Fall 2021 Class Schedule
|English 105-0-1||Expository Writing for Multilingual Students||Lisa Del Torto||
MWF 2:00-2:50 PM
|English 105-0-2||Expository Writing||Lingyi (Olivia) Xu||
TTH 11:00-12:20 PM
|English 105-6-20||I Guess this is Growing Up: Transitioning to College Life||Meaghan Fritz||
MWF 10:00-10:50 AM
|English 105-6-21||Coming of Age, Coming to College||Charles Yarnoff||
TTh 11:00-11:50 AM
|English 105-6-22||Language Diversity and Linguistic Justice||Lisa Del Torto||
MWF 12:30-1:50 PM
|English 105-6-23||How to Become an Expert in Roughly 10 Weeks||Barbara Shwom||MWF 1-1:50PM|
|English 105-6-24||The Terror and Triumph of Youth||Elizabeth Lenaghan||MWF 2:00-2:50 PM|
|English 105-6-25||The Legacy of Race in the United States||Megan Geigner||TTh 9:30-10:50 AM|
|English 105-6-26||Literatures of Addiction||Kathleen Carmichael||TTh 2:00-3:20PM|
|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 9:30 AM -10:50 AM|
|English 282-0-2||Writing and Speaking in Business||Michele Zugnoni||TTh 11:00-12:20 PM|
|English 282-0-3||Writing and Speaking in Business||Laura Pigozzi||TTh 11:00-12:20 PM|
|English 282-0-4||Writing and Speaking in Business||Laura Pigozzi||TTh 2:00-3:20 PM|
|English 282-0-5||Writing and Speaking in Business||Katherine Brichacek||TTh 11:00-12:20 PM|
|English 304-0-20||Practical Rhetoric||Meaghan Fritz/Elizabeth Lenaghan||Tu 5:00-7:00 PM|
This course is an introduction to college-level academic writing designed for multilingual students. Our section is reserved for undergraduate students who self-identify as native speakers of languages other than English or in addition to English. Students will write two longer pieces of expository writing along with several shorter pieces, developing each through a careful process of planning, drafting, community feedback, revising, and reflection. Our section will take a critical language awareness approach to writing that allows us to consider not only what is expected in academic writing, but the ideologies and value systems underlying those expectations and how expectations for language and writing vary across space and time. Class meetings are conducted as seminar discussions and workshops. In addition, the instructor meets regularly with students one-on-one or in teams for conferences.
"Athletic sports - activities with no parallel in the rest of creation," writes the South African novelist John Maxwell Coetzee. In this class, we will be thinking about sports as a valid field of critical inquiry, worthy of careful and serious attention. We will approach sport as an institution in society with staggering cultural, social, and political power. We will ask the significance of sports to ideas of the self and the body as well as in broader cultural, social, economic, and political realms. We will ask, for example, how do we understand an athletic body that is trained to exceed beyond its physical limitation when it is subject to relentless scrutiny, surveillance, and regulations? Sports exist as a crucial cultural arena in which ideas around race, gender, sexuality, ability, and status are embodied, performed, and reconstructed. In this class, we will interrogate the ways in which sports have been culturally intertwined with and contributing to (toxic) masculinity and whiteness. Although sports have been a vital part of the American experience for the past 150 years, reading materials of this class cover a wide time span and do not focus exclusively on North America. We will be reading different genres of literature, ranging from nineteenth-century English athletic guidebooks for boyhood, to contemporary poetry by authors like Claudia Rankine, as well as collection of letters between Paul Auster and Coetzee.
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.
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.
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 and linguistic social justice 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 language diversity and linguistic justice 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 the Internet, on television, 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 you the tools to develop an informed opinion about something that is important to you, to present that opinion to others orally and in writing, and to persuade others to consider (and even accept) your point of view. In other words, the seminar is designed to help you make the transition to a college mindset. We will begin the seminar by quickly exploring a few controversial topics, evaluating how well writers in both the scholarly and the popular press support their opinions and persuade audiences. In the process, you will learn how to evaluate sources, read critically, listen and consider opposing points of view, and develop a powerful response. Then 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. In addition to learning research techniques, you will also learn 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, becoming a more effective contributor in college classes as well as in conversations with family and friends. In this sense, you will have earned the right to call yourself an expert on your topic.
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.
We will investigate how media, academics, policy, and popular culture in US society have defined and codified race. Examples of materials include newspaper articles, podcasts, song lyrics, maps, personal essays, TV, and film). 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 conscientious and ethical members of a diverse learning community. Students will demonstrate their new knowledge about racial formation in the United States through drafting and revising journal entries, analytical papers, and creative assignments.
Ever since Pentheus' fatal decision to spy on the revels of Dionysus, audiences have had a guilty fascination with the spectacle of addiction?a fascination which crosses not only centuries but disciplines, captivating scientists, policymakers, philosophers, artists, and laypeople alike. This class will trace the evolution of literary representations of addiction across several centuries, from classical depictions of god-induced madness, through the Gothic narratives such as Stevenson's Jekyll and Hyde, temperance classics such as Ten Nights in a Barroom (whose impact has often been compared to that of Uncle Tom's Cabin), to the twentieth- and twenty-first century comedies and confessionals that make the bestseller lists today. Through these readings and related critical texts, we will examine the ways that such literature provides a staging ground for public controversy and emerging theories about the artistic, cultural, ethical, and scientific significance and ramifications of addiction.
Course readings/viewing will include works of fiction, journalism, and writings from the natural and social sciences as well as popular films. We will also consider practical topics such as how University library resources and experts can help students locate and evaluate key sources and develop authoritative arguments.
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.
Back to top