WINTER 2001
This information effective for Winter 2001.
Check with instructor the first day of class for any changes.
All sections of Writing 1 explore the power of language to make meaning, to create identities for the writer, to shape communities, and to influence readers. All sections will give you the chance to explore writing as a means of discovery and learning as well as a means of communication. Every section will help you to analyze rhetorical situations: that is, to understand the conventions at work in various situations and the kinds of arguments and evidence that are persuasive in different contexts. And in any section of Writing 1, you will have the chance to develop your particular strengths as a writer of academic prose and work on your particular weaknesses.
All sections of Writing 1 teach writing as a process that involves strategies for generating ideas, revising, and editing. They all will encourage you to work together as readers of each other's papers. And all will require a significant amount of reading and weekly writing which may include informal writing for yourself as well as more formal essays for others.
All course descriptions are subject to change.
In the winter quarter, half of each Writing 1 section will open for enrollment to frosh only during their scheduled appointment period. This priority will remain in effect until the other half of the seats open to all students on a first-come, first-served basis at 2:00 PM on Friday, December 1.
Instructor: Elizabeth Abrams
TTh 12:00P-1:45P
Kresge 194
John Wayne is both an historical person - a film actor with a string of hits to his name - and something much larger: a protector of justice and liberty, an enigmatic loner who epitomizes rugged self-reliance and the American way. Wayne, like George Washington (Father of American Independence) and Nike (athletic gear of the independent spirit), is an "icon" - an image that crystallizes a standard or ideal against which we measure ourselves. Through both texts and images, this course explores our need for such icons and the use we make of them: how we use them to define both individual and national identity. Sources include portraits of famous American figures, print advertisements and theories of advertising, and major national or local monuments. You will draft and revise a number of essays, each designed to build analytical skills required in writing for other classes as well as this one: close analysis, coping with other writers' arguments, developing your own argument through research. For each essay you will also write one or two substantive pre-draft assignments intended to develop these skills and generate material for your essays.
Instructor: Elizabeth Abrams
TTh 4:00P-5:45P
Oakes 102
Same as Sec. 1 above.
Instructor: Jeff Arnett
TTh 10:00A-11:45A
Porter 241
A course designed to explore the role of written expression in personal and public well-being; defining the term well-being, in fact, will be an ongoing challenge. Using a variety of subjects, we will utilize forms as diverse as poetry, autobiography, interviews, argumentation, and research to better understand how we can be well (or better) in this complex world of ours. Journals will play a crucial role in our research, as will a willingness to challenge our assumptions about writing's role in our lives. We will also focus on physical well-being and its relationship to mental or emotional well-being. For field research, each of us will engage in some form of physical activity during the quarter and participate in Day on the Green with other members of the class. We have much to teach each other!
Instructor: Jeff Arnett
TTh 12:00P-1:45P
Oakes 103
Same as Sec. 3 above.
Instructor: Mark Baker
TTh 10:00A-11:45A
Soc. Sci. 2-141
This course will focus on how U.S. culture, at the turn of the century, is ever rapidly fluctuating. With this in mind, we will consider how place, as both a literal and metaphorical entity, can shape who we are, the choices we make, and where we live. While examining what the term "community" has implied throughout the past and up to the present day, we'll explore how groups of people, as well as individuals, react to change within contemporary culture. We will then look at specific instances and issues confronting those within the United States (and oftentimes elsewhere). Areas of exploration will include the media (various forms), political movements, ecology, multi-culturalism, resistance, the politics of gentrification, economics, and others. Readings will potentially include pieces by Noam Chomsky, Howard Zinn, Gloria Anzaldúa, Dave Foreman, Judi Bari, Ed Abbey, Joan Didion, Jon Krakauer, Eric Bogosian, Maxine Hong Kingston, Cherríe Moraga, and others. Students will write and revise several short essays throughout the quarter, as well as one longer research paper.
Instructor: Mark Baker
TTh 4:00P-5:45P
Soc. Sci. 2-141
Same as Sec. 5 above.
Instructor: Eugenia Mitsanas
MWF 9:30A-10:40A
Soc. Sci. 1-153
By applying selected essays, such as George Orwell's Politics and the English Language to the New York Times, this course will - in addition to covering many current events and exploring different writing modes used in journalism - compare the Times to other mainstream and nonmainstream media (newspaper, radio, the Web) to evaluate the perspective/s of news coverage presented by a mainstream media source. Besides critically examining ideas, purposes, strategies, and writing styles of some authors, we will generate a variety of writings from informal (journals, peer responses) to formal (narration/reflection, commentary, explanation, analysis, and argument). Strategies for drafting, revising, and editing papers will be stressed throughout the course. Although much of our reading will consist of news items that have a complex historical path, you do not need to be an expert in politics and history to be in this class. This course is designed for those who want to learn more about current events and history, and who want to improve their own abilities as critics and as writers.
Instructor: Maria Cecilia Freeman
TTh 2:00P-3:45P
Crown 202
In this class we will practice strategies and conventions of writing for different purposes, with emphasis on explaining, analyzing, and arguing about issues in our local communities and the unique natural environment we inhabit. We will explore and write about the UCSC campus environment and natural history while pursuing research on current local issues of each person's choice. Reading will include John Steinbeck's The Pastures of Heaven and a collection of essays by authors such as Edward Abbey, Gary Snyder, Wallace Stegner, and others. As we read, we will critically examine the ideas, purposes, rhetorical strategies, and writing styles of the authors to inform and inspire our own writing. We will also study John Trimble's Writing With Style: Conversations on the Art of Writing. Coursework will emphasize strategies for drafting, revising, and editing papers, with close attention to grammar and effective language use. Writing will include informal opinion pieces, descriptive sketches and reflections, and critical responses to reading as well as several formal essays based on reading and research. Everyone will participate in writing group workshops and share responsibility for discussion - all viewpoints welcome.
Instructor: Ellen Hart
MWF 9:30A-10:40A
Kresge 194
"Poetry and the News": the poet Ezra Pound has written that "Literature is news that STAYS news." In this course we'll read a daily newspaper to watch history unfold. And we'll look at the ways in which poets - including Emily Dickinson, Walt Whitman, Langston Hughes, Robert Frost, and Sandra Cisneros - have recorded the news about history: personal, political, and cultural history. This is a good course for those who love poetry, and those who fear poetry, to learn even more about reading poetry, writing about it, and enjoying it. The research component for the course includes exploring Dickinson and Whitman Web sites focusing on the Civil War, grief, and consolation.
Instructor: Ellen Hart
MWF 11:00A-12:10P
Kresge 194
Same as Sec. 9 above.
Instructor: Robin King
MWF 11:00A-12:10P
Eight 242
Some researchers claim that emotional intelligence contributes to a person's success in life more than performance on standardized tests. In this section of Writing 1, we will consider this claim and explore concepts of emotional intelligence by writing about the influence of emotions on perception, awareness, behavior, and critical thinking.
Students will complete informal and formal writing assignments in which they analyze how humans dramatize emotions in socially effective and dysfunctional ways. In peer-led discussion and small writing response groups, there will be a strong link between analytical reading of essays about the dynamics of human emotions and writing convincing arguments about the connections between emotional intelligence and rational thinking. Students will research and write four papers about the influence of culture and social institutions on emotions, perceptions, and behavior. Course work will emphasize the essentials of academic writing, including grammar, effective language, drafting, rewriting, and editing papers.
Instructor: Patrick McKercher
TTh 10:00A-11:45A
Porter 249
This course will create a community of learners to investigate community itself: what is it? What value does it have? How is your community regarded by outsiders, how is that view perpetuated by the media, and what are the consequences? Is true community possible in cyberspace? In the spirit of community, we'll do group service-learning projects: tutoring and mentoring high school students, writing and creating websites for nonprofit organizations, or developing virtual reality learning spaces. These projects require a significant time commitment outside of class. We'll also do five papers based on extensive course readings, one of which will be revised and expanded into a research paper.
"The future is already here, it's just not evenly distributed."
Instructor: Patrick McKercher
TTh 2:00P-3:45P
Porter 249
Same as Sec. 12 above.
Instructor: Peggy Miles
MWF 2:00P-3:10P
Cowell 134
In the words of Morrison, "if you study the culture and art of African-Americans, you are not studying a regional or minor culture. What you are studying is America." Through the works of the Nobel Prize-winning author, we will explore a too often overlooked aspect of the American experience. In addition, we will use her novels as models for discovering insights into the craft of writing. Texts will include The Bluest Eye, Beloved, and Jazz. The focus of this course will be on class participation and writing as a process. Students will generate ideas through class discussion, keep weekly learning logs, and develop their written skills through a succession of three drafts each on three different topics, including a research paper. We will look at means of developing a personal style and voice.
Instructor: Ellen Newberry
MWF 9:30A-10:40A
Crown 202
People have often used writing as a tool for exploring their own identity or for presenting their sense of self to the rest of the world. In this section of Writing 1, we will read fictional and autobiographical works which focus on the search for self. In particular, we will examine the ways that race, class, gender, and sexual identity affect this process of exploration, and we will discuss why people might use writing as a part of their processes of discovery. We will read books by such authors as James McBride, Julia Alvarez, Daphne Scholinski, and others and mix other media into our examination of this complex process of self-discovery. We will use the writing process as both a challenge to think critically about the world around us and as an opportunity to examine our own lives more thoroughly. There will be five essays, each of which moves from discussion and planning through drafts, peer response, and revision. One essay will be based on research and will allow you to investigate a topic of your choice that centers on an issue connected with the search for identity.
Instructor: Ellen Newberry
MWF 11:00A-12:10P
Crown 203
Same as Sec. 15 above.
Instructor: Dora-Katheryn Nur
TTh 12:00P-1:45P
Crown 202
The American obsession with time figures fundamentally in what we value and in our decisions about work, school, leisure, and play. How do we use and conceive of time as individuals and in our society as a whole? How are time and pace important in our lives? Analyzing essays, articles, and video clips, along with Robert Levine's A Geography of Time, Lightman's Einstein's Dreams, and chapters from Gleick's Faster, we'll explore and write about time as others have thought about it and as we come to understand it better. In addition to thirty journal entries, each student will write one reflective essay, three academic essays, and an individual research paper. (This offer is good for a limited time only!)
Instructor: Sherri Paris
MWF 12:30P-1:40P
Kresge 194
This course will focus on social and political movements of the Nineteen-Sixties. Students will be introduced to major events, personalities, and ideas that made the decade unique. We will examine the Old Left roots of movement politics, how organizations like S.N.C.C. and S.D.S. redefined the Left's agenda, and how militant groups like the Weathermen and media-oriented groups like the Hippies changed and perhaps undermined that agenda. We will ask the questions: "What went wrong? What endured? What should the Left do differently in the next decade?" Cultural influences will be examined through primary source material, including excerpts of tracts, novels, films, and guerrilla theater. In addition to writing several short pieces, students will be required to write and completely revise a paper of substantial range.
Instructor: Sherri Paris
MWF 2:00P-3:10P
Kresge 194
Same as Sec. 18 above.
Instructor: Sarah Rabkin
TTh 10:00A-11:45A
Kresge 194
How well does the nation's health-care system take care of our health? What is it like to be sick or injured in the U.S. if one is poor, powerless, or a stranger to Western medicine? What do doctors and other health-care professionals experience on their end of the stethoscope? This section looks at health care from the perspectives of people who seek it as well as those who practice it. Readings (by Anne Fadiman, Abraham Verghese, and others) include personal accounts, cross-cultural perspectives, ethical explorations, and political critiques. Discussions and writing assignments encourage you to examine your own experiences and to expand your understanding of this complex topic. If you choose this section, you should be prepared to read closely, research resourcefully, write thoughtfully, and revise vigorously. You should also expect to share drafts with classmates and participate generously in discussions.
Instructor: Don Rothman
TTh 10:00A-11:45A
Soc. Sci. 1-153
Prompted by Elaine Scarry's On Beauty and Being Just, this class will explore the relationship between beauty and justice. If you are particularly interested in art, and you wonder what role beauty, broadly conceived, can play in creating a more just world, consider taking this course. We will read and look at poetry, prose, photographs, paintings, and sculpture and write to, from, within, and around them. Students will compose and revise a series of informal and formal essays and complete an original project requiring imagination and analysis.
Instructor: Roz Spafford
TTh 12:00P-1:45P
Kresge 319
Who do you think of as your community - or communities (by community I mean people with backgrounds and/or concerns somewhat similar to yours)? How do people in your communities develop their values - about politics, sexuality, religion, manners? What do they read? What music do they listen to? What do they know? What are they worried about? How do their interests intersect with or challenge those of mainstream American society?
In this section of Writing 1, you will gain research and analytical skills by investigating the diverse behavior and belief systems of a group or groups you identify with. Students enrolling in this section should be willing to work both independently and collaboratively, doing library research as well as field work (observing and interviewing other students). Papers will be based on this research as well as on the texts for the course: pieces of popular culture, stories, essays, sociological studies - and of course, on your own ideas. Students in this section will participate in a partnership project with students in a high school classroom.
Instructor: Amy Weaver
MWF 12:30P-1:40P
Cowell 223
Through writing and discussion, the participants in this course will work together on issues concerning the role of the university in our lives and our societies. Among others, we might consider questions such as: What is the university, who "gets" to go there, and who decides? Does a public university have a public responsibility, and what might that entail? Admittedly, these questions are enormous ones that will not be resolved during the course of a quarter. The more limited goal of this seminar is to allow students and the instructor to begin a critical inquiry into personal, social, and political aspects of university education. Students will be asked to work with the instructor to outline the path the course will follow based on the current interests of the students. As this course is foremost a writing course, students will participate in weekly writing groups and will be constantly engaged in both informal and formal writing, culminating in a final research project.
Instructor: James Wilson
MWF 9:30A-10:40A
Kresge 319
We will explore fiction and some film on several themes including the following: post-colonialism, feminism, Paris '68, and existentialism. Writing will include regular logs, essays, and revisions; discussions and draft sessions will be mostly student-directed. Texts include Pig Tales, The Fight for Algiers, and The Stranger.
Instructor: James Wilson
MWF 11:00A-12:10P
Kresge 323
We will explore fiction, drama, and film on several themes including the following: post-modern existentialism, political activism, neo-realism, and women authors during Mussolini's regime. Writing will include regular logs, essays, and revisions; discussions and draft sessions will be mostly student-directed. Texts include Mr. Palomar, Mistero Buffo, Unspeakable Women, The Bicycle Thief, and Life is Beautiful.
Instructor: Rob Michalski
MWF 8:00A-9:10A
Crown 202
In this section we will concentrate upon developing the critical reading and writing skills necessary for college-level academic work. In order to help develop these skills, we will read and discuss provocative essays which confront the challenges presented by an attempt to understand popular culture in America. Through class discussions and short writing assignments on the readings and on such everyday examples of popular culture like advertisements, TV shows, and movies, students will generate ideas for longer essay assignments. These assignments will be of varying lengths and will include assignments involving research. In addition to working on your own writing, you will also read and discuss the work of your peers.
Instructor: Ann Speno
MWF 8:00A-9:10A
Kresge 194
This section of Writing 1 will focus on what it means to be female in the academy and in our society, and students will be asked to write about feminist issues in their lives as well as in women's fiction, non-fiction, and poetry. We will explore such themes as the role of women in the family, the mother-daughter relationship, cultural views of female sexuality, and eating disorders. Students will be encouraged to locate their own personal voice and experience and then work to find ways to sustain that voice in the context of more conventional academic essay writing.
Instructor: Rosalind Warfield-Brown
MWF 3:30P-4:40P
Eight 242
Using the Iliad of Homer and The Things They Carried by Tim O'Brien, this course will explore the ways in which writing can help us make sense of events in our lives. From the horrific experience of two wars, one ancient and one modern, these writers have drawn lessons that illuminate the reality of modern life in vital ways. We will write four short (3-4 page) papers on topics raised by the readings; a longer paper (7-9 pages) will be a quarter-long project to which the shorter papers may contribute. The emphasis of the course is on constructing persuasive arguments and gathering evidence from sources, documented according to the Modern Language Association guidelines. Participation and attendance, as well as written work, will affect a student's success in the course.
Instructor: Eugenia Mitsanas
MWF 3:30P-4:40P
Soc. Sci. 1-153
Same as Sec. 7 above.
Instructor: Farnaz Fatemi
MW 5:00P-6:45P
Soc. Sci. 1-149
How do we learn about other cultures? How do we move beyond what we find in the movies, mass media, and the news to learn about places we know relatively little about? I'd like to consider these kinds of questions in relation to the Middle East. Using texts from a variety of genres (including news, criticism, fiction, and film), I want to encourage a conversation about what it is we see and don't see of the Middle East and the various cultures that exist within it. We will pay attention to the ways our perceptions of the region are both shaped by and reflected in our readings. How does our reading of the Middle East inform our notions of ourselves as Americans? What is it like to "know" a culture as an insider, writing from within, and as an outsider, reading and writing about it? Students will develop their writing skills through formal and informal essays exploring these questions. We will also utilize peer response groups and a reading journal. Some of the reading for this course will explore contemporary Iran (1970s - present), the 1991 Gulf War, and the current state of the peace process between Israelis and Palestinians, but students will be encouraged to write more deeply about regions of their choice for a final research-based essay.
Instructor: Kate Kordich
MW 5:00P-6:45P
Merrill 132
This class will look at a variety of California narratives in an effort to locate effective writing strategies. Students will be asked to identify what conventions and strategies are and are not effective in selected texts as a means to clarify and strengthen their own writing. Readings will include newspapers from early statehood to the present, essays, poetry, and short fiction by authors such as John Steinbeck, Joan Didion, John Fante, Gary Soto, and Hisaye Yamamoto. The class will also view and discuss Chinatown and Vertigo, two films that have strong, nearly mythic California associations. Topics to analyze and discuss include the ways in which the changing social landscape of California is registered by immigrant authors of early statehood through today: how authors narrate California's natural environment, in both its quietly lovely (coastline, the Sierra Nevada, the desert) and infamously threatening (earthquake, fire, flood, drought) manifestations. Students will write several formal essays and shorter essays and participate in peer editing groups. All writing assignments will focus on methods for planning, drafting, revising, and researching.
Instructor: Rosalind Warfield-Brown
MW 5:00P-6:45P
Porter 249
Same as Sec. 28 above.
Instructor: Roxanne Hamilton
MW 5:00P-6:45P
Stevenson 151
We will read and write about work that represents itself as fiction but which is based, however loosely or creatively, on truth, experience, or history. We will also read work that represents itself as truth, but which resembles fiction, either in its techniques or the way the truth is stretched. Writing analytical, argumentative, and reflective essays, we'll research the history in the stories and find the right rhetoric to address issues of audience and purpose. We'll read Frederick Douglass' Narrative, Toni Morrison's Beloved, Willa Cather's My Antonia, as well as shorter selections from writers such as Thoreau, Toomer, Baldwin, Silko, Cisneros, and Kingston. One angle we'll pursue is the "documentary impulse in black film and fiction." The films of Spike Lee, Julie Dash, and Isaac Julien often represent political history within fictionalized films to convey their message. We'll study the American slave narrative as a prototype for telling the truth while telling a story, and trace the migration of these techniques outward into other forms and fictions.
Instructor: Roxanne Hamilton
MW 7:00P-8:45P
Cowell 223
Same as Sec. 33 above.
Instructor: Farnaz Fatemi
MW 7:00P-8:45P
Soc. Sci. 1-149
Same as Sec. 30 above.
Instructor: Gayle McCallum
TTh 8:00A-9:45A
Crown 202
How do we establish our values and beliefs? How do we maintain a critical perspective in a sea of information? How do we interpret the information we have received from our upbringing, peer groups, the media, and the political arena in order to find out where we stand on issues in our community? How do we gather, filter, and synthesize information to express our growing ideas? In this Writing 1 course, we will examine the perils of blind obedience; we will look at logical fallacies in language (and images) presented to us; we will determine where we fit into the political spectrum. Finally, we will apply our critical thinking skills and newfound understanding of ourselves to investigate a community issue. The culmination of the course will be a documented research paper, for which the student will select a pertinent issue of his/her choice in the community (including the UC campus) to explore.
The student will analyze texts and use them to think about ideas and opinions from various perspectives that may not have been encountered before. This process will also bridge the student to his/her own writing. We will participate in activities that stimulate and hone critical thinking, active listening, and speaking skills. The student will become aware of the strengths and weaknesses of his/her writing through feedback (primarily from the instructor, but may include peer responses as well), revision, and reflection. He/she will develop formal essays, including the research paper, using MLA format. Class Texts: Reading and Writing Across the Curriculum, by Laurence Behrens and Leonard Rosen, editors, A Writer's Reference, by Diana Hacker, and supplemental handouts.
Instructor: Brij Lunine
TTh 8:00A-9:45A
Soc. Sci. 1 -149
The purpose of this course is for each student to become a confident, purposeful, versatile writer. Our emphasis will be on analyzing, writing, and debating various issues in America today. The readings for the class critically engage a wide array of topics that affect our lives. We will examine and write about education, family, gender, race, sexuality, class, and their interconnections in America and in our own experiences. Selections include essays, social science writings, comic strips, documents, and the work of Malcolm X, bell hooks, Leslie Marmon Silko, Alexis de Tocqueville, Langston Hughes, Gloria Anzaldúa, Gary Soto, and Jamaica Kincaid, among others. We will pay special attention to the form, purposes, rhetorical strategies, and writing styles of authors to inform and inspire our own writing. Students will write and revise a descriptive piece, an analytical essay, an expository research paper, and an argument or position piece in addition to reflective and free writing. Students can expect a variety of viewpoints, lively discussion, and work with their peers in writing groups and workshops.
Instructor: Nancy Krusoe
TTh 2:00P-3:45P
Cowell 223
What's in a state? What does CA stand for - does it stand still? Does its place shift in the American imagination as much as our ground shifts beneath us? Are you dreaming of California? We'll read some good essays and a little fiction about our state's mythology, dramas and problems, spectacles and celebrities, controversies, catastrophies, diversities and universities. Expect to regularly write critical reading responses plus three (3) "shortish" essays analyzing the rhetorical choices and intentions of our readings about this state we inhabit here on the Pacific Rim. Also, you'll write an argument about one of the many controversies we are part of and a research paper that analyzes in depth one of the topics we read about such as immigration, education, our technology industry, the environment, and land use. Expect to do multiple drafts of most essays, participate in peer writing critiques, and discussions of readings. If there's time, the final project will be a piece in another genre or mixed genres, rewriting California in your voice.
Instructor: Steven Walton-Hadlock
TTh 4:00P-5:45P
Stevenson 151
We will study a range of literary works which present the metaphorical "Magic Island" as a place for attempted growth and the resolution of conflict. Texts will include Plato's Phaedo, Shakespeare's play The Tempest, Zora Neal Hurston's novel Their Eyes Were Watching God, and Robert Towne's screenplay Chinatown. Not just a study of fictional utopian models, the course will encourage students to create their own Magic Islands and also analyze recent attempts at utopian communities, including - dare we stretch it? - the City on the Hill itself. We will address such themes as redemption and identity, the (ir)responsibility of power, and the role of "madness" in the creation of myth and community. Students will write an informal essay, several academic essays on the texts, and a longer research paper. Coursework will encourage all aspects of the writing process: generation of ideas, planning, drafting, revising, and editing the work of others in peer groups. "Oh, brave new world that has such people in it!"
Instructor: Tera Martin
TTh 4:00P-5:45P
Eight 242
This course focuses on the HIV/AIDS pandemic and its relationship to textual representation. What impacts do written language, the spoken word, and media images have on how we perceive and respond to this contemporary social crisis? Through the reading of personal testimony, fiction, poetry, and essays and the viewing of both alternative and mainstream video and film, we will explore some of the issues involved in representing an on-going social crisis, in how contemporary history is written, and, particularly, in how we, as students and writers, can also respond.
Instructor: Tera Martin
TTh 6:00P-7:45P
Eight 242
Same as Sec. 40 above.
Instructor: Steven Walton-Hadlock
TTh 6:00P-7:45P
Crown 203
Same as Sec. 39 above.
Instructor: Candace Calsoyas
TTh 6:00P-7:45P
Porter 249
How do we develop a sense of place? We will read natural history essays and visit campus sites to determine how we locate and situate ourselves in the environment. A sequence of essays from Words From the Land and Natural State will provide the framework to analyze how authors Peter Matthiessen, Annie Dillard, Edward Abbey, and John McPhee interpret the geographical, intellectual, and spiritual aspects of place. Your own writing will include informal writing responses, reading journals, and a series of essays - autobiographical, expository, and argumentative - exploring how environment has shaped and affected an intellectual and spiritual sense of self. Reading will be relatively light, but intense, with close readings and critical analysis of stylistic devices and rhetorical strategies used by authors to give meaning to place. Analysis will include the role of "unobtrusive observer," language of fact and reverie, and the process of "dialoguing" with place. Coursework will emphasize strategies for drafting, revising, and editing papers and everyone will participate in a writing group.
Instructor: Nancy Krusoe
TTh 6:00P-7:45P
Stevenson 151
Same as Sec. 38 above.
Instructor: Mark Baker
TTH 12:00P-1:45P
Social Science II-141
In this course, we'll spend time talking and writing about issues pertaining to identity and the changing landscape of culture. Using selections from The Writer's Perspective, we'll look at what it means to be an "American" at the beginning of the 21st century. Students will also be asked to read selections from additional texts while making comparisons with those issues raised in class. Along the way, we'll take time to talk about the writing process, to explore the power of language, to draft and compose papers in a variety of modes, and to edit with precision. The purpose and practice of revision (of essays) will also be an integral component of the course.
Instructor: Tim Fitzmaurice
MWF 2:00P-3:10P
Crown 202
Writing 21 is a course in the grammar, syntax, and organization of academic prose. We will read a collection of essays and a long work. We will write four formal essays and revise them thoroughly. This class is appropriate for any student who wishes to improve the fundamentals of academic prose and to meet the requirements of Subject A.
Instructor: Tim Fitzmaurice
MWF 3:30P-4:40P
Merrill 130
Same as Sec. 2 above.
Instructor: Robin King
MWF 12:30P-1:40P
Eight 242
Writing 21 is designed to coach students in developing college-level writing skills. Students will learn effective methods for approaching basic essay assignments and resourceful ways to respond to personal writing challenges. Course work will emphasize the essentials of academic writing, including grammar, effective language, essay organization, drafting, rewriting, and editing papers. We will establish a strong link between critical reading of essays and writing convincing analytical arguments. Our primary texts will be The Writer's Perspective, edited by M. C. Freeman, and a writer's reference book.
Instructor: Dora Katheryn Nur
TTH 4:00P-5:45P
Crown 202
This seminar-style course emphasizes grammar mastery, idea development, and language use for clear discourse in both familiar and academic essays. Those enrolled will read and analyze short non-fictional pieces by outstanding writers from various cultures of modern and post-modern U.S. society. As students develop and revise their own full series of original essays, they will explore how writing can function for self and audience. In required reading notes, students will track and compare their discoveries concerning the texts. Regular attendance and vigorous participation in all seminar discussions and writing response groups will be integral to this course experience. Required texts: The Writer's Perspective (M.C. Freeman, ed.) and A Writer's Reference (by Diana Hacker).
Instructor: Dan Scripture
MWF 12:30P-1:40P
Eight 250
The goal of this course is learning to write capably, fluently, and well. We will examine five American rhetorical modes: individualism, equality and identity, gender, education, and freedom. We will explore the writing process, including freewriting, planning, peer feedback, revision, and editing, and we will explore a number of forms of argumentation. In-class activities will also include substantial reading out loud, in-class writing, reading out loud of that writing, and an in-class formal essay each Wednesday. Four of these in-class essays must be revised extensively, with my assistance and the tutor's assistance.
Instructor: Maria Cecilia Freeman
TTh 2:00P-3:45P
Crown 202
This is a writing class that emphasizes grammar and effective use of language in academic essays. In this class we will read essays and short fiction by outstanding writers from various cultures of modern U.S. society, and we will explore the place of writing in our lives. We will study the language use, structure, and style in skilled writers' work as a way of informing and refining our own writing styles. Everyone will keep informal reading journals and write and revise a series of essays. Everyone will be expected to participate in discussions and peer writing groups. Texts for the course are The Writer's Perspective (M.C. Freeman, ed.) and Concise English Handbook (Kirkland and Dilworth).
Instructor: Maria Cecelia Freeman
TTh 10:00A-11:45A
Cowell 216
Same as Sec. 7 above
Instructor: Conn Hallinan
TTh 12:00P-1:45P
Kresge 194
**Interview only. Attend the first class meeting**
Writing 64 is a journalism workshop that combines newswriting techniques and press critique. Students learn how to produce rewrites, interviews, news stories, cover public events, and news features. Students also keep a weekly news journal. Writing 1 as a prerequisite is strongly recommended. Writing 64 is required for entrance into the Journalism Minor.
Instructor: Sarah-Hope Parmeter
MWF 2:00P-3:10P
Social Science I-161
Rhetoric of the Natural Sciences will introduce students to the rhetorical conventions of a range of scientific writing situations, including research reviews, research proposals, abstracts, popular writing, and conference presentations. Students will complete weekly writing assignments and do regular revision of work produced for this course and in other natural science courses. In total, students will produce at least twenty pages of original, polished work and an additional ten to fifteen pages of revisions.
Instructor: Dan Scripture
MWF 2:00P-3:10P
College Eight 250
This course offers extended, detailed instruction in editing one's own and other people's prose for accuracy, clarity, appropriateness, and effectiveness. It provides some history of theories of style and stylistic analysis, and instruction in prose variation according to social context. Prerequisites: satisfaction of the Subject A requirement and composition (C) general education requirement.
Instructor: Jill Wolfson
TTH 10:00A-11:45A
Kresge 319
**Interview only. Attend the first class meeting**
This is a hands-on course on the craft of magazine/feature writing. Writers learn by writing, so there will be many in-class exercises and out-of-class assignments, as well as workshops, analysis of each other's writing, self-editing and re-writing. You will also maintain a writing journal. One of my goals is to show you that "getting stuck," poor first drafts, and rewriting are a natural part of the writing process. By the end of the class, you will have produced three articles worthy of publication in a student or professional magazine.