Fall 2020 Class Schedule
|English 105-0-21||Expository Writing||Harrison Graves||MWF 10:20-11:10 AM|
|English 105-0-22||Expository Writing||Jessica Ramirez||
TTh 1:00-2:20 PM
|English 105-6-20||Sustaining Sociolinguistic Diversity for Equity, Access, and Inclusion||Lisa Del Torto||
TTh 7:40-9:00 PM
|English 105-6-22||How to Become an Expert in Roughly 10 Weeks||Barbara Shwom||MWF 12:40-1:30 PM|
|English 105-6-23||Coming of Age, Coming to College||Charles Yarnoff||MWF 11:30 AM -12:20 PM|
|English 105-6-24||The Terror and the Triumph of Youth||Elizabeth Lenaghan||MWF 3:00-3:50 PM|
|English 105-6-26||I Guess this is Growing Up: Transitioning to College Life||Meaghan Fritz||MWF 1:50-2:40 PM|
|English 105-6-27||Studying Race in the US||Megan Geigner||TTh 9:40-11:00 AM|
|English 106-1/DSGN 106-1||Writing in Special Contexts||See CAESAR|
|English 205-0-20||Intermediate Composition||James O'Laughlin||MWF 3:00-3:50 PM|
|English 282-0-1||Writing and Speaking in Business||Charles Yarnoff||TTh 11:20 AM -12:40 PM|
|English 282-0-2||Writing and Speaking in Business||Michele Zugnoni||TTh 1:00-2:20 PM|
|English 282-0-3||Writing and Speaking in Business||Laura Pigozzi||TTh 8:00-9:20 AM|
|English 282-0-4||Writing and Speaking in Business||Laura Pigozzi||TTh 9:40-11:00 AM|
|English 282-0-5||Writing and Speaking in Business||Michele Zugnoni||TTh 2:40-4:00 PM|
|English 304-0-20||Practical Rhetoric||Meaghan Fritz/Elizabeth Lenaghan||M 6:00-7:00 PM|
Expository Writing is designed for any student who wants a strong introductory course in college-level writing. Students write three or four extended pieces of expository writing, developing each through a process of planning, drafting, revising, and editing. Students also complete several briefer exercises in which they experiment with specific writing techniques or use informal writing as a tool for exploring ideas. Class meetings are conducted as seminar discussions and workshops. In addition, the instructor meets regularly with students in individual conferences.
Scholars of language and writing argue that language and its varieties, genres, modes, and rhetorical strategies are always shifting, flexible, and contested. Thus, sociolinguistic diversity—differences across and within languages and dialects—is inevitable. This seminar will explore how language difference is situated in current US and global discourses, considering language in written, spoken, and signed forms. We will disrupt monolingual ideologies that infiltrate those discourses, focusing on language diversity as an asset to individuals, cultures, and institutions. The course will consider college as one of those institutions and will explore language diversity as part of your first-year experience at Northwestern. Using scholarly readings from sociolinguistics and writing pedagogy along with popular non-fiction, the course will consider how we can sustain sociolinguistic diversity, how we can foster equity, access, and inclusion around language difference, and how our sociolinguistic diversity sustains us. You will formulate and explore your own questions about sociolinguistic diversity, equity, access, and inclusion in papers, presentations, and class discussions.
Our seminar will operate as a community that celebrates our diverse language use and as a system of academic, practical, and emotional support as you begin your college experience. Students of all sociolinguistic backgrounds are welcome in this seminar, and our course design will provide direct benefits to students who identify as international, multilingual, and/or native speakers of non-mainstream Englishes.
Every day on television and on the internet, on the streets and in classrooms, we hear people expressing opinions about a variety of topics. The people who are most persuasive, however, are those who are most informed. This course is designed to give students the tools to develop an informed opinion, to present that opinion to others orally and in writing, and to persuade others to consider (and even accept) their point of view. In this seminar, you will have the opportunity to select a controversial topic of your choice and research it in depth, using library resources, the Internet, interviews and surveys. You will also learn a number of techniques for presenting your ideas persuasively, both orally and in writing. By the end of the course, you will be in position to discuss your ideas in a thoughtful, authoritative way. In this sense, you will have earned the right to call yourself an expert on your topic.
Coming-of-age novels and memoirs portray the journey from childhood to adulthood. In this course, we will focus on works of fiction and autobiography that pay special attention to the role that college plays in that journey. These works portray the formative childhood influences and conflicts that shape the protagonists. In the chapters on college, they dramatize the different ways that higher education helps the characters navigate the difficult and confusing task of taking control of their lives and coming to a deeper understanding of who they are and what they want from life. In each work, we also get to see the impact of their college experiences after the characters have graduated and entered the so-called “real world.” The works explore such questions as: Does college change who you are or, rather, help you to understand who you are? How does it impact your relationships with your family? What factors contribute to success in college and beyond, and what is even meant by “success”? Through reflection on and discussion, you’ll begin to answer those and other questions for yourself too.
We will read a variety of books that include: Bread Givers, a novel about a Jewish girl struggling with poverty at the turn of the 20th century; A Particular Kind of Black Man, a novel about the child of Nigerian immigrants who faces discrimination not only from white people but from African Americans; Educated, a memoir about a girl who grows up in an isolated, rural community with almost no formal education; and other literary works. In each work, college is a turning point for the main character, helping them to mature and move forward in their lives with clearer self-understanding and sense of purpose. The readings will offer you the opportunity not only to enjoy and discuss some wonderful books but also to reflect on the path that has led you to Northwestern and the ways you hope you will continue to grow and mature while you’re here.
As you are well aware, being young has many benefits and many drawbacks. For instance, the optimism and creativity that often characterize youth can lead to positive social and societal change. At the same time, though, young people often struggle to be taken seriously, even when their actions and ideas are good ones. Through examining several historic and contemporary case studies, this course will explore both the triumphs and terrors of youth (i.e., teens-twenties). What risks are uniquely available to young people? Which ones are rewarded and which end in regret? How might these outcomes be mediated by other factors (e.g., race, gender, sexuality)? Most importantly, what can we learn from the triumphant and terrible behaviors of others? As we explore answers to these questions through discussion, reading, and writing assignments, we’ll also take advantage of your own uniquely youthful status as first-quarter, first-year students. Specifically, we’ll think and learn about how both your transition to college and the years ahead present you with opportunities to both capitalize on your youth and cultivate for you and others (especially those who might disparage Gen Z) a more realistic idea of what it really means to be young these days.
As university students, you enter a context in which most of your classes will ask you to place a very high value on commonly accepted standards of scholarship for your field: Use of the scientific method in primary research, careful attribution of sources in your secondary research, and reliance on accepted categories of evidence in argumentative papers. Nevertheless, as a reader and global citizen, you may have observed that in public discourse and even, perhaps, in the texts you like to read, emotional appeals often (perhaps too often) seem to win the day.
In this class, we will examine theories and texts from a number of different genres and fields—including Northwestern’s 2020 One Book, Just Mercy--to co-develop theories of how skilled writers and responsible scholars can foster both empathy and critical acumen in their audiences. You will also practice such writing skills in short exercises as a platform for developing first, an internal understanding of the tensions that can exist between these writerly strategies and second, your own ethical codes of conduct for the construction of rhetorically compelling writing and scholarship.
Welcome to Northwestern! Over the next ten weeks, first-year students all over campus will experience a flood of transitions as they adjust to college life. In your courses this fall, many of you will experience academic transitions from high-school to college-level expectations of critical thinking, reading, and writing. First-year students experience exciting (and scary!) social transitions. Many experience some degree of spatial transition, too, arriving to live on campus away, however far, from where you graduated high school. There are financial transitions, family transitions, and cultural transitions to contend with. On top of all of this, the class of 2025 will be arriving to Northwestern during a worldwide transition from our normal ways of life to battling a global pandemic. And in the midst of it all, you’ll be beginning your classes during the fall of an important election year for the United States.
This course aims to ease some of the transitions that you will experience in your first quarter at Northwestern by defining, exploring, discussing, and reflecting on your own experiences. By reading and discussing novels, essays, short stories, and works of journalism that take up the theme of significant life transitions, we will work together to cultivate productive study habits and to hone your critical thinking, reading, writing, and research skills for Northwestern classes. Our class will serve as a social support system, as we work generously with one another through seminar discussion and a routine exchange of writing. We’ll navigate larger global and national transitions together, compassionately, in real time. And we’ll work to prepare you as you transition out of your first quarter and into the rest of your college career.You have come to Northwestern to study, or be a scholar (the word ‘scholar' means "a person studying at an advanced level;" that is now you!) But what is ‘scholarship,' and what does it mean to study race in the United States? At the root of scholarship is inquiry, or the questioning and investigation into a topic. We will investigate how different facets of US society have defined and codified race. This seminar builds students' informational literacy by looking at how to decipher news sources, do college-level research, analyze artifacts of popular culture (song lyrics, short stories, editorials, personal essays, TV and film), and develop expertise. In studying how we define race, we will also consider the intersections of citizenship and immigration, gender and sexuality, and more. This seminar helps students transition into college-level inquiry and into being a conscientious and ethical member of a diverse learning community.
Design Thinking and Communication (DTC), is a required two-quarter course for all first-year students at McCormick. It is also available to any Northwestern undergraduate student interested in design. Every section is co-taught by an instructor from the Writing Program and an instructor from engineering. Part of the Engineering First® curriculum, the course immediately puts students to work on real design problems submitted by individuals, non-profits, entrepreneurs, and industry members. In DTC, all students design for real people and communicate to real audiences.
This course is designed to help you write more clearly, coherently, and complexly about what’s important to you. It aims to give you more control of various stages of the writing process—invention, development, revision. Among other things, we'll explore ways of using writing as a tool for discovering ideas. The draft-revision sequence for the main essays, which includes peer feedback and individual conferences with me, is meant to enable a progressive development of ideas for each essay. We’ll take seriously the notion that writing can change us and can change the world, and we’ll aim to create interesting, illuminating, potentially transformative essays.
There will be regular, brief writing exercises and three essays: two shorter essays (3-5 pp); and a research essay (6-8 pp.) on a question of your own choosing. For each of the essays we’ll have conferences to discuss your writing and to prepare for your revisions of the essays.
Across all industries, employers consistently rank written and oral communication in the top five skills that a new employee needs. However, employers also say that students overestimate their ability to communicate effectively in a workplace context. English 282 is designed to address that gap. The course is designed to help you think strategically about communication, make effective communication decisions, and produce writing and presentations that are well-organized, clear, and compelling. In addition, course assignments provide an opportunity to enhance your critical reading and thinking; your ability to communicate effectively about data; your understanding of visual communication; and your understanding of interpersonal communication. There will be no final exam. However, students must be present on the final day of class for team-based presentations.
Practical Rhetoric is a discussion-based course designed to prepare incoming tutors at the Writing Place the practical skills and pedagogical theories behind effective peer-to-peer tutoring in writing centers. The class is practical in that it centers on in-class writing workshops that simulate interactions you are likely to experience during your tutoring work. The course also focuses heavily on both classic and current theories of the teaching of writing and of writing center-specific pedagogies. We will introduce you to classic works of writing center theory while also asking you to engage in more contemporary debates and studies in the field. Through a combination of reading about writing center pedagogies and practicing teaching each other writing in the classroom, Practical Rhetoric seeks to: prepare you to effectively coach writers at all stages of the writing process; cultivate the necessary skills to work productively and compassionately with writers from different backgrounds and for whom English is not their first language; and provide resources and techniques for working on papers and genres of writing outside of your majors and comfort zones.
In the spirit of the collaborative writing process that is at the heart of the Writing Place’s mission, as writers this quarter, this course will ask you to regularly bring your own writing to class to workshop in a series of mock consultations and writing exercises with your classmates. You will reflect on your own positionality as a writer–– and consider what that positionality brings to your work at the Writing Place–– in a personal literacy narrative. We will ask you to contribute to the work of writing center studies through your own research project, ideally on a topic or initiative that you can continue developing and perhaps even put into action in later quarters to improve and grow our services at the Writing Place. Lastly, the course asks you to visit the Writing Place as writers yourselves, reflecting on what your experiences as the student being tutored teach you about yourself as both a tutor and a writer.
In addition to completing all of the graded elements of this course, students enrolled in Practical Rhetoric are required to work for at least 3 hours/week in the Writing Place. You will be paid for these (and any additional weekly hours) you work.
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