITES: A C or better is required to proceed to WRT 104, EAPP Research, Reading, and Writing. EAPP Program permission required for non-EAPP Program students.

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.

BUILDING: LCHAS | ROOM: 184

PREREQUISITES: A C or better is required to proceed to WRT 104, EAPP Research, Reading, and Writing. EAPP Program permission required for non-EAPP Program students.

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.

BUILDING: HYLAN | ROOM: 307

PREREQUISITES: A C or better is required to proceed to WRT 104, EAPP Research, Reading, and Writing. EAPP Program permission required for non-EAPP Program students.

In our current climate, discussions about controversial moral issues are often either shouted or typed in a comment section, neither of which seems particularly productive. Can these discussions be useful, or should we engage differently? Is it possible to rationally disagree? How can we change each other’s minds on morally charged topics such as voluntary euthanasia or immigration? In this course, we’ll construct and participate in arguments about moral issues through formal and informal writing as well as class discussion. We’ll also discuss connections between relevant literature in philosophy (including from U of R’s own Richard Feldman), political science, and psychology (including work on cognitive biases) in order to write and think about disagreement, how disagreement should inform our opinions, and what good moral discourse might look like. Students will write several argumentative essays, engage in peer feedback, reflection, and revision, and finally write an 8-10 page argumentative research paper.

BUILDING: LATT | ROOM: 431

How does a monomyth, a single narrative structure about the stages of a “hero’s journey,” help us understand the journeys of heroes and heroines throughout history, or our own lives? Could that story structure become a restrictive model, blinding us to important cultural differences or skewing our way of seeing the world and our places in it? In this class, students will explore these and related questions about the “hero’s journey” as a way of developing as college-level writers and thinkers. They will encounter a number of texts about heroic journeys, including High Noon and Wonder Woman. They will then join in the scholarly discussion about these texts and the issues they raise about our understandings of the monomyth, composing a series of informal responses and short formal assignments leading up to an 8-10pp argumentative research paper. The class will emphasize all aspects of the writing process, including peer and instructor feedback, revision, and self-reflection.

BUILDING: MEL | ROOM: 209

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.

BUILDING: LCHAS | ROOM: 143

It seems impossible to imagine a world without digital technology. Yet, the impact of technology on our lives remains an open question. How does digital media change the way we read, think, and learn? How does it affect how we communicate and relate to others? How might these changes shape academic writing and research? This course explores these questions in a range of material, including public discourse in blogs and videos, and scholarly research in communication and psychology. Through reading/viewing, discussion, and writing, students will engage ongoing critical conversations in order to discover, develop, and defend their own ideas. Formal work includes multimodal assignments, short essays, and a 10-page research paper. In producing work for this class, students will engage in a process of writing that includes peer review, self-reflection, and revision.

BUILDING: | ROOM:

Through the rise of social media platforms, new opportunities for highly visible expression have disseminated throughout the masses. But how have these developments in media influenced visual arts and writing? As Instagram photographers, blog poets, YouTube musicians, and the like are integrated in common discourse, this course will explore the dynamics between social media and creative expression to address how the arts have transformed in this new age--if at all. To explore this we will draw upon a variety of media, which may include critical works from Debord, digital manhwa, Tyler Green’s Modern Art Notes podcast, multimedia collectives like Button Poetry, and a multitude of scholarly articles. We’ll investigate these materials and ideas through writing and discussion, focusing on reflection, peer feedback, and revision as we explore technology and the arts in this new age through several short critical papers, and an 8-10 page argumentative research paper. This class discusses graphic content.

BUILDING: MOREY | ROOM: 502

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.

BUILDING: LCHAS | ROOM: 121

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.

BUILDING: GRGEN | ROOM: 110

In today’s media culture, memes, Instagram and Snapchat rigorously mix text and image for everyday communication. But what exactly is the relationship between text and image? Are they two distinct modes of communication? What happens when image and text meet each other on paper, on film, on canvas? Through class discussions, peer feedback, reflection, visualization and revision, we will learn how media literacy can help us construct compelling arguments in a variety of academic genres and how ideas can be communicated both textually and visually. To explore intersections of image and text we will, in addition to literature and film, dive also deep into comics, video games and music videos, encountering, for example, David Foster Wallace, Nocturnal Animals, Deadpool and Beyoncé. Learning how to respond to these “new” forms of media will help to become more flexible writers in a culture so focused on the visual. The class will culminate in an 8-10 page argumentative research paper and in a #memecompetition.

BUILDING: DEWEY | ROOM: 4162

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.

BUILDING: LCHAS | ROOM: 143

In 2013, health care spending consumed 17 percent of America’s Gross Domestic Product. We as a society 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.

BUILDING: HYLAN | ROOM: 305

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.

BUILDING: MEL | ROOM: 218

What are the limits of community forgiveness? How do we decide who gets a second chance after a public scandal or controversy? In this course, we will analyze various factors that influence media narratives of contrition, atonement, and reconciliation. Through research and writing, we will investigate the ways in which these narratives influence our own perspectives. To that end, this course specifically focuses on writing as a form of communication and inquiry, and argument as a tool that is adaptable to a variety of purposes and audiences. Course materials will come from a diverse body of sources, ranging from academic journals to podcasts like Radiolab. We will engage with these sources in both formal and informal settings, gaining experience in self-reflection, peer feedback, and revision. Students will also have the opportunity to explore a course-related topic of their choice, leading to an 8- to 10-page argumentative research paper. Warning: some source material may contain graphic content.

BUILDING: HYLAN | ROOM: 203

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.

BUILDING: LCHAS | ROOM: 143

There is a common belief that the state of modernity is a thoroughly disenchanted one—that society has replaced a need for magic with cold steel and microchips, and that fantasy is only fit for children. Yet the idea of magic is alive and well in literature, popular culture and public discourse. How does fantasy, whether understood as a genre or as a particular function of the imagination, operate within its contemporary cultural landscape? What is the value of enchantment in our supposedly “disenchanted” world? Students will craft their own answers to these questions in connection with texts depicting various forms of enchantment and the fantastic. Assigned texts may include Shakespeare’s The Tempest, Hiyao Miyazaki’s film Howl’s Moving Castle, and short works of magical realism. Students will develop their critical thinking and writing skills through a series of short assignments, peer feedback, reflection and revision, working towards an 8-10 page argumentative research paper at the end of the semester.

BUILDING: GRGEN | ROOM: 110

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.

BUILDING: MEL | ROOM: 219

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.

BUILDING: LATT | ROOM: 413

Censorship targets an array of content—sex, violence, political disobedience—but it also takes many forms. How do the cultural situations that motivate censorship differ, say, between a book banned for blasphemy, and a TV show pulled after a public tragedy? Why does it matter who censors, and with what force? Through brief analytical papers, aided by peer feedback, reflection and revision, we will examine censorship in literature, music, visual arts, and digital media since World War II. Referenced works may include selections from William S. Burroughs’ novel Naked Lunch, Louis C.K.’s comedy, and the poet Vanessa Place’s Gone with the Wind tweets. Legal decisions on censorship and scholarly articles on social media restrictions, among other critical frames, will provide cross-disciplinary perspectives. In an 8-10 page argumentative research paper, we will carve out a sustained and reasoned position, however provisional, on the issues that our texts and discussions provoke. Course content may be disturbing.

BUILDING: LCHAS | ROOM: 104

How does a monomyth, a single narrative structure about the stages of a “hero’s journey,” help us understand the journeys of heroes and heroines throughout history, or our own lives? Could that story structure become a restrictive model, blinding us to important cultural differences or skewing our way of seeing the world and our places in it? In this class, students will explore these and related questions about the “hero’s journey” as a way of developing as college-level writers and thinkers. They will encounter a number of texts about heroic journeys, including High Noon and Wonder Woman. They will then join in the scholarly discussion about these texts and the issues they raise about our understandings of the monomyth, composing a series of informal responses and short formal assignments leading up to an 8-10pp argumentative research paper. The class will emphasize all aspects of the writing process, including peer and instructor feedback, revision, and self-reflection.

BUILDING: LCHAS | ROOM: 148

Fear, grief, loss, and remorse. These are among the things that come first to mind when thinking about suffering. But what does it exactly mean to suffer? Is suffering a necessary part of all human experience? If then, how does suffering shape our sense of self, interaction with others, and our worldview? Can suffering be a source of personal growth? In this course, we will explore these questions through readings, discussion, and various informal and formal writing assignments. The concepts and disciplines covered are wide-ranging, including literature, philosophy, and psychology. Students will engage with various texts of the authors who speak to the complexity of suffering (e.g. Dostoevsky, C. S. Lewis, Camus and Joan Didion). An 8-10 page argumentative research paper will be the culmination of our critical consideration of the function of suffering throughout the semester, supported by peer feedback, self-reflection, and individual paper meetings.

BUILDING: | ROOM:

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.

BUILDING: RRLIB | ROOM: G108

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 Arundhati 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.

BUILDING: DEWEY | ROOM: 4162

With nonstop news coverage and relentless scientific measurement, the contemporary era has established itself as grounded in fact—obsessed with information. Amidst the growth of data, what has become the place of art? Is there space for story, value in ambiguity? Formal innovations of 20th Century artists like Beckett and Godard will foreground language’s construction and how fragmentation might invite inquiry. Students will probe literary, theatrical, and cinematic materials with short analytical papers, aided by self-reflection, peer feedback, and revision. An 8-10 page argumentative research paper and final adaptation project will provide opportunities to demonstrate and expand awareness of the process by which dialogue – academic, artistic, personal – unfolds. As we come to experience storytelling in terms of questions rather than answers, we will be enabled to investigate and appreciate how a communicator and an audience reach towards each other, and not just for the sake of the information between them.

BUILDING: RRLIB | ROOM: 304E

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.

BUILDING: RRLIB | ROOM: 304E

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.

BUILDING: LCHAS | ROOM: 121

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.

BUILDING: MEL | ROOM: 209

Why do we sympathize with some villains and not others? Through discussion, group work, and writing, we will study villains, their motivations and their roles in film and graphic novels. We will use academic articles from film studies, art and art history, and psychology to frame questions such as: What societal values do villains fight for or against? How are cultural clashes and class struggles represented by villains? How do race and gender affect our interpretations? We will analyze how tropes of villains encourage us to pick a side in their conflicts and use this to interrogate our own perspectives on social issues in pop culture. Course materials will include a James Bond film, Crimson Peak, and Black Panther, among others. We will use peer response, self-reflection and revision in writing three shorter papers and the final paper. The final 8-10 page argumentative research paper will explore your own academic areas and interests relating to villains. Warning: Class contains graphic content.

BUILDING: TODD | ROOM: 202

How should we live amongst one another? What would a just society look like? In what sense are all humans equal? And how does our use of language influence our thinking about political topics such as these? This course aims to develop an understanding of the basic principles of academic writing by analyzing these political issues and by using academic writing, in turn, as a means to address them. The investigation will span fields such as economics, psychology, political science, and philosophy. To stimulate the process of writing, peer feedback, reflection, and revision, we will engage with texts ranging from Plato’s Republic to John Rawls’ modern classic, A Theory of Justice. The course will culminate with an 8- to 10-page argumentative research paper in which students apply their sharpened skills of analysis to a political issue of their choosing.

BUILDING: HYLAN | ROOM: 306

The limits of knowledge, the bumps in the night, death itself—horror deals with unknowns. But how do graphic novels give form to these unknowns differently than paintings, literature, or film? In comparing these forms, we will read scholarly articles on a range of subjects to consider the following questions: How does horror work? To what extent is horror tied to its own socio-political moment? What does horror tell us about different human activities? Using writing to answer these questions, we will work through rhetorical elements such as audience-based reasoning, genre, rhetorical purpose, language use, and more. Throughout the course, students will experience writing as a process that includes peer feedback, reflection, and revision. To that end, students will compose informal and formal assignments, including an 8–10 page argumentative research paper and a multi-modal project that reflects their inquiry on how and why horror is given particular forms. Warning: class contains graphic and sexual content.

BUILDING: LCHAS | ROOM: 122

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

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We call ourselves Homo sapiens sapiens: a knowing species. But how does the human awareness work? Why does the mind also wander afield and go on autopilot, as noted by neuroscience, behavioral medicine, and meditative traditions? In catastrophe, how might mindfulness of our behaviors reveal important information about the individuals and species? We will consider these questions by exploring poetry by writers from Rumi to Mary Oliver to Derek Walcott and films such as Ghost in the Shell and The Matrix. Other readings probe how the brain, mind, and heart work subtly to create realities—realities as fleeting as they can be profound and consequential. We invite everyone to join our interdisciplinary inquiry while cultivating academic writing skills through discussion, weekly writing workshops, peer response, revision, and self-assessment of two short argumentative essays. Students can build their theme-based inquiries into a proposal and 8-10 page argumentative research paper in WRT 105B, regardless of section.

BUILDING: HYLAN | ROOM: 307

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 Arundhati 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.

BUILDING: DEWEY | ROOM: 4162

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 peer-feedback, reflection, and revision, student work will culminate with a final 8-10 page argumentative research paper that integrates course themes with individual interests.

BUILDING: B&L | ROOM: 269

This class explores the relationship between language, identity, and power. We will consider how culturally specific metaphors―metaphors about family, politics, and gender―shape our perceptions about the legitimacy of certain forms of power. Considering the link between dialect and racial identity, we’ll explore why some dialects, like African American English, are considered inferior to Standard English, and if there is evidence to support such views. And lastly, we’ll examine the nature of academic language and authority, and explore ways of using academic language without losing our own voices in the process. To pursue these questions, you will need to understand how language works as a formal system, a historical process, and a source of cultural identity. We’ll read authors such as George Lakoff, John McWhorter, and Gloria Anzaldua. You will write a few short papers and an 8-10 page argumentative research paper. The writing process will involve drafting, revision, peer response, and self-reflection.

BUILDING: RRLIB | ROOM: G108

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

BUILDING: HYLAN | ROOM: 303

CRISPR now allows us to edit the genome, GMOs are rampant, and bioengineering is a burgeoning field that raises questions about the ethical and imaginative dimensions of manipulating one’s environment. What’s at stake for human beings as they manipulate their environment? What are the ideals that motivate a desire to control one’s environment? “Is Nature,” as Philip Pauly asks “raw material to be transformed by the power of the biologist?” What are the psychological and social roots of the human desire for perfectability? Students will explore these questions through discussions, informal writing, and formal papers. We will be looking at foundational Western myths such as the Genesis and Gilgamesh tales, science fiction, scholarly articles concerning issues in Bioengineering and psychology, and shows like Black Mirror. Formal papers will be developed through a process of reflection, peer feedback, and revision, preparing students for a final, 8-10 page argumentative research paper.

BUILDING: HYLAN | ROOM: 303

This class explores the relationship between language, identity, and power. We will consider how culturally specific metaphors―metaphors about family, politics, and gender―shape our perceptions about the legitimacy of certain forms of power. Considering the link between dialect and racial identity, we’ll explore why some dialects, like African American English, are considered inferior to Standard English, and if there is evidence to support such views. And lastly, we’ll examine the nature of academic language and authority, and explore ways of using academic language without losing our own voices in the process. To pursue these questions, you will need to understand how language works as a formal system, a historical process, and a source of cultural identity. We’ll read authors such as George Lakoff, John McWhorter, and Gloria Anzaldua. You will write a few short papers and an 8-10 page argumentative research paper. The writing process will involve drafting, revision, peer response, and self-reflection.

BUILDING: LATT | ROOM: 413

In the age of Instagram and Facebook, social media is saturated with accounts of exploration. Every day, we practice travel writing, documenting and sharing our encounters with the remarkable and unexpected. Why do we travel? How do we convey these experiences? In this class, we compare the rhetoric of medieval and modern travel writing in order to consider how the recording of ordinary and extraordinary events has evolved over time. By analyzing Instagram posts, online travel lists, the writings of a fourth-century nun, and medieval encounters with Vikings, we study effective writing and narrative strategies. Academic articles help us understand the content and form of these texts. Students will keep a digital journal of their own adventures and practice writing in shorter assignments across various genres. The course will focus on informal writing, peer response, and self-reflection, culminating in an 8-10 page argumentative research paper.

BUILDING: HYLAN | ROOM: 303

Textiles are texts. Our clothes are like words on a page, signaling our sense of self and turning our bodies into books to be read and decoded. But what do our clothes say? How do they convey meaning? Do we dress to express our identities, or are our identities fashioned by how we present ourselves to the world? We will explore the language of dress by paying close attention to our own communication as academic writers, refining ideas through short writing assignments, peer feedback, self-reflection, revision, and an 8-10 page argumentative research paper. Students will learn to tailor their writing to specific audiences and objectives. We will traverse the fields of gender studies, social psychology,philosophy, and the history of fashion and will examine a rich array of sources about dress and writing.

BUILDING: | ROOM:

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.

BUILDING: | ROOM:

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.

BUILDING: MEL | ROOM: 209

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.

BUILDING: MEL | ROOM: 219

What does it mean to be mindful? How does it help during the writing process? What are the practices of a mindful writer? Mindfulness refers to the mental state of directing one’s attention to the present moment, and its benefits expand to a variety of domains, such as emotional well-being and cognition. This course will broadly focus on these benefits while primarily examining the act of being mindful as a writing tool. Students will take part in mindful practices including reflexive writing, focused attention exercises, and light mediation to support the writing process. They will also learn about mindfulness perspectives from Ellen Langer, Jon Kabat-Zinn, and other scholars in the field. This course emphases the importance of argument development through informal and formal writing assignments and contemplative practices, such as writer reflection, peer feedback, and revision. By the end of the course, students will have compiled mindful techniques to use in a variety of writing contexts.

BUILDING: LCHAS | ROOM: 143

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.

BUILDING: LATT | ROOM: 431

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.

BUILDING: WEGMN | ROOM: 1005

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.

BUILDING: RRLIB | ROOM: 304E

Leadership is highly valued. Many successes are attributed to it and many failures to lack of it. But what exactly is ‘leadership’? What thoughts, actions, and relationships define a leader? How is leadership influenced by identity, culture and situation? We will examine questions like these, drawing on scholarly theories of leadership as well as case studies of leaders in a variety of areas ranging from politics (e.g., Nelson Mandela; Xi Jinping; Angela Merkel) to business (Steve Jobs; Indra Nooyi) and medicine (Atul Gawande; Paul Farmer). You will develop and test your ideas through critical reading, writing, discussion and feedback, and share your conclusions in the form of two short argumentative essays, while observing and reflecting on your own writing process. By the end of this course, you will have developed the skills necessary to begin to enter academic conversations and will be ready to begin the proposal and 8-10 page argumentative research paper in WRT105B.

BUILDING: | ROOM:

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. WRT 105A will begin to prepare students with the research and writing techniques needed for the successful completion of the argument-based research paper, which will be completed in WRT 105B.

BUILDING: HYLAN | ROOM: 303

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 they will write for WRT 105B.

BUILDING: HYLAN | ROOM: 307

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.

BUILDING: WEGMN | ROOM: 1005

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.

BUILDING: | ROOM:

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.

BUILDING: | ROOM:

What is the purpose of fantasy? Fantastical worlds contain magic, uncanny creatures, and advanced science, which can make these places wondrous, strange, or even unsettling. In this course, we work from the premise that fiction reflects or critiques the culture that created it. We will ask: what issues, real or imagined, are explored via fantasy? What do these worlds reveal about who we are or who we want to be? Through writing, discussion, group work, and reading scholarly articles, we will analyze the extent to which these worlds engage with and respond to cultural interests or problems. Course materials draw on fantasy from different cultures, times, and media. Texts include Marie de France’s Bisclavret, an Afrofuturist novel by Nnedi Okorafor, and Pan’s Labyrinth. Using peer response, self reflection, drafting, and revision, we will write 3 shorter papers before exploring individual interests related to fantasy worlds in an 8-10 page argumentative research paper. Warning: course contains graphic content.

BUILDING: LCHAS | ROOM: 184

Human culture and machine/technology culture are becoming more and more entangled in recent decades. In this course, we will engage a variety of questions regarding the social, political, and moral implications of this entanglement. Should autonomous systems be permitted in warfare? Should human enhancement technologies be controlled by parents or by governments? Should humanity strive to throw off the constraints of biological existence for something else entirely? What are genetic "diseases" and should we try to eliminate them? We will use the tools of research, writing, argument, and discussion to hone our views on these complex issues and learn to communicate our conclusions through writing. Students will develop a few short analytical and argumentative essays before working on an 8-10 page argumentative research essay. Those who successfully complete this course will be prepared to research and write for audiences across academic disciplines.

BUILDING: HYLAN | ROOM: 303

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.

BUILDING: MEL | ROOM: 218

Advancements in engineering affect almost every aspect of our society, but what is the nature of this impact? How do engineering solutions influence the social, cultural, and environmental contexts within which they are implemented? Students will explore questions such as these by using writing as a tool for inquiry, discovery, and knowledge construction. In constructing new knowledge, students will also learn how to navigate ethical issues around proper attribution of ideas, as this is important to both writers and engineers. Class discussions, readings, and informal assignments will work together to inform the drafting and revision of two short argumentative essays, an 8-10 page research paper, and a multimodal composition for a public audience. Through peer response and self-assessment, students will learn how to effectively communicate with a variety of audiences.

BUILDING: WEGMN | ROOM: 1009

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, students will have the chance to engage in self-reflection and peer feedback as they draft and revise short writing assignments, an 8-10 page argumentative research paper and a multimodal project.

BUILDING: LCHAS | ROOM: 184

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.

BUILDING: HYLAN | ROOM: 303

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.

BUILDING: HYLAN | ROOM: 307

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.

BUILDING: HYLAN | ROOM: 307

Apprenticeship, metaphoric narrative, and family traditions are all ways of learning through participation in culture. What kinds of cultural beliefs and values influence not only what is learned, but also how knowledge, skills, and traditions are taught? How are learning methods different or similar across cultures? Are there learning norms across all human cultures? Students will explore answers to questions like these through writing and course content from disciplines such as education, psychology, and anthropology. This course emphasizes the importance of the writing process through the use of writer reflection, peer feedback, and revision. The culmination is an 8 to10 page research paper where students will have the opportunity to not only craft an argument and conduct critical analysis, but also to collect data and report research findings. Students will also prepare and present multimodal projects, highlighting elements from their research through creative (and perhaps even non-traditional) means.

BUILDING: RRLIB | ROOM: G108

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.

BUILDING: | ROOM:

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 self-reflection, peer review, and revision. Assignments will include an 8-10 page argumentative research paper and will culminate in a multimodal project of their own design.

BUILDING: RRLIB | ROOM: 304E

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, students will have the chance to engage in self-reflection and peer feedback as they draft and revise short writing assignments, an 8-10 page argumentative research paper and a multimodal project.

BUILDING: HYLAN | ROOM: 307

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.

BUILDING: RRLIB | ROOM: G108

Apprenticeship, metaphoric narrative, and family traditions are all ways of learning through participation in culture. What kinds of cultural beliefs and values influence not only what is learned, but also how knowledge, skills, and traditions are taught? How are learning methods different or similar across cultures? Are there learning norms across all human cultures? Students will explore answers to questions like these through writing and course content from disciplines such as education, psychology, and anthropology. This course emphasizes the importance of the writing process through the use of writer reflection, peer feedback, and revision. The culmination is an 8 to10 page research paper where students will have the opportunity to not only craft an argument and conduct critical analysis, but also to collect data and report research findings. Students will also prepare and present multimodal projects, highlighting elements from their research through creative (and perhaps even non-traditional) means.

BUILDING: RRLIB | ROOM: 304E

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 self-reflection, peer review, and revision. Assignments will include an 8-10 page argumentative research paper and will culminate in a multimodal project of their own design.

BUILDING: RRLIB | ROOM: 304E

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.

BUILDING: GEN | ROOM: 321

Advancements in engineering affect almost every aspect of our society, but what is the nature of this impact? How do engineering solutions influence the social, cultural, and environmental contexts within which they are implemented? Students will explore questions such as these by using writing as a tool for inquiry, discovery, and knowledge construction. In constructing new knowledge, students will also learn how to navigate ethical issues around proper attribution of ideas, as this is important to both writers and engineers. Class discussions, readings, and informal assignments will work together to inform the drafting and revision of two short argumentative essays, an 8-10 page research paper, and a multimodal composition for a public audience. Through peer response and self-assessment, students will learn how to effectively communicate with a variety of audiences.

BUILDING: WEGMN | ROOM: 1009

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BUILDING: RRLIB | ROOM: 304E

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BUILDING: LATT | ROOM: 431

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BUILDING: HYLAN | ROOM: 303

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BUILDING: HYLAN | ROOM: 303

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BUILDING: RRLIB | ROOM: G108

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BUILDING: RRLIB | ROOM: 304E

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BUILDING: MEL | ROOM: 210

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BUILDING: RRLIB | ROOM: 304E

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BUILDING: HYLAN | ROOM: 307

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BUILDING: RRLIB | ROOM: 304E

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BUILDING: MEL | ROOM: 210

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BUILDING: MEL | ROOM: 209

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BUILDING: LATT | ROOM: 413

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BUILDING: DEWEY | ROOM: 4162

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BUILDING: LATT | ROOM: 413

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BUILDING: LATT | ROOM: 413

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.

BUILDING: HYLAN | ROOM: 307

PREREQUISITES: Satisfaction of the primary writing requirement.

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.

BUILDING: HYLAN | ROOM: 203

PREREQUISITES: Satisfaction of the primary writing requirement.

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.

BUILDING: RRLIB | ROOM: G121A

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

CROSSLISTED: ENG 285, WRT 245 (P)

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.

BUILDING: | ROOM:

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

CROSSLISTED: ENG 285, WRT 245 (P)

Drawing on linguistics and rhetorical grammar (e.g., Vande Kopple, Hyland), this course investigates the sentence—especially its rich potential for creating the writer’s meanings, personas, and voices. Through studying the form and function of the sentence, students will develop the ability to see meaningful patterns and variations within and across texts. Assignments will regularly involve analyzing works chosen by students and experimenting with sentences. Students will also have the chance to use AntConc, a simple corpus analysis tool that aids analysis. Through a final project, students will investigate some aspect of the sentence in a medium and context of their choice or address an interesting theoretical question about the sentence. This course is ideal for those interested in writing, editing, or writing education, as well as those curious about how humans use language to do things in the world. Background in linguistics or grammar is not necessary. Open to undergraduates and graduate students.

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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 course we 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. We’ll 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.

BUILDING: HYLAN | ROOM: 303

PREREQUISITES: Completion of the Primary Writing Requirement

CROSSLISTED: BCS 163, WRT 253 (P)

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.

BUILDING: LCHAS | ROOM: 161

PREREQUISITES: Completion of the Primary Writing Requirement.

CROSSLISTED: DMS 260, WRT 260 (P)

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.

BUILDING: LCHAS | ROOM: 122

CROSSLISTED: ENG 284, PHL 106, WRT 265 (P)

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.

BUILDING: MEL | ROOM: 219

PREREQUISITES: Completion of Primary Writing Requirement

CROSSLISTED: GSW 276, WRT 266 (P)

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 biology, and is suitable for junior and senior year biology majors. NOTE: every other class will take place online.

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

CROSSLISTED: BIO 272W, WRT 272 (P)

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 biology, and is suitable for junior and senior year biology majors. NOTE: every other class will take place online.

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

CROSSLISTED: BIO 272W, WRT 272 (P)

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. Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester’s end, students will have gained extensive experience with the communication skills expected in today’s competitive environment. This course is suitable for second-semester sophomores and juniors in the Hajim School; all others require permission of the instructor.

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PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: LCHAS | ROOM: 181

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: MEL | ROOM: 224

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: MEL | ROOM: 219

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: MEL | ROOM: 209

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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. Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester’s end, students will have gained extensive experience with the communication skills expected in today’s competitive environment. This course is suitable for second-semester sophomores and juniors in the Hajim School; all others require permission of the instructor.

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: LCHAS | ROOM: 181

PREREQUISITES: Completion of the Primary Writing Requirement.

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.

BUILDING: LCHAS | ROOM: 122

PREREQUISITES: Completion of the Primary Writing Requirement.

CROSSLISTED: PSY 274W, WRT 274 (P)

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.

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: LCHAS | ROOM: 104

PREREQUISITES: Completion of the Primary Writing Requirement

This course offers students the opportunity to establish or advance their understanding of quantitative, qualitative, and mixed methods research. Students will be guided through the process of identifying a research question of interest to themselves and their field of study as they learn how to evaluate the validity and reliability of existing studies. The culminating project will be a research proposal in which students identify fitting methods for their own investigation that might be implemented in future semesters.

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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. We will also go beyond individual identity to explore community identity and investigate the interplay of individuals and communities. 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.

BUILDING: LATT | ROOM: 413

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