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

BUILDING: WEGMN | ROOM: 1005

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

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

BUILDING: LCHAS | ROOM: 182

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

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

BUILDING: HYLAN | ROOM: 307

PREREQUISITES: C or better in WRT 101: EAPP Communication across Contexts I, or permission of EAPP Program for non-EAPP Program students. WRT 102 is an integrated course that supports WRT 104: EAPP Research, Reading, and Writing coursework.

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

BUILDING: RRLIB | ROOM: G108

PREREQUISITES: C or better in WRT 101: EAPP Communication across Contexts I, or permission of EAPP Program for non-EAPP Program students. WRT 102 is an integrated course that supports WRT 104: EAPP Research, Reading, and Writing coursework.

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

BUILDING: RRLIB | ROOM: 304E

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

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

BUILDING: RRLIB | ROOM: G138N

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

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

BUILDING: WEGMN | ROOM: 1009

PREREQUISITES: C or better in WRT 103: EAPP Critical Reading, Research, and Writing, or permission of EAPP Program for non-EAPP Program students.

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

BUILDING: WEGMN | ROOM: 1005

PREREQUISITES: C or better in WRT 103: EAPP Critical Reading, Research, and Writing, or permission of EAPP Program for non-EAPP Program students.

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

BUILDING: LCHAS | ROOM: 124

PREREQUISITES: C or better in WRT 103: EAPP Critical Reading, Research, and Writing, or permission of EAPP Program for non-EAPP Program students.

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

BUILDING: HYLAN | ROOM: 206

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

BUILDING: HYLAN | ROOM: 307

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

BUILDING: DEWEY | ROOM: 4162

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

BUILDING: LCHAS | ROOM: 161

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

BUILDING: LATT | ROOM: 413

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

BUILDING: LCHAS | ROOM: 122

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

BUILDING: MEL | ROOM: 206

This course seeks to understand the effects of social media on individuals, communities, and society at large. In this class, we will explore several questions: What role does digital technology play in contemporary society? How is digital technology changing our identities and behaviors? What are the possible social and political implications of digital technology? We will analyze these questions using writing, critical reading, and discussion, drawing from authors like Sherry Turkle, Dustin Kidd, Malcolm Gladwell, and Mark Zuckerberg, as well as texts ranging from social theory and journalism to fiction and film. Students will take part in informal writing, peer response, writer reflection, and revision. The course will culminate in an 8-10 page argumentative research paper.

BUILDING: GRGEN | ROOM: 110

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

BUILDING: LCHAS | ROOM: 163

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

BUILDING: HYLAN | ROOM: 105

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

BUILDING: LCHAS | ROOM: 148

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

BUILDING: DEWEY | ROOM: 4162

Did the CIA order the assassination of John F. Kennedy? Were the 9/11 attacks really a series of planned, controlled detonations? And is it true that the Apollo moon landings were staged in a Hollywood studio? In this class we will analyze well-known conspiracy theories through news articles, radio broadcasts and scholarly sources, and consider how they help us to explore concepts like knowledge, power and a fear of the unknown. Critical reading assignments and the process of writing and revising will help to inspire discussion and develop knowledge as we share and test out ideas and arguments. Throughout the course, students will have the chance to engage in self-reflection and peer feedback as they draft and revise short writing assignments, an 8-10 page argumentative research paper and a multimodal project.

BUILDING: HYLAN | ROOM: 303

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

BUILDING: HYLAN | ROOM: 303

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

BUILDING: LCHAS | ROOM: 182

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

BUILDING: RRLIB | ROOM: 304E

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

BUILDING: LATT | ROOM: 431

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

BUILDING: LCHAS | ROOM: 182

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

BUILDING: LCHAS | ROOM: 163

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

BUILDING: RRLIB | ROOM: G108

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

BUILDING: B&L | ROOM: 315

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.

BUILDING: HYLAN | ROOM: 303

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.

BUILDING: HYLAN | ROOM: 303

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

BUILDING: RRLIB | ROOM: G108

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

BUILDING: MEL | ROOM: 209

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

BUILDING: LATT | ROOM: 413

Who are we? Why are we here? What, after all, is human nature? As a species, we have long wondered what drives us, what makes us unique, why we are the way we are. In this class, we will examine the question of human nature from various perspectives, including science, religion, philosophy, psychology, sociology, and animal studies. We will analyze these viewpoints using writing, critical reading, and discussion, drawing from authors like Edward O. Wilson, Simone de Beauvoir, Michel Foucault, Charles Darwin, and William James, as well as texts ranging from academic scholarship and popular journalism to fiction and film. Students will take part in informal writing, peer response, writer reflection, and revision. The course will culminate in an 8-10 page argumentative research paper.

BUILDING: HYLAN | ROOM: 306

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

BUILDING: LCHAS | ROOM: 122

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

BUILDING: HYLAN | ROOM: 307

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

BUILDING: RRLIB | ROOM: 304E

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

BUILDING: GRGEN | ROOM: 110

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

BUILDING: HYLAN | ROOM: 206

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

BUILDING: RRLIB | ROOM: G108

How do you define love? Express it? Seek it? Mask it? Scholars in neuroscience, economics, and literature approach love as both an ineffable emotion and biological necessity, studying its role in human evolution, advertising, and wish fulfillment. How does love affect how we mediate relationships, recall the past, spend our money, and create a sense of self? Students will explore such questions as a way of developing their own inquiries into love’s place in shaping personal and social identity. Course texts will include a range of scholarly articles; cultural commentary by David Brooks; The New York Times column Modern Love; and, the classic film Titanic. Students will research, write, and reflect in order to develop their own inquiries and enter into a scholarly conversation. Through informal writing, peer response, and revision, students will engage their own and others’ questions in order to develop and support their ideas in shorter assignments and a final 8-10 page argumentative research paper.

BUILDING: HYLAN | ROOM: 206

What is happiness? We seek it, talk about it, see it all over the news, but are we all talking about the same thing? Philosophers try to understand the nature of happiness while psychologists are concerned with measuring it, but often these projects are isolated from each other. We will look at various approaches to understanding happiness and use critical reading, writing and discussion to think about how the philosophical and psychological projects are compatible, or not. We will use podcasts, popular media and scholarly articles as a jumping off point for entering these debates. Furthermore, we will focus on how writing principles such as audience and purpose function across disciplines by looking at how different fields have approached questions of happiness. Students will be expected to write several argumentative essays, which will go through a process of peer-response, revision and self-assessment, culminating in an 8-10 page argumentative research paper.

BUILDING: MEL | ROOM: 209

What is happiness? We seek it, talk about it, see it all over the news, but are we all talking about the same thing? Philosophers try to understand the nature of happiness while psychologists are concerned with measuring it, but often these projects are isolated from each other. We will look at various approaches to understanding happiness and use critical reading, writing and discussion to think about how the philosophical and psychological projects are compatible, or not. We will use podcasts, popular media and scholarly articles as a jumping off point for entering these debates. Furthermore, we will focus on how writing principles such as audience and purpose function across disciplines by looking at how different fields have approached questions of happiness. Students will be expected to write several argumentative essays, which will go through a process of peer-response, revision and self-assessment, culminating in an 8-10 page argumentative research paper.

BUILDING: LATT | ROOM: 431

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

BUILDING: B&L | ROOM: 315

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

BUILDING: LCHAS | ROOM: 182

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

BUILDING: LCHAS | ROOM: 122

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

BUILDING: RRLIB | ROOM: G108

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

BUILDING: HYLAN | ROOM: 306

In 2013, health care spending consumed 17 percent of America’s Gross Domestic Product. We as a society must make choices about spending, balancing the desire to achieve the best possible health for everyone with the reality of limited resources. Underlying these decisions are ethical and practical concerns, and any policy requires answers to many questions. For instance, which diseases get the most attention? Are contagious diseases in a different class from heart disease and cancer? When may we infringe on someone’s rights in the name of better health? We will examine these questions, drawing on newspaper articles, TED talks, policy blogs, and scholarly sources that examine the sociological, psychological, economic, ethical, and medical aspects of these questions. You will develop and refine your ideas through critical reading, visual mapping, writing, discussion, peer feedback, reflection, and revision, and share them in the form of several short papers and an 8-10 page argumentative research paper.

BUILDING: HYLAN | ROOM: 303

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

BUILDING: LATT | ROOM: 413

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

BUILDING: LCHAS | ROOM: 143

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

BUILDING: HYLAN | ROOM: 307

The second-half of the WRT 105A-WRT 105B sequence, WRT 105B immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise a proposal and an 8-10 page argumentative research paper. Students will develop and test their ideas through discussion, informal writing, peer critiques and self-assessments. All sections of WRT 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. WRT 105B students who have worked diligently but have not attained a grade of “B-“ or higher may take an incomplete and sign up for the Extension, a weekly workshop and tutorial program that allows students to continue working on their writing, raise their final grades, and satisfy the Primary Writing Requirement.

BUILDING: HYLAN | ROOM: 307

The second-half of the WRT 105A-WRT 105B sequence, WRT 105B immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise a proposal and an 8-10 page argumentative research paper. Students will develop and test their ideas through discussion, informal writing, peer critiques and self-assessments. All sections of WRT 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. WRT 105B students who have worked diligently but have not attained a grade of “B-“ or higher may take an incomplete and sign up for the Extension, a weekly workshop and tutorial program that allows students to continue working on their writing, raise their final grades, and satisfy the Primary Writing Requirement.

BUILDING: RRLIB | ROOM: 304E

The second-half of the WRT 105A-WRT 105B sequence, WRT 105B immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise a proposal and an 8-10 page argumentative research paper. Students will develop and test their ideas through discussion, informal writing, peer critiques and self-assessments. All sections of WRT 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. WRT 105B students who have worked diligently but have not attained a grade of “B-“ or higher may take an incomplete and sign up for the Extension, a weekly workshop and tutorial program that allows students to continue working on their writing, raise their final grades, and satisfy the Primary Writing Requirement.

BUILDING: HYLAN | ROOM: 305

The second-half of the WRT 105A-WRT 105B sequence, WRT 105B immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise a proposal and an 8-10 page argumentative research paper. Students will develop and test their ideas through discussion, informal writing, peer critiques and self-assessments. All sections of WRT 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. WRT 105B students who have worked diligently but have not attained a grade of “B-“ or higher may take an incomplete and sign up for the Extension, a weekly workshop and tutorial program that allows students to continue working on their writing, raise their final grades, and satisfy the Primary Writing Requirement.

BUILDING: LCHAS | ROOM: 161

The second-half of the WRT 105A-WRT 105B sequence, WRT 105B immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise a proposal and an 8-10 page argumentative research paper. Students will develop and test their ideas through discussion, informal writing, peer critiques and self-assessments. All sections of WRT 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. WRT 105B students who have worked diligently but have not attained a grade of “B-“ or higher may take an incomplete and sign up for the Extension, a weekly workshop and tutorial program that allows students to continue working on their writing, raise their final grades, and satisfy the Primary Writing Requirement.

BUILDING: HYLAN | ROOM: 303

The second-half of the WRT 105A-WRT 105B sequence, WRT 105B immerses students in the experience of academic writing, with a particular emphasis on analyzing, using, and documenting scholarly and non-scholarly texts. It provides instruction and practice in constructing cogent and compelling arguments, as students draft and revise a proposal and an 8-10 page argumentative research paper. Students will develop and test their ideas through discussion, informal writing, peer critiques and self-assessments. All sections of WRT 105A&B revolve around a theme and include a weekly writing group in which students do the work of writing with immediate support from the course instructor. WRT 105B students who have worked diligently but have not attained a grade of “B-“ or higher may take an incomplete and sign up for the Extension, a weekly workshop and tutorial program that allows students to continue working on their writing, raise their final grades, and satisfy the Primary Writing Requirement.

BUILDING: WEGMN | ROOM: 1005

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

BUILDING: WEGMN | ROOM: 1005

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

BUILDING: WEGMN | ROOM: 1005

Did the CIA order the assassination of John F. Kennedy? Were the 9/11 attacks really a series of planned, controlled detonations? And is it true that the Apollo moon landings were staged in a Hollywood studio? In this class we will analyze well-known conspiracy theories through news articles, radio broadcasts and scholarly sources, and consider how they help us to explore concepts like knowledge, power and a fear of the unknown. Critical reading assignments and the process of writing and revising will help to inspire discussion and develop knowledge as we share and test out ideas and arguments. Throughout the course, students will have the chance to engage in self-reflection and peer feedback as they draft and revise short writing assignments, an 8-10 page argumentative research paper and a multimodal project.

BUILDING: HYLAN | ROOM: 307

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

BUILDING: RRLIB | ROOM: G108

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

BUILDING: RRLIB | ROOM: 304E

Language lets us share with others thoughts once trapped inside our own mind, but it’s also been argued to shape or constrain those thoughts. Are our minds shaped by the language we speak? Does language make the human mind special? How should we think about developments in AI and machine translation that have brought machines closer to using language? Could these machines have minds, and how would we know? Our interdisciplinary inquiry will consider a wide variety of perspectives — from psychology, linguistics, philosophy, neuroscience, and AI — and also explore how these themes play out in TV, movies, and literature. These discussions and readings will inform the drafting and revision of two short argumentative papers. We’ll draw upon concepts from cognitive science to develop ideas about how to produce effective written arguments that are clear and engaging for readers, and work to ensure each student builds confidence in their role as academic writers.

BUILDING: LCHAS | ROOM: 182

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BUILDING: RRLIB | ROOM: 304E

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BUILDING: WEGMN | ROOM: 1009

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BUILDING: RRLIB | ROOM: 304E

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BUILDING: HYLAN | ROOM: 307

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BUILDING: LCHAS | ROOM: 122

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BUILDING: LCHAS | ROOM: 182

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

BUILDING: RRLIB | ROOM: G121B

PREREQUISITES: Satisfaction of the primary writing requirement.

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

BUILDING: HYLAN | ROOM: 307

PREREQUISITES: Satisfaction of the primary writing requirement.

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

BUILDING: LCHAS | ROOM: 143

PREREQUISITES: Satisfaction of the primary writing requirement.

Prepares selected sophomores, juniors, and eligible first-year students for work as Speaking Fellows. This course focuses not only on the skill of public speaking, but also on peer tutoring and assisting students with their own forms of spoken communication. In this course, we will examine various components of presentations, including effective use of visual aids and professional delivery styles. We will also explore several types of spoken communication for different purposes and audiences, including argumentative and descriptive speeches, interviews, and group presentations. Through analyzing, studying the construction of, and creating and delivering their own presentations, students will improve their own speaking styles and develop the skills necessary to aid their peers in constructing and revising presentations. By the end of the semester, students should be ready to take on their own hours as peer tutors. This course satisfies a requirement for the Citation for Achievement in College Leadership.

BUILDING: LCHAS | ROOM: 148

This course is a comprehensive review of the grammar of Modern Standard English. The course will be of interest to those who wish to sharpen their language skills, or to know more about the workings of the English language whether for practical, cognitive or creative ends. Drawing on work in mostly pre-theoretical, descriptive linguistics this course reveals the mechanics of Standard English structure, with occasional detours into the finesse of usage across registers (dialect to slang). Students will learn to develop the ability to see patterns in grammar, as well as its structural possibilities and limits. Assignments will regularly involve reflection on form, usage and speaker judgments. Through a final project, students will investigate some aspect of an English variety available to them. Throughout, students will be working with their data samples of English to explore how speaker choices lead to particular grammatical structures or yield ungrammaticality. Background in linguistics or grammar not needed.

BUILDING: HYLAN | ROOM: 203

PREREQUISITES: None

CROSSLISTED: LIN 161 (P), WRT 250

While the term “copyediting” may be associated with journalism or literary fiction, in fact it is a vital component of the publication of almost any textual materials—from scholarly and popular publishing in arts and sciences to corporate and technical communications. So what do copy editors do? Is copyediting simply about enforcing rules of correctness? When is it okay to break those rules, or to allow others to do so, and what guides such decisions? How do copy editors understand and negotiate the relationships and interests of readers, writers, and the publications they work for? How has the information age changed the way copy editors think about and approach textual editing? In this class we will address both the principles and practices of copyediting. Students will learn the principles that guide copy editors, and then put these principles into use in a workshop setting, practicing copyediting in a variety of contexts, including digital communications.

BUILDING: HYLAN | ROOM: 206

PREREQUISITES: Completion of the Primary Writing Requirement.

CROSSLISTED: ENG 136, WRT 252 (P)

The purpose of writing in a digital world is to engage with a broader community around a topic of interest and contribute to public knowledge. In this course, students are invited to dig deeply into a question of interest, write for a public audience, and use the Internet as an archive of information waiting to be discovered, analyzed, and written about. Students can draw on pre-existing research interests from their majors or develop a line of inquiry stemming from class discussions, writing, and research. In order to gain experience writing to a range of readers, students will engage in a writing process informed by peer review, self-assessment, and revision. Shorter writing assignments will help students develop and refine ideas as they transform texts for different audiences. The final research project will be multimodal, published for a public audience, and should demonstrate your ability to think critically about a topic and effectively communicate that knowledge to a range of readers.

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

CROSSLISTED: DMS 250, ENG 288, WRT 261 (P)

Drawing on the concepts of discourse community and rhetorical genre analysis (e.g., Bazerman, Berkenhotter & Huckin, Swales), this course investigates ways of understanding the choices writers make when communicating about the natural, social, or applied sciences, with the goal of better understanding how to read and write as an ‘insider’ in your chosen discipline. You will develop a technical vocabulary and set of skills that allow you to describe recurring patterns and writer choices within those patterns. Using these tools, and talking to experts in your chosen discipline(s), you will investigate disciplinary and interdisciplinary boundaries, how writers convey meaning in different situations, and why they make the writing choices they do. Through a final research project of your choice, you will practice using what you have learned to communicate the results of your own research. This course is especially suitable for dual-major students, or those heading to graduate or health professions schools.

BUILDING: LCHAS | ROOM: 122

PREREQUISITES: Completion of the Primary Writing Requirement.

CROSSLISTED: BIO 274W, WRT 262 (P)

This course takes up translation process as an object of study. How do translators work? What opportunities and constraints are present for freelance, specialist, or professional translators? To what extent do translators not only transmit but actively create knowledge and build community via their work of interpreting and adapting? We’ll explore a range of potentially high-stakes cases involving textual, audiovisual, and multimodal renditions of a source text. These may include translating an ad or museum label; subbing a TED Talk or performance; dubbing in anime or games; interpreting for business, medical, or other purposes. Along with course readings and short experimental translations, students will work with our paraprofessional consultants and community partners in SW Rochester to craft final projects that provide a meaningful extension of course learning to real-world issues (Counts toward the Citation in Community-Engaged Scholarship; see Authentically Urban, Virtually Global: Southwest Rochester).

BUILDING: HYLAN | ROOM: 303

CROSSLISTED: ENG 289, LTS 263, WRT 263 (P)

This course centers around the creation of a digital portfolio. While students will design portfolios that highlight the most exciting media based projects they have worked on in their educational and professional career so far, most of the course work will be looking forward, developing new skills in our field. We will focus on how to research in digital media, create new work from that research and how to best present work in our field after it is completed. This is a writing intensive class, so students will be expected to complete 25 pages of writing by the end of the semester. Variously, we will look at and write about career development, portfolio design, collaboration and research techniques within digital media. The final project is a digital portfolio and reflection. THE CLASS IS CURRENTLY CLOSED AND NO LONGER ACCEPTING STUDENTS FOR THE WAIT LIST.

BUILDING: LCHAS | ROOM: 148

PREREQUISITES: Permission of instructor required for non-DMS major

CROSSLISTED: DMS 200W (P), WRT 264

In this course, students will develop an understanding of practical legal writing and legal analysis. Students will examine the relationship between common law and statutory construction as they develop core legal writing competencies. Through problem-based learning, students will learn to distinguish pertinent case facts, applicable law, and possible outcomes for legal problems in a real-world, community context. With a focus on analysis of cases and statutes, students will develop a series of legal communications, such as client letters/emails, legal memoranda, and legal documents which are grounded in an argument and based on law and facts. This course may be used as a cognate course for the Legal Studies minor.

BUILDING: B&L | ROOM: 315

PREREQUISITES: Completion of the Primary Writing Requirement

Preaching uses religious rhetoric in communal contexts in order to share and perhaps persuade congregants into various Biblical interpretations. This course provides an overview of histories and contexts of Black preaching while exploring argument, arrangement, invention, delivery and style as preachers/pastors make claims of God, suffering and liberation. This course will be interactive, consisting of presentations, discussions, lectures and a field trip to a local Black church to witness firsthand preaching traditions. We will learn about varying preaching methods (Proctor, Mitchell, Rufus, Womanist…) across varying denominations (African Methodist Episcopal, COGIC, Apostolic…)—of which—made clear stances on whether enslaved Africans were allowed to worship amongst White people—subsequently, banning preaching for Black people. From an outlawed performance to a lauded communication art form, Black preaching provides insight to Black religiosity and American religious history.

BUILDING: LCHAS | ROOM: 163

CROSSLISTED: AAS 171, GSW 165, REL 165 (P), WRT 268

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

BUILDING: HYLAN | ROOM: 105

PREREQUISITES: Completion of the Primary Writing Requirement.

CROSSLISTED: BIO 272W, WRT 272 (P)

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

BUILDING: LATT | ROOM: 413

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: TODD | ROOM: 202

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: MEL | ROOM: 206

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: RRLIB | ROOM: 304E

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: HYLAN | ROOM: 307

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: LATT | ROOM: 431

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: LCHAS | ROOM: 181

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: LCHAS | ROOM: 143

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: HYLAN | ROOM: 303

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: RRLIB | ROOM: 304E

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: DEWEY | ROOM: 4162

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: HYLAN | ROOM: 307

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: LCHAS | ROOM: 160

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: LCHAS | ROOM: 122

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: MEL | ROOM: 206

PREREQUISITES: Completion of the Primary Writing Requirement.

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

BUILDING: LATT | ROOM: 431

PREREQUISITES: Completion of the Primary Writing Requirement.

CROSSLISTED: PSY 274W (P), WRT 274

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. Two-credit course; cannot be used to satisfy any requirements for the major or minor in Political Science or International Relations.

BUILDING: GRGEN | ROOM: 110

PREREQUISITES: Completion of the Primary Writing Requirement

CROSSLISTED: IR 299, PSC 299, WRT 276 (P)

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

BUILDING: LCHAS | ROOM: 182

PREREQUISITES: Completion of the Primary Writing Requirement

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

BUILDING: LATT | ROOM: 413

PREREQUISITES: Completion of the Primary Writing Requirement

This course is designed for students who wish to pursue research in writing studies; it offers students the opportunity to establish or advance their understanding of qualitative, quantitative and mixed methods research. Students will learn how to evaluate the validity and reliability of studies and identify fitting methods to address research questions. Class sessions will guide students through the process of designing a research project that might be implemented with the guidance of a Writing Studies faculty member in future semesters.

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PREREQUISITES: Completion of the PWR.

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