Fall Term Schedule
Fall 2026
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WRTG 101-01
Paige Sloan
F 9:00AM - 10:15AM
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WRTG 101 Communication in Context I is interconnected with WRTG 103 Critical Reading, Reasoning, and Writing. WRTG 101 is designed to give undergraduate non-native speakers of English practice with communication and listening skills in preparation for academic and social interactions. Students will practice a myriad of communication techniques. Specifically, focus will be on interpersonal communication with faculty, group discussion dynamics, and honing presentation skills. Prerequisite: A grade of C or better is required in WRTG 101: EAPP Communication across Contexts I to proceed to WRTG 102: EAPP Communication across Contexts II. EAPP Program permission required for non-EAPP Program students. Undergraduate students enrolled at the University of Rochester who are not in EAPP (English for Academic Purposes Program) but wish to take EAPP classes should contact the EAPP director, Paige Sloan (paige.sloan@rochester.edu).
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WRTG 101-02
Laura Whitebell
F 9:00AM - 10:15AM
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WRTG 101 Communication in Context I is interconnected with WRTG 103 Critical Reading, Reasoning, and Writing. WRTG 101 is designed to give undergraduate non-native speakers of English practice with communication and listening skills in preparation for academic and social interactions. Students will practice a myriad of communication techniques. Specifically, focus will be on interpersonal communication with faculty, group discussion dynamics, and honing presentation skills. Prerequisite: A grade of C or better is required in WRTG 101: EAPP Communication across Contexts I to proceed to WRTG 102: EAPP Communication across Contexts II. EAPP Program permission required for non-EAPP Program students. Undergraduate students enrolled at the University of Rochester who are not in EAPP (English for Academic Purposes Program) but wish to take EAPP classes should contact the EAPP director, Paige Sloan (paige.sloan@rochester.edu).
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WRTG 101-04
Catherine Schmied Towsley
F 9:00AM - 10:15AM
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WRTG 101 Communication in Context I is interconnected with WRTG 103 Critical Reading, Reasoning, and Writing. WRTG 101 is designed to give undergraduate non-native speakers of English practice with communication and listening skills in preparation for academic and social interactions. Students will practice a myriad of communication techniques. Specifically, focus will be on interpersonal communication with faculty, group discussion dynamics, and honing presentation skills. Prerequisite: A grade of C or better is required in WRTG 101: EAPP Communication across Contexts I to proceed to WRTG 102: EAPP Communication across Contexts II. EAPP Program permission required for non-EAPP Program students. Undergraduate students enrolled at the University of Rochester who are not in EAPP (English for Academic Purposes Program) but wish to take EAPP classes should contact the EAPP director, Paige Sloan (paige.sloan@rochester.edu).
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WRTG 103-01
Paige Sloan
TR 2:00PM - 4:40PM
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WRTG 103 is designed to help students develop skills in critical reading, reasoning, and writing. Students will practice critical reading through examination of scholarly articles and essays. In looking at reasoning, students will review persuasive strategies such as ethos, pathos, and logos. In looking at writing choices, students will examine the importance of audience and purpose in shaping their organization, style, and argumentative strategies. Collaboration and self-reflection are essential components of the writing process; thus, throughout the course, students will additionally practice peer-response and self-reflective writing. Prerequisite: A grade of C or better is required to proceed to WRTG 104, EAPP Research, Reading, and Writing. EAPP Program permission required for non-EAPP Program students.
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WRTG 103-02
Laura Whitebell
TR 9:40AM - 12:20PM
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WRTG 103 is designed to help students develop skills in critical reading, reasoning, and writing. Students will practice critical reading through examination of scholarly articles and essays. In looking at reasoning, students will review persuasive strategies such as ethos, pathos, and logos. In looking at writing choices, students will examine the importance of audience and purpose in shaping their organization, style, and argumentative strategies. Collaboration and self-reflection are essential components of the writing process; thus, throughout the course, students will additionally practice peer-response and self-reflective writing. Prerequisite: A grade of C or better is required to proceed to WRTG 104, EAPP Research, Reading, and Writing. EAPP Program permission required for non-EAPP Program students.
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WRTG 103-03
Catherine Schmied Towsley
MW 9:00AM - 11:40AM
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WRTG 103 is designed to help students develop skills in critical reading, reasoning, and writing. Students will practice critical reading through examination of scholarly articles and essays. In looking at reasoning, students will review persuasive strategies such as ethos, pathos, and logos. In looking at writing choices, students will examine the importance of audience and purpose in shaping their organization, style, and argumentative strategies. Collaboration and self-reflection are essential components of the writing process; thus, throughout the course, students will additionally practice peer-response and self-reflective writing. Prerequisite: A grade of C or better is required to proceed to WRTG 104, EAPP Research, Reading, and Writing. EAPP Program permission required for non-EAPP Program students.
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WRTG 105-03
; Apoorv Pandey
MW 11:50AM - 1:05PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. Illness is a universal experience. But our embodied experiences of illness, and the narratives we use to make sense of those experiences, differ widely. In this course, we will consider, through writing, the complex relations between illness and narrative. What are the different genres and forms in which illness has been, and can be, narrated? How do identities and histories shape narratives of illness and the way we understand those narratives? How might narratives facilitate, hinder, or otherwise affect the movement from illness to healing? To explore these questions, we will read and discuss creative and scholarly materials, and craft our own informed arguments via informal and formal writing assignments. Course texts will include Dana Walrath’s graphic memoir Aliceheimer’s; the movie Erin Brokovich; essays like “Illness as Metaphor” by Susan Sontag; case studies like the Bhopal Gas Tragedy; and scholarship from fields like disability studies, medical humanities, and political economy. Through our collective engagement with these texts, we will hone our writing, critical thinking, and research skills, and enter ongoing scholarly conversations about illness and its narratives. All formal writing will undergo a process of self-reflection, peer feedback, and revision to help students develop course-theme-related arguments that will culminate in an 8-10-page argumentative research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105-04
Adam Stauffer
MW 12:30PM - 1:45PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. Who are we? Why are we here? What, after all, is human nature? As a species, we have long wondered what drives us, what makes us unique, why we are the way we are. In this class, we will examine the question of human nature from various perspectives, including science, religion, philosophy, psychology, sociology, and animal studies. We will analyze these viewpoints using writing, critical reading, and discussion, drawing from authors like Carl Sagan, Simone de Beauvoir, Michel Foucault, Paul Bloom, and Todd May, as well as texts ranging from academic scholarship and popular journalism to fiction and film. Students will take part in informal writing, peer response, writer reflection, and revision. The course will culminate in an 8-10-page argumentative research paper.
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WRTG 105-05
; Caroline Warrick-Schkolnik
MW 4:50PM - 6:05PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. What are our deepest-rooted societal fears? How are these fears disseminated? Through various formal and informal writing projects this class will examine how urban legends reflect America’s societal anxieties, such as crime, the “racial other,” and the “disintegration of nuclear families.” These fears and more are depicted in urban legends: stories that share similar plots and characteristics, yet transcend boundaries of time, place, and culture, such as “The Vanishing Hitchhiker” or “Sex Bracelets.” We will consider urban legends from cultural, political, and historical viewpoints through the lenses of literary criticism, psychology, philosophy, and film studies. Students will reflect on their own relationships to various urban legends through personal reflections and analytical writings. The course will draw from an array of critical and fictional sources, including the urban legend anthologies and criticisms of Jan Harold Brunvand and Alan Dundes, podcast episodes from American Hysteria and You’re Wrong About, the documentary Killer Legends, and the horror film Urban Legends. Students will hone their research and writing skills and examine cultural fears and biases through class discussions, informal assignments, and three formal assignments that progress through a series of revision, peer feedback, and writer reflection, culminating in an 8-10 argumentative page research paper. To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105-06
; Ewa Maria White
TR 12:30PM - 1:45PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college.
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WRTG 105-07
; Juan Espinosa
TR 3:25PM - 4:40PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105-09
Katherine Schaefer
TR 12:30PM - 1:45PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. In 2013, health care spending consumed 17 percent of the United States of America’s Gross Domestic Product. Societies must make choices about spending, balancing the desire to achieve the best possible health for everyone with the reality of limited resources. Underlying these decisions are ethical and practical concerns, and any policy requires answers to many questions. For instance, which diseases get the most attention? Are contagious diseases in a different class from heart disease and cancer? When may we infringe on someone’s rights in the name of better health? We will examine these questions, drawing on newspaper articles, TED talks, policy blogs, and scholarly sources that examine the sociological, psychological, economic, ethical, and medical aspects of these questions. You will develop and refine your ideas through critical reading, visual mapping, writing, discussion, peer feedback, reflection, and revision, and share them in the form of two short papers.
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WRTG 105-10
Justin Coyne
TR 9:40AM - 10:55AM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. In this class, you will explore what outdoor adventure has meant to others, and what it means to you. To explore this question, we ask two related questions. First, how does the type of activity and the space in which it takes place shape an understanding of Nature and humanity’s relation to it? Second, how does an activity relate to sociopolitical forces like capitalism or colonialism?
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WRTG 105-11
; Nashaly Melendez
TR 3:25PM - 4:40PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college.
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WRTG 105-13
James Otis
TR 12:30PM - 1:45PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. 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.
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WRTG 105-14
James Otis
MW 12:30PM - 1:45PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. 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.
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WRTG 105-15
; Elizabeth McKay
TR 4:50PM - 6:05PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college.
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WRTG 105-16
Liz Tinelli
MW 10:25AM - 11:40AM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. 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.
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WRTG 105-19
Dustin Hannum
TR 9:40AM - 10:55AM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. Haunted houses. Blood-sucking vampires. Spell-casting witches. Undead zombie hordes. As a genre (and collection of subgenres), horror is rife with familiar story conventions. While many of these transcend cultural boundaries, what each culture does with them speaks to the experiences of the people within that culture. So what does it mean to call a scary story an “American” horror story? How do horror stories, and the tropes they rely on, reflect fears and anxieties about social issues and questions of identity in American culture? Can those same tropes also be used by writers and filmmakers to critique those fears and anxieties? In this class, students will explore such questions as a way of developing as college-level writers and thinkers. We will read stories such as Poe’s William Wilson and watch movies such as The Shining and Candyman, and confront arguments about horror’s role in American culture from multiple disciplines and multiple genres (like op-eds and podcasts). Students will join in the discussion about these issues, composing a series of informal responses and short formal assignments leading up to an 8-10pp argumentative research paper. The class will emphasize all aspects of the writing process, including peer and instructor feedback, revision, and writer-reflection.
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WRTG 105-20
; Kexin Zhang
TR 11:05AM - 12:20PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college.
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WRTG 105-23
; Stephanie Xu
MW 12:30PM - 1:45PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college.
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WRTG 105-30
Adam Stauffer
TR 9:40AM - 10:55AM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. What is the meaning of life? For centuries, a variety of thinkers, cultural traditions, and social movements have attempted to answer this question. In this class, we will consider “the meaning of life” as both a theoretical problem and lived experience using critical reading and discussion, drawing from texts by authors like Arthur Schopenhauer, Albert Camus, Jonathan Haidt, Thomas Nagel, and Susan R. Wolf, as well as works ranging from academic scholarship and religious writings to fiction and film. This course invites students to enter this existential conversation by formulating their own ideas through discussion, in-class writing, and formal assignments, and drawing parallels between readings and the dilemmas we face in everyday life. Students will also take part in informal writing, peer response, writer reflection, and revision. The course will culminate in an 8-10-page argumentative research paper.
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WRTG 105-31
Dustin Hannum
TR 11:05AM - 12:20PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. Haunted houses. Blood-sucking vampires. Spell-casting witches. Undead zombie hordes. As a genre (and collection of subgenres), horror is rife with familiar story conventions. While many of these transcend cultural boundaries, what each culture does with them speaks to the experiences of the people within that culture. So what does it mean to call a scary story an “American” horror story? How do horror stories, and the tropes they rely on, reflect fears and anxieties about social issues and questions of identity in American culture? Can those same tropes also be used by writers and filmmakers to critique those fears and anxieties? In this class, students will explore such questions as a way of developing as college-level writers and thinkers. We will read stories such as Poe’s William Wilson and watch movies such as The Shining and Candyman, and confront arguments about horror’s role in American culture from multiple disciplines and multiple genres (like op-eds and podcasts). Students will join in the discussion about these issues, composing a series of informal responses and short formal assignments leading up to an 8-10pp argumentative research paper. The class will emphasize all aspects of the writing process, including peer and instructor feedback, revision, and writer-reflection.
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WRTG 105-32
Adam Stauffer
MW 10:25AM - 11:40AM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. Who are we? Why are we here? What, after all, is human nature? As a species, we have long wondered what drives us, what makes us unique, why we are the way we are. In this class, we will examine the question of human nature from various perspectives, including science, religion, philosophy, psychology, sociology, and animal studies. We will analyze these viewpoints using writing, critical reading, and discussion, drawing from authors like Carl Sagan, Simone de Beauvoir, Michel Foucault, Paul Bloom, and Todd May, as well as texts ranging from academic scholarship and popular journalism to fiction and film. Students will take part in informal writing, peer response, writer reflection, and revision. The course will culminate in an 8-10-page argumentative research paper.
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WRTG 105-35
Justin Coyne
TR 12:30PM - 1:45PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. In this class, you will explore what outdoor adventure has meant to others, and what it means to you. To explore this question, we ask two related questions. First, how does the type of activity and the space in which it takes place shape an understanding of Nature and humanity’s relation to it? Second, how does an activity relate to sociopolitical forces like capitalism or colonialism?
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WRTG 105-37
; Emily Blevins
TR 9:40AM - 10:55AM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college.
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WRTG 105-43
; Ur Staff (Affiliate)
MW 4:50PM - 6:05PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college.
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WRTG 105-44
Zachary Barber
MW 11:50AM - 1:05PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. Language is everywhere in human life, and using it raises questions about values. How should we write and speak to others? What things are immoral or inappropriate to say? Should there be limits on speech? How does language shape our understanding of truth, and, in turn, our political ideology? How will, and how should, AI technology influence our use of language? (Btw, can I use “lol” in an academic paper?) This course aims to instill an understanding of the basic principles of academic writing by analyzing questions like these from a variety of intellectual perspectives. Spanning the fields of psychology, philosophy, political science, computer science, and linguistics, our investigation will center around the values at stake in communicating with others. To stimulate the process of drafting, peer feedback, reflection, and revision, we will engage with scholarly texts such as N.J. Enfield’s Language vs. Reality and George Orwell’s classic essay “Politics and the English Language.” In short analytical papers, as well as a final 8- to 10-page research paper, we will use academic writing to discover, test, examine, and communicate our thoughts.
To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105-45
; Amelia Gradt
TR 12:30PM - 1:45PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college.
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WRTG 105-46
; Ur Staff (Affiliate)
MW 4:50PM - 6:05PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college.
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WRTG 105-47
; Abdullah Shaikh
TR 3:25PM - 4:40PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. What is self-help? Why is there a growing demand for practical literature that aims to move us towards becoming better versions of ourselves? How do self-help books promote a specific mode of reading? Does advice-giving still hold a place amongst the many uses of literature? In this course, we will investigate the self-help genre through dialogue, discussion, and academic writing. We will chart the origins of the genre from its earlier roots such as The Analects of Confucius and Seneca’s Letters from a Stoic to its modern turn popularized by books such as Dale Carnegie’s How to Win Friends and Influence People and Jordan Peterson’s 12 Rules for Life. We will observe how self-help has resonated with different groups throughout history while drawing the ire and condescension of others who refuse to consider it as serious literature. Through formal and informal writing, students will learn to formulate well-structured and coherent arguments. Formal assignments will be refined through a process of reflection, peer review, and instructor feedback. Our work will culminate in an 8-10 page argumentative research paper that demonstrates student ability to engage in a critical conversation around the self-help genre.
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WRTG 105-49
; Kathrin Lachenmaier
MW 9:00AM - 10:15AM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105-51
; James Kim
MW 2:00PM - 3:15PM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college.
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WRTG 105-52
Matt Bayne
MW 9:00AM - 10:15AM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. Andy Warhol famously said, “In the future, everyone will be world-famous for 15 minutes.” In a world of reality TV, influencer-celebrities, and virality, Warhol’s claim seems prophetic. But what role does fame play in our culture? What are the costs of fame? Does it serve as a surrogate for religion in an increasingly secular world? These questions will be explored through an ongoing process of inquiry and writing across a variety of disciplines: cultural studies, film, literature, anthropology, political science, and economics (amongst others). We will encounter popular texts like Britney Spears’s celeb-memoir The Woman in Me, Lady Gaga’s album The Fame Monster, and George Cukor’s version of A Star is Born along with scholarly meditations by Jonathan Goldman and David Schmid. By foregrounding strategies such as revision, personal reflection, peer response, and more, the course will call on students to develop their critical writing and communication abilities while exploring how fame shapes us and our larger world(s). The culmination of each student’s work will be an 8-10-page argumentative research paper on course themes, as well as a multimodal project designed to engage audiences beyond the classroom.
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WRTG 105-53
Solveiga Armoskaite
MW 10:25AM - 11:40AM
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. What spaces make you wonder, enchant, or intimidate you? Which are meaningful to you, and how? Is it a hipster café, an old bookstore or a homeless tent? As we inhabit and shape space, we infuse it with layers of meaning. If you wish to unravel meanings behind the cityscapes of Rochester, this course is one way in. No special background is needed; any scholarly perspectives on urban sprawl can guide your inquiry. First, adopting walking ethnographic interview by Evans & Jones 2011, we run a short pilot study on a campus spot together, trying out a range of lenses, e.g., what happens if we take on a tourist gaze following sociologist Urry, or give it a visual spin relying on art historian Berger or consider exclusion of the poor inspired by social cartographer Vaughn? These early explorations involve some short formal and informal writing. Then, the students apply the method to individually explore a Rochester site of choice. Thus, the pilot study is transformed into an 8-10 page argumentative research paper. Through drafting and redrafting, writer’s reflections, peer responses and engaging with sources on urban cityscape, we arrive at a compilation of our research papers on the local urban gems.
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WRTG 105A-01
Suzanne Woodring
TR 9:40AM - 10:55AM
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WRTG 105A (Fall) and WRTG 105B (Spring) distribute the work of WRTG 105E across two semesters, with WRTG 105A covering the first half of WRTG 105E. WRTG 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. 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.
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WRTG 105A-02
Whitney Gegg-Harrison
TR 9:40AM - 10:55AM
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WRTG 105A (Fall) and WRTG 105B (Spring) distribute the work of WRTG 105E across two semesters, with WRTG 105A covering the first half of WRTG 105E. WRTG 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. This course significantly and in a sustained way addresses issues of diversity, equity, inclusion.
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WRTG 105A-03
James Otis
MW 10:25AM - 11:40AM
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WRTG 105A (Fall) and WRTG 105B (Spring) distribute the work of WRTG 105E across two semesters, with WRTG 105A covering the first half of WRTG 105E. WRTG 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. 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.
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WRTG 105B-01
Suzanne Woodring
TR 11:05AM - 12:20PM
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The second-half of the WRTG 105A-WRTG 105B sequence, WRTG 105B immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise a proposal and an 8-10 page argumentative research paper. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. WRTG 105B students who have worked diligently but have not attained a grade of “B-“ or higher may take an incomplete and sign up for the Extension, a weekly workshop and tutorial program that allows students to continue working on their writing, raise their final grades, and satisfy the Primary Writing Requirement.
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WRTG 105E-03
Suzanne Woodring
MW 10:25AM - 11:40AM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. YOU MUST REGISTER FOR RECITATION WRTG 105E-04 WHEN REGISTERING FOR THIS SECTION
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WRTG 105E-04
Suzanne Woodring
W 11:50AM - 12:40PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. The brain is complex. It is responsible for countless functions from storage and retrieval of memories to reflexive responses to stimuli. How does it allow us to interact with the world through sensory input and active output as we think, speak, and write? What happens in the brain when we shift between these everyday tasks? In this course, we will explore how these intertwined functions compare cognitively and how each contributes to communication from neurological, cognitive, and behavioral perspectives. The works of Steven Pinker, V. S. Ramachandran, as well as other scholarly and popular sources will be investigated through informal and formal writing experiences. This course emphasizes the importance of the writing process through writer-reflection, peer feedback, and revision. The culmination is an 8 to 10 page research paper where you will develop an argument that is informed by your perspective and the existing research. You will also highlight your findings through a multimodal presentation.
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WRTG 105E-07
; Arthur Tapia
MW 2:00PM - 3:15PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. YOU MUST REGISTER FOR RECITATION WRTG 105E-07 WHEN REGISTERING FOR THIS SECTION YOU MUST REGISTER FOR RECITATION WRTG 105E-07 WHEN REGISTERING FOR THIS SECTION
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WRTG 105E-08
; Arthur Tapia
M 10:25AM - 11:15AM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. This course significantly and in a sustained way addresses issues of diversity, equity, inclusion.
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WRTG 105E-09
Liz Tinelli
MW 12:30PM - 1:45PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. YOU MUST REGISTER FOR RECITATION WRTG 105E-10 WHEN REGISTERING FOR THIS SECTION
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WRTG 105E-10
Liz Tinelli
W 2:00PM - 2:50PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. 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.
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WRTG 105E-13
Karl Mohn
TR 12:30PM - 1:45PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. YOU MUST REGISTER FOR RECITATION WRTG 105E-15 WHEN REGISTERING FOR THIS SECTION In the US, comics are often relegated to the Sunday Funnies or denigrated as cartoons for children. But images can express ideas that are difficult to articulate in words, and comics can bring these modes together in beautiful and startling ways. But how do comics “work”? Why do we think of comics as kids’ books while most readers are adults? Are there stories that can only be told in comics? To answer these questions, we will engage in scholarly research and analyze exemplary texts including the biographical Holocaust narrative, Maus, and superheroes facing apocalypse in Watchmen. Through reading, writing, and discussion we will explore comics in terms of form and narrative; we’ll look at the specific strengths of comics in relation to other media. Alongside this exploration, students will develop academic writing strategies through reflection, peer response, and revision. Assignments will include an 8-10 page argumentative research paper and will culminate in a multimodal project of their own design. YOU MUST REGISTER FOR RECITATION WRTG 105E-15 WHEN REGISTERING FOR THIS SECTION
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WRTG 105E-14
; Xinyue Wang
TR 3:25PM - 4:40PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. YOU MUST REGISTER FOR RECITATION WRTG 105E-16 WHEN REGISTERING FOR THIS SECTION What is “belonging”? What does it do for individuals physically, mentally, emotionally, and socially? Scholars in a variety of disciplines have studied and recognized belonging as a fundamental human need with a profound impact on individuals’ well-being. Still, people understand and experience belonging differently. How do individuals experience belonging differently? And how does it affect them? How could individuals create a sense of belonging in different contexts, such as family, college, the workplace, social media, and society? And what does it take to create a culture of belonging in these contexts? In this class, we will focus on the intricacies of belonging and explore these questions through reading, discussions, and writing. Course texts will include a range of news and scholarly articles and essays by writers such as Amy Tan, Trevor Noah, and Adrienne Rich, as well as films such as Pixar’s Purl and Legally Blonde. You will also learn to research, reflect, and write to develop your own inquiries and engage with yourself and others in both informal and formal writing. Through a process of drafting, peer response, and revision, you will develop and support your ideas in shorter formal assignments and a final 8-10-page argumentative research paper. YOU MUST REGISTER FOR RECITATION WRTG 105E-16 WHEN REGISTERING FOR THIS SECTION
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WRTG 105E-15
Karl Mohn
W 3:25PM - 4:15PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. In the US, comics are often relegated to the Sunday Funnies or denigrated as cartoons for children. But images can express ideas that are difficult to articulate in words, and comics can bring these modes together in beautiful and startling ways. But how do comics “work”? Why do we think of comics as kids’ books while most readers are adults? Are there stories that can only be told in comics? To answer these questions, we will engage in scholarly research and analyze exemplary texts including the biographical Holocaust narrative, Maus, and superheroes facing apocalypse in Watchmen. Through reading, writing, and discussion we will explore comics in terms of form and narrative; we’ll look at the specific strengths of comics in relation to other media. Alongside this exploration, students will develop academic writing strategies through reflection, peer response, and revision. Assignments will include an 8-10 page argumentative research paper and will culminate in a multimodal project of their own design.
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WRTG 105E-16
; Xinyue Wang
W 4:50PM - 5:40PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. What is “belonging”? What does it do for individuals physically, mentally, emotionally, and socially? Scholars in a variety of disciplines have studied and recognized belonging as a fundamental human need with a profound impact on individuals’ well-being. Still, people understand and experience belonging differently. How do individuals experience belonging differently? And how does it affect them? How could individuals create a sense of belonging in different contexts, such as family, college, the workplace, social media, and society? And what does it take to create a culture of belonging in these contexts? In this class, we will focus on the intricacies of belonging and explore these questions through reading, discussions, and writing. Course texts will include a range of news and scholarly articles and essays by writers such as Amy Tan, Trevor Noah, and Adrienne Rich, as well as films such as Pixar’s Purl and Legally Blonde. You will also learn to research, reflect, and write to develop your own inquiries and engage with yourself and others in both informal and formal writing. Through a process of drafting, peer response, and revision, you will develop and support your ideas in shorter formal assignments and a final 8-10-page argumentative research paper.
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WRTG 105E-17
; Yash Chitrakar
TR 2:00PM - 3:15PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. YOU MUST REGISTER FOR RECITATION WRTG 105E-18 WHEN REGISTERING FOR THIS SECTION Sympathy plays a role in our social interactions and moral decisions. It is—arguably—affected by aesthetics (i.e., the styles/ways in which things present themselves to us). In this course, we will use writing to investigate what sympathy is and explore its connections with aesthetics. For instance, does aesthetics affect how we give (or withhold) sympathy? What happens when aesthetic choices encourage audiences to sympathize with an unsympathetic character, or a “moral monster” (Humbert Humbert from Lolita, for example)? Is it possible to think of sympathy without aesthetics? What are the social consequences that result from the connection between aesthetics and sympathy? These questions will be explored through class dialogue, writing, and case examples: Susan Sontag’s work on war photography, David Foster Wallace’s meditation on the ethics of eating lobsters, Adam Smith’s theory of moral sentiments, etc. We will investigate the connections between aesthetics and sympathy through writing that will range from informal exploratory writing to formal writing that will follow a process of drafting, revision, peer feedback and self-reflection. Students will learn and apply the conventions of academic writing, culminating in an 8-10-page argumentative research paper as a final formal assignment, one that can be approached from multiple disciplines. YOU MUST REGISTER FOR RECITATION WRTG 105E-18 WHEN REGISTERING FOR THIS SECTION
To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105E-18
; Yash Chitrakar
M 2:00PM - 2:50PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. Sympathy plays a role in our social interactions and moral decisions. It is—arguably—affected by aesthetics (i.e., the styles/ways in which things present themselves to us). In this course, we will use writing to investigate what sympathy is and explore its connections with aesthetics. For instance, does aesthetics affect how we give (or withhold) sympathy? What happens when aesthetic choices encourage audiences to sympathize with an unsympathetic character, or a “moral monster” (Humbert Humbert from Lolita, for example)? Is it possible to think of sympathy without aesthetics? What are the social consequences that result from the connection between aesthetics and sympathy? These questions will be explored through class dialogue, writing, and case examples: Susan Sontag’s work on war photography, David Foster Wallace’s meditation on the ethics of eating lobsters, Adam Smith’s theory of moral sentiments, etc. We will investigate the connections between aesthetics and sympathy through writing that will range from informal exploratory writing to formal writing that will follow a process of drafting, revision, peer feedback and self-reflection. Students will learn and apply the conventions of academic writing, culminating in an 8-10-page argumentative research paper as a final formal assignment, one that can be approached from multiple disciplines. To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105E-19
; Abbie Boudreaux
TR 4:50PM - 6:05PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. YOU MUST REGISTER FOR RECITATION WRTG 105E-20 WHEN REGISTERING FOR THIS SECTION Though Disney is often what we initially associate with the phrase “beauty and the beast,” when we peer a bit closer, we can see that this beauty and the beast trope is prevalent in many forms of media. Through reading a translation of the original fairytale written by Gabrielle- Suzanne Barbot de Villeneuve, and exploring other popular retellings, like Hayao Miyazaki’s Howl’s Moving Castle and Andrew Lloyd Webber’s musical adaptation of The Phantom of the Opera, we will investigate, through reflective and argumentative informal and formal writing assignments, the following questions: What constitutes a beauty and the beast story? What is it about this trope that we find compelling? How does its repetition affect us? When and how do we define something or someone as “beautiful,” as “beastly”? Over the course of the semester, we will attempt to answer these questions, and others through various critical lenses like gender and sexuality, psychology, anthropology, and disability studies, while engaging with and producing diverse forms of written work. This class collaboration will provide students with the necessary skills, like peer response, self-reflection, and revision, to produce several formal writing assignments, including a final 8-10-page argumentative research paper by the semester’s end. To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105E-20
; Abbie Boudreaux
F 2:00PM - 2:50PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. Though Disney is often what we initially associate with the phrase “beauty and the beast,” when we peer a bit closer, we can see that this beauty and the beast trope is prevalent in many forms of media. Through reading a translation of the original fairytale written by Gabrielle- Suzanne Barbot de Villeneuve, and exploring other popular retellings, like Hayao Miyazaki’s Howl’s Moving Castle and Andrew Lloyd Webber’s musical adaptation of The Phantom of the Opera, we will investigate, through reflective and argumentative informal and formal writing assignments, the following questions: What constitutes a beauty and the beast story? What is it about this trope that we find compelling? How does its repetition affect us? When and how do we define something or someone as “beautiful,” as “beastly”? Over the course of the semester, we will attempt to answer these questions, and others through various critical lenses like gender and sexuality, psychology, anthropology, and disability studies, while engaging with and producing diverse forms of written work. This class collaboration will provide students with the necessary skills, like peer response, self-reflection, and revision, to produce several formal writing assignments, including a final 8-10-page argumentative research paper by the semester’s end. To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105E-21
; Md Mamunur Rashid
TR 11:05AM - 12:20PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. YOU MUST REGISTER FOR RECITATION WRTG 105E-22 WHEN REGISTERING FOR THIS SECTION
Photographs shape how we understand the world, but can we always trust what we see? How do images tell stories, influence public opinion, or mislead audiences? And how is artificial intelligence changing what counts as a photograph, an artist, or even a visual representation itself? In this course, we will explore these questions through writing by analyzing traditional photographs and AI-generated images. We will consider topics such as ethics of image-making, authenticity and authorship, deepfakes and visual truth, and the role of images in shaping everyday, cultural, and political narratives. Readings will include texts such as On Writing with Photography by Beckman and Weissberg and The Perception Machine: Our Photographic Future between the Eye and AI by Joanna Zylinska, along with selected scholarly and popular sources. Through informal and formal assignments, writing will serve as our primary tool for inquiry. This course emphasizes the importance of the writing process through writer-reflection, peer feedback, and revision. The culmination is an 8–10-page research paper where you will develop an argument informed by your perspective and existing research. You will also highlight your findings through a multimodal presentation. YOU MUST REGISTER FOR RECITATION WRTG 105E-22 WHEN REGISTERING FOR THIS SECTION
To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105E-22
; Md Mamunur Rashid
F 11:50AM - 12:40PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. Photographs shape how we understand the world, but can we always trust what we see? How do images tell stories, influence public opinion, or mislead audiences? And how is artificial intelligence changing what counts as a photograph, an artist, or even a visual representation itself? In this course, we will explore these questions through writing by analyzing traditional photographs and AI-generated images. We will consider topics such as ethics of image-making, authenticity and authorship, deepfakes and visual truth, and the role of images in shaping everyday, cultural, and political narratives. Readings will include texts such as On Writing with Photography by Beckman and Weissberg and The Perception Machine: Our Photographic Future between the Eye and AI by Joanna Zylinska, along with selected scholarly and popular sources. Through informal and formal assignments, writing will serve as our primary tool for inquiry. This course emphasizes the importance of the writing process through writer-reflection, peer feedback, and revision. The culmination is an 8–10-page research paper where you will develop an argument informed by your perspective and existing research. You will also highlight your findings through a multimodal presentation.
To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105E-33
Matt Bayne
MW 10:25AM - 11:40AM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. YOU MUST REGISTER FOR RECITATION WRTG 105E-34 WHEN REGISTERING FOR THIS SECTION Empathy and Its Limits foregrounds writing to explore the complex (human?) ability to feel in community with others, to put oneself in the position of others. The diverse array of course texts—e.g., philosophical work by Martha Nussbaum on animal rights, the novel To Kill a Mockingbird by Harper Lee, and podcasts on serial killers and their supposed absence of empathy--will provide engaging topics for us to consider as we practice and discuss strategies for becoming more confident and effective academic writers. These topics include: Is empathy essential for moral action? Are animals capable of empathy? What role might AI have in mediating empathy between people? We will compose in a wide arrange of genres and media culminating in an 8-10-page argumentative research paper. The course will emphasize the writing process, incorporating self-reflection, peer response, and revision on formal assignments. YOU MUST REGISTER FOR RECITATION WRTG 105E-34 WHEN REGISTERING FOR THIS SECTION To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 105E-34
Matt Bayne
M 11:50AM - 12:40PM
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. Empathy and Its Limits foregrounds writing to explore the complex (human?) ability to feel in community with others, to put oneself in the position of others. The diverse array of course texts—e.g., philosophical work by Martha Nussbaum on animal rights, the novel To Kill a Mockingbird by Harper Lee, and podcasts on serial killers and their supposed absence of empathy--will provide engaging topics for us to consider as we practice and discuss strategies for becoming more confident and effective academic writers. These topics include: Is empathy essential for moral action? Are animals capable of empathy? What role might AI have in mediating empathy between people? We will compose in a wide arrange of genres and media culminating in an 8-10-page argumentative research paper. The course will emphasize the writing process, incorporating self-reflection, peer response, and revision on formal assignments. To fulfill the primary writing requirement, a student must earn a grade of C or higher.
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WRTG 108-01
Suzanne Woodring
M 2:00PM - 2:50PM
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WRTG 108 is a weekly workshop that offers ongoing practice and instruction in writing and critiquing writing. Students meet weekly with the instructor to work on writing projects relevant to their writing goals. These forms might include summaries, critical responses, argumentative essays, lab reports, personal statements, and cover letters, among other texts. Students may also choose to revise essays completed in previous semesters. Students plan, draft and revise their projects, critique each other's work, assess their own writing, participate in group sessions on common writing issues, and individual sessions tailored to their writing goals. The semester's work will culminate in a final portfolio that features polished essays and a reflection on their work and their development as writers. Open to students who have completed the Primary Writing Requirement, or by WSAP permission. 2-credits, pass/fail
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WRTG 245-01
Stefanie Sydelnik
MW 12:30PM - 1:45PM
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Prepares sophomores, juniors, and seniors enrolled in five-year programs, from the humanities, sciences, and the social sciences for work as writing fellows. Course design facilitates the development of a strong, intuitive writer and speaker in order to become a successful reader, listener and responder in peer-tutoring situations. Ample writing and rewriting experiences, practice in informal and formal speaking, and the critical reading of published essays and student work enhance students' ability to become conscious, flexible communicators. Before tutoring on their own, students observe writing fellows and writing center consultants conduct tutoring sessions. On completion of the course with a B or better, fellows should be prepared to accept their own hours as peer tutors Prerequisite: Interested students must apply. Minimum GPA of 3.0. YOU MUST REGISTER FOR A RECITATION WHEN REGISTERING FOR THE MAIN SECTION
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WRTG 245-02
Stefanie Sydelnik
F 12:00PM - 12:50PM
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Prepares sophomores, juniors, and seniors enrolled in five-year programs, from the humanities, sciences, and the social sciences for work as writing fellows. Course design facilitates the development of a strong, intuitive writer and speaker in order to become a successful reader, listener and responder in peer-tutoring situations. Ample writing and rewriting experiences, practice in informal and formal speaking, and the critical reading of published essays and student work enhance students' ability to become conscious, flexible communicators. Before tutoring on their own, students observe writing fellows and writing center consultants conduct tutoring sessions. On completion of the course with a B or better, fellows should be prepared to accept their own hours as peer tutors Prerequisite: Interested students must apply. Minimum GPA of 3.0. YOU MUST REGISTER FOR A RECITATION WHEN REGISTERING FOR THE MAIN SECTION
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WRTG 251-01
Deb Rossen-Knill
TR 12:30PM - 1:45PM
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This course investigates and plays with the sentence, revealing its incredible potential to shape meaning, identity, voice, and our relationship with our readers. Drawing on work in functional linguistics (e.g., Aull, Hyland, Vande Kopple) and voice (e.g., Palacas, Young), we’ll see how different sentence-level choices create different meanings and effects. Assignments will regularly involve analyzing texts chosen and written by students, playing purposefully with language, and testing the effects of different choices. To aid analysis, generative AI (eg., GPT) and our imaginations will be used to generate different versions of the “same” text; An easy-to-use corpus analysis tool (AntConc) will help reveal textual patterns across large amounts of text. 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 any kind of writing, writing education, or editing. Background in linguistics or grammar is not necessary. Open to undergraduates and graduate students.
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WRTG 253-01
Whitney Gegg-Harrison
TR 2:00PM - 3:15PM
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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 coursewe will delve into the cognitive processes underlying writing and reading: how writers generate ideas, translate those ideas into words and sentences, organize those sentences into arguments, and do all of this while managing things like spelling and typing, and how readers actually interpret the message being conveyed by a piece of writing. Well also explore the extent to which research in cognitive science can inform what we do as writers by experimenting on ourselves with research-grounded strategies. Students will read and take responsibility for presenting work from cognitive scientists and composition theorists, and will work towards a final project in which they explore existing research on a topic of their choosing and propose either further research or applications of that research. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 260-01
Karl Mohn
MW 2:00PM - 3:15PM
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Technology involves the development of a tool to solve a problem. In this way, writing itself can be seen a technology to aid memory, thinking, and communication. Since the invention of writing, other newer technologies have further changed how we write and how we think. Each new technology offers us a range of options that are more or less effective depending on our audience and purpose. This course will explore some of the many writing technologies that have come (and gone!) over the history of writing, from clay tablets to Snapchat. The class will take a hands-on approach and allow us opportunities to experiment with writing technologies to get a better sense of how technologies affect what we think, what we communicate, and what we think we can communicate. Students will propose individual research projects on a writing technology of their choice, which may involve some combination of original composition, scholarly research, and ethnographic study. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 265-01
Kate Phillips
MW 10:25AM - 11:40AM
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We will investigate broad models of argument and evidence from the interdisciplinary field of argumentation theory. Students will apply these models to specific academic and social contexts of their choice. Some questions we might ask are: Can argument or evidence be understood absent context? What do arguments in STEM fields have in common with those in the humanities? For instance, is there common ground in how we argue about English literature and how biologists argue about the natural world? How do audience and purpose in disciplines such as psychology, physics and philosophy shape what counts as an argument in their respective fields? Does political argument resemble academic argument? What strategies will enable experts to communicate more effectively with public audiences in fields such as public health and the environmental humanities? Students will write frequent reflections, develop several short papers, and the semester will culminate in the construction of a final project of the student’s own design (for example, a research paper, a website, a podcast…) that can focus on any aspect of academic, professional, or political argumentation.
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WRTG 269-01
Rachel O'Donnell
M 2:00PM - 4:40PM
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This course introduces students to the theoretical foundations, practical challenges, and creative possibilities of literary translation. We will examine how translators describe their work—what they believe they are doing and why it matters—through close readings of English translations from a range of source texts. Attention will be paid to the strategies translators employ and to the implications of those choices for understanding translation as a literary and political practice, including its intersections with gender and rhetoric. Students will also complete a translation project of their own, using this work to interrogate and practice feminist rhetoric in their writing. By the end of the semester, students will have developed a working knowledge of both the theory and craft of literary translation.
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WRTG 272-01
Katherine Schaefer
W 2:00PM - 3:15PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. Prerequisite: Completion of the Primary Writing Requirement NOTE: every other class will take place online. Courses in the WRTG 27X series may not be taken more than once for credit.
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WRTG 272-02
James Otis
R 2:00PM - 3:15PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. Prerequisite: Completion of the Primary Writing Requirement Courses in the WRTG 27X series may not be taken more than once for credit.
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WRTG 272-03
Katherine Schaefer
R 3:25PM - 4:40PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. Prerequisite: Completion of the Primary Writing Requirement. Courses in the WRTG 27X series may not be taken more than once for credit.
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WRTG 272-04
Whitney Gegg-Harrison
T 12:30PM - 1:45PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. Prerequisite: Completion of the Primary Writing Requirement Courses in the WRTG 27X series may not be taken more than once for credit.
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WRTG 273-02
Catherine Schmied Towsley
F 10:25AM - 11:40AM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-03
Justin Coyne
W 3:25PM - 4:40PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-04
Liz Tinelli
F 2:00PM - 3:15PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-05
Liz Tinelli
F 11:50AM - 1:05PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-07
Karl Mohn
R 2:00PM - 3:15PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-09
Matt Bayne
W 11:50AM - 1:05PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-10
Adam Stauffer
F 11:50AM - 1:05PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-12
Justin Coyne
R 2:00PM - 3:15PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-13
Suzanne Woodring
R 12:30PM - 1:45PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-14
Solveiga Armoskaite
W 3:25PM - 4:40PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-16
Karl Mohn
R 3:25PM - 4:40PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 273-17
Catherine Schmied Towsley
M 12:30PM - 1:45PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 274-01
Kate Phillips
W 2:00PM - 3:15PM
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This interactive course teaches real life communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for second-semester sophomores, juniors and first-semester seniors; all others require permission of the instructor. All majors welcome. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 274-02
Kate Phillips
R 9:40AM - 10:55AM
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This interactive course teaches real life communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for second-semester sophomores, juniors and first-semester seniors; all others require permission of the instructor. All majors welcome. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 276-01
Catherine Schmied Towsley
W 2:00PM - 3:15PM
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, application essays, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (e.g., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. Course is designed for juniors and seniors with an interest in law, policy, and social good careers. This course may not be used to satisfy any major or minor requirements in Political Science or International Relations. Courses in the WRTG 27X series may not be taken more than once for credit. Prerequisite: Completion of the Primary Writing Requirement
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WRTG 391-01
7:00PM - 7:00PM
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This course provides undergraduate students the opportunity to pursue in-depth, independent exploration of a topic not regularly offered in the curriculum, under the supervision of a faculty member in the form of independent study, practicum, internship or research. The objectives and content are determined in consultation between students and full-time members of the teaching faculty. Responsibilities and expectations vary by course and department. Registration for Independent Study courses needs to be completed through the Independent Study Registration form (https://secure1.rochester.edu/registrar/forms/independent-study-form.php)
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WRTG 395-01
7:00PM - 7:00PM
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This course provides undergraduate students the opportunity to pursue in-depth, independent exploration of a topic not regularly offered in the curriculum, under the supervision of a faculty member in the form of independent study, practicum, internship or research. The objectives and content are determined in consultation between students and full-time members of the teaching faculty. Responsibilities and expectations vary by course and department. Registration for Independent Study courses needs to be completed through the Independent Study Registration form (https://secure1.rochester.edu/registrar/forms/independent-study-form.php)
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Fall 2026
| Number | Title | Instructor | Time |
|---|---|
| Monday | |
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WRTG 105E-08
; Arthur Tapia
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 105E-34
Matt Bayne
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 273-17
Catherine Schmied Towsley
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 105E-18
; Yash Chitrakar
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 108-01
Suzanne Woodring
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WRTG 108 is a weekly workshop that offers ongoing practice and instruction in writing and critiquing writing. Students meet weekly with the instructor to work on writing projects relevant to their writing goals. These forms might include summaries, critical responses, argumentative essays, lab reports, personal statements, and cover letters, among other texts. Students may also choose to revise essays completed in previous semesters. Students plan, draft and revise their projects, critique each other's work, assess their own writing, participate in group sessions on common writing issues, and individual sessions tailored to their writing goals. The semester's work will culminate in a final portfolio that features polished essays and a reflection on their work and their development as writers. Open to students who have completed the Primary Writing Requirement, or by WSAP permission. 2-credits, pass/fail |
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WRTG 269-01
Rachel O'Donnell
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This course introduces students to the theoretical foundations, practical challenges, and creative possibilities of literary translation. We will examine how translators describe their work—what they believe they are doing and why it matters—through close readings of English translations from a range of source texts. Attention will be paid to the strategies translators employ and to the implications of those choices for understanding translation as a literary and political practice, including its intersections with gender and rhetoric. Students will also complete a translation project of their own, using this work to interrogate and practice feminist rhetoric in their writing. By the end of the semester, students will have developed a working knowledge of both the theory and craft of literary translation. |
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| Monday and Wednesday | |
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WRTG 103-03
Catherine Schmied Towsley
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WRTG 103 is designed to help students develop skills in critical reading, reasoning, and writing. Students will practice critical reading through examination of scholarly articles and essays. In looking at reasoning, students will review persuasive strategies such as ethos, pathos, and logos. In looking at writing choices, students will examine the importance of audience and purpose in shaping their organization, style, and argumentative strategies. Collaboration and self-reflection are essential components of the writing process; thus, throughout the course, students will additionally practice peer-response and self-reflective writing. |
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WRTG 105-49
; Kathrin Lachenmaier
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-52
Matt Bayne
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-16
Liz Tinelli
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-32
Adam Stauffer
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-53
Solveiga Armoskaite
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105A-03
James Otis
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WRTG 105A (Fall) and WRTG 105B (Spring) distribute the work of WRTG 105E across two semesters, with WRTG 105A covering the first half of WRTG 105E. WRTG 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. |
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WRTG 105E-03
Suzanne Woodring
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 105E-33
Matt Bayne
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 265-01
Kate Phillips
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We will investigate broad models of argument and evidence from the interdisciplinary field of argumentation theory. Students will apply these models to specific academic and social contexts of their choice. Some questions we might ask are: Can argument or evidence be understood absent context? What do arguments in STEM fields have in common with those in the humanities? For instance, is there common ground in how we argue about English literature and how biologists argue about the natural world? How do audience and purpose in disciplines such as psychology, physics and philosophy shape what counts as an argument in their respective fields? Does political argument resemble academic argument? What strategies will enable experts to communicate more effectively with public audiences in fields such as public health and the environmental humanities? Students will write frequent reflections, develop several short papers, and the semester will culminate in the construction of a final project of the student’s own design (for example, a research paper, a website, a podcast…) that can focus on any aspect of academic, professional, or political argumentation. |
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WRTG 105-03
; Apoorv Pandey
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-44
Zachary Barber
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-04
Adam Stauffer
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-14
James Otis
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-23
; Stephanie Xu
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105E-09
Liz Tinelli
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 245-01
Stefanie Sydelnik
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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 |
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WRTG 105-51
; James Kim
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105E-07
; Arthur Tapia
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 260-01
Karl Mohn
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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. |
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WRTG 105-05
; Caroline Warrick-Schkolnik
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-43
; Ur Staff (Affiliate)
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-46
; Ur Staff (Affiliate)
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 272-04
Whitney Gegg-Harrison
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. |
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| Tuesday and Thursday | |
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WRTG 103-02
Laura Whitebell
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WRTG 103 is designed to help students develop skills in critical reading, reasoning, and writing. Students will practice critical reading through examination of scholarly articles and essays. In looking at reasoning, students will review persuasive strategies such as ethos, pathos, and logos. In looking at writing choices, students will examine the importance of audience and purpose in shaping their organization, style, and argumentative strategies. Collaboration and self-reflection are essential components of the writing process; thus, throughout the course, students will additionally practice peer-response and self-reflective writing. |
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WRTG 105-10
Justin Coyne
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-19
Dustin Hannum
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-30
Adam Stauffer
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-37
; Emily Blevins
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105A-01
Suzanne Woodring
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WRTG 105A (Fall) and WRTG 105B (Spring) distribute the work of WRTG 105E across two semesters, with WRTG 105A covering the first half of WRTG 105E. WRTG 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. |
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WRTG 105A-02
Whitney Gegg-Harrison
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WRTG 105A (Fall) and WRTG 105B (Spring) distribute the work of WRTG 105E across two semesters, with WRTG 105A covering the first half of WRTG 105E. WRTG 105A immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise two short argumentative essays. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. |
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WRTG 105-20
; Kexin Zhang
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-31
Dustin Hannum
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105B-01
Suzanne Woodring
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The second-half of the WRTG 105A-WRTG 105B sequence, WRTG 105B immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise a proposal and an 8-10 page argumentative research paper. Students will develop and test their ideas through discussion, informal writing, peer critiques and reflections. All sections of WRTG 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. WRTG 105B students who have worked diligently but have not attained a grade of “B-“ or higher may take an incomplete and sign up for the Extension, a weekly workshop and tutorial program that allows students to continue working on their writing, raise their final grades, and satisfy the Primary Writing Requirement. |
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WRTG 105E-21
; Md Mamunur Rashid
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 105-06
; Ewa Maria White
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-09
Katherine Schaefer
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-13
James Otis
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-35
Justin Coyne
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-45
; Amelia Gradt
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105E-13
Karl Mohn
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 251-01
Deb Rossen-Knill
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This course investigates and plays with the sentence, revealing its incredible potential to shape meaning, identity, voice, and our relationship with our readers. Drawing on work in functional linguistics (e.g., Aull, Hyland, Vande Kopple) and voice (e.g., Palacas, Young), we’ll see how different sentence-level choices create different meanings and effects. Assignments will regularly involve analyzing texts chosen and written by students, playing purposefully with language, and testing the effects of different choices. To aid analysis, generative AI (eg., GPT) and our imaginations will be used to generate different versions of the “same” text; An easy-to-use corpus analysis tool (AntConc) will help reveal textual patterns across large amounts of text. 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 any kind of writing, writing education, or editing. Background in linguistics or grammar is not necessary. Open to undergraduates and graduate students. |
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WRTG 103-01
Paige Sloan
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WRTG 103 is designed to help students develop skills in critical reading, reasoning, and writing. Students will practice critical reading through examination of scholarly articles and essays. In looking at reasoning, students will review persuasive strategies such as ethos, pathos, and logos. In looking at writing choices, students will examine the importance of audience and purpose in shaping their organization, style, and argumentative strategies. Collaboration and self-reflection are essential components of the writing process; thus, throughout the course, students will additionally practice peer-response and self-reflective writing. |
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WRTG 105E-17
; Yash Chitrakar
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 253-01
Whitney Gegg-Harrison
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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 coursewe will delve into the cognitive processes underlying writing and reading: how writers generate ideas, translate those ideas into words and sentences, organize those sentences into arguments, and do all of this while managing things like spelling and typing, and how readers actually interpret the message being conveyed by a piece of writing. Well also explore the extent to which research in cognitive science can inform what we do as writers by experimenting on ourselves with research-grounded strategies. Students will read and take responsibility for presenting work from cognitive scientists and composition theorists, and will work towards a final project in which they explore existing research on a topic of their choosing and propose either further research or applications of that research. |
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WRTG 105-07
; Juan Espinosa
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-11
; Nashaly Melendez
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105-47
; Abdullah Shaikh
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105E-14
; Xinyue Wang
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 105-15
; Elizabeth McKay
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WRTG 105 introduces students to academic writing at the college level and an awareness of variations across the disciplines. The course offers instruction in small sections that focus on the act of writing. It provides instruction and practice in clear and effective writing and in constructing cogent and compelling arguments, as students draft and revise numerous compositions of different forms and lengths. These assignments introduce some of the genres students are expected to produce later in their college careers as well as in their public and professional lives after graduation. The subject of the course is writing, but since writing is about something, each section of WRTG 105 focuses on a unique theme. Within this theme, students analyze, discuss, and engage with a range of texts in order to construct their own arguments and a final argumentative research paper. Students consider the roles of audience and purpose in shaping the organization, style and argumentative strategies of their papers, and they learn to become self-aware readers of their writing through reflection, peer response, revision, and editing. All sections include writing instruction, workshops, and practice in core writing principles and strategies needed to meet the course learning objectives and to become successful writers in and beyond college. |
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WRTG 105E-19
; Abbie Boudreaux
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 105E-04
Suzanne Woodring
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 273-09
Matt Bayne
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 105E-10
Liz Tinelli
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 272-01
Katherine Schaefer
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. |
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WRTG 274-01
Kate Phillips
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This interactive course teaches real life communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for second-semester sophomores, juniors and first-semester seniors; all others require permission of the instructor. All majors welcome. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 276-01
Catherine Schmied Towsley
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, application essays, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (e.g., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. Course is designed for juniors and seniors with an interest in law, policy, and social good careers. This course may not be used to satisfy any major or minor requirements in Political Science or International Relations. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 105E-15
Karl Mohn
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 273-03
Justin Coyne
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 273-14
Solveiga Armoskaite
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 105E-16
; Xinyue Wang
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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| Thursday | |
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WRTG 274-02
Kate Phillips
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This interactive course teaches real life communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for second-semester sophomores, juniors and first-semester seniors; all others require permission of the instructor. All majors welcome. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 273-13
Suzanne Woodring
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 272-02
James Otis
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. |
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WRTG 273-07
Karl Mohn
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 273-12
Justin Coyne
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 272-03
Katherine Schaefer
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in biology and is suitable for junior and senior year biology majors. |
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WRTG 273-16
Karl Mohn
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 101-01
Paige Sloan
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WRTG 101 Communication in Context I is interconnected with WRTG 103 Critical Reading, Reasoning, and Writing. WRTG 101 is designed to give undergraduate non-native speakers of English practice with communication and listening skills in preparation for academic and social interactions. Students will practice a myriad of communication techniques. Specifically, focus will be on interpersonal communication with faculty, group discussion dynamics, and honing presentation skills. |
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WRTG 101-02
Laura Whitebell
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WRTG 101 Communication in Context I is interconnected with WRTG 103 Critical Reading, Reasoning, and Writing. WRTG 101 is designed to give undergraduate non-native speakers of English practice with communication and listening skills in preparation for academic and social interactions. Students will practice a myriad of communication techniques. Specifically, focus will be on interpersonal communication with faculty, group discussion dynamics, and honing presentation skills. |
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WRTG 101-04
Catherine Schmied Towsley
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WRTG 101 Communication in Context I is interconnected with WRTG 103 Critical Reading, Reasoning, and Writing. WRTG 101 is designed to give undergraduate non-native speakers of English practice with communication and listening skills in preparation for academic and social interactions. Students will practice a myriad of communication techniques. Specifically, focus will be on interpersonal communication with faculty, group discussion dynamics, and honing presentation skills. |
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WRTG 273-02
Catherine Schmied Towsley
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 105E-22
; Md Mamunur Rashid
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 273-05
Liz Tinelli
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 273-10
Adam Stauffer
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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WRTG 245-02
Stefanie Sydelnik
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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 |
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WRTG 105E-20
; Abbie Boudreaux
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WRTG 105E is an extended version of Reasoning and Writing in the College. While WRTG 105 and WRTG 105E have the same expectations for completion, WRTG 105E is intended for students who decide that they need a more supported writing experience to meet the demands of college writing. All sections of WRTG 105E include an additional class session each week and are taught in computer labs and limited to 10 students. WRTG 105E students who have worked diligently but have not attained a B- or better may take an incomplete and sign up for the Extension, a weekly workshop and tutorial that allows students to raise their final grades and satisfy the Primary Writing Requirement. |
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WRTG 273-04
Liz Tinelli
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This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. This course is suitable for sophomores and juniors in the Hajim School; all others require permission of the instructor. Students must have completed a minimum of two engineering or CS courses in their major. Courses in the WRTG 27X series may not be taken more than once for credit. |
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