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Course Criteria
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3.00 Credits
A practical orientation to the composing process for potential and already-practicing high school teachers. The course provides a theoretical and practical approach to the knowledge about rhetoric and composition that has recently come out of leading graduate schools. A practical orientation to the composing process for potential and already-practicing high school teachers. The course provides a theoretical and practical approach to the knowledge about rhetoric and composition that has recently come out of leading graduate schools. Prerequisite: two "W" courses above the 100-level or permission of the instructor. This course is especially recommended for secondary education majors.
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3.00 Credits
The course topic for Fall 2007 is Conspiracy Theories. Classic conspiracy theories and theories that are either new or that have gained increased attention in recent years will be studied. Writings from a number of perspectives and sources will be used as models and prompts and scrutinized for accuracy and rigor. Students will also study and write about the various theories behind the popularity of conspiracy theories. Note: Students may take this course more than once as long as the semester topics are different. This course will study both classic and emerging conspiracy theories. Writings from a number of sources will be considered as models and scrutinized for their accuracy and rigor. Students will also study and write about various theories behind the popularity of conspiracy theories. Note: students may take this course more than once as long as the semester topics are different. Prerequisite: successful completion of two "W" courses or permission of the instructor. .
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3.00 Credits
A workshop focusing on both substantive editing where the editor reworks a piece to improve its structure and copyediting which affects style, grammar, and spelling. Students will gain hands-on experience working with raw copy and will be immersed in the coaching method of working with writers. A workshop focusing on both substantive editing where the editor reworks a piece to improve its structure and copyediting which affects style, grammar, and spelling. Students will gain hands-on experience working with raw copy and will be immersed in the coaching method of working with writers.
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3.00 Credits
A workshop in which students explore author's backgrounds and cultural roots. How does a writer become a literary icon Why do some writers gain popularity only after their deaths Why do others end up writing books that are labeled popular fiction while others end up being cherished as artists This course will focus on two or more writers per semester and trace their roots as models, prompts and inspirations for students' explorations of their own artistic roots. It will examine the writer's cultural backgrounds, activities and concerns before and after becoming established writers. It will also study their publication history, their struggles with publishers (if any) and the nature of these battles. The goal is to understand the various ways that culture and society shape the artist, just as the best artists contribute to and help shape culture and society. They will see how an author's own changing lifestyle and concerns are reflected in his/her work. In turn, students will explore their own cultural roots system in a semester project. Note: This course's topic subtitle will identify specific subjects to be explored in a given semester. A student may take the course more than once as long as the topics are different. A workshop in which students explore author's A workshop in which students explore author's backgrounds and cultural roots. How does a writer backgrounds and cultural roots. How does a writer become a literary icon Why do some writers gain become a literary icon Why do some writers gain popularity only after their deaths Why do others end up popularity only after their deaths Why do others end up writing books that are labeled popular fiction while others writing books that are labeled popular fiction while others end up being cherished as artists This course will focus on end up being cherished as artists This course will focus on two or more writers per semester and trace their roots as two or more writers per semester and trace their roots as models, prompts and inspirations for students' explorations models, prompts and inspirations for students' explorations of their own artistic roots. It will examine the writer's of their own artistic roots. It will examine the writer's cultural backgrounds, activities and concerns before and cultural backgrounds, activities and concerns before and after becoming established writers. It will also study their after becoming established writers. It will also study their publication history, their struggles with publishers (if publication history, their struggles with publishers (if any) and the nature of these battles. The goal is to any) and the nature of these battles. The goal is to understand the various ways that culture and society understand the various ways that culture and society shape the artist, just as the best artists contribute to and shape the artist, just as the best artists contribute to and help shape culture and society. They will see how an help shape culture and society. They will see how an author's own changing lifestyle and concerns are author's own changing lifestyle and concerns are reflected in his/her work. In turn, students will explore reflected in his/her work. In turn, students will explore their own cultural roots system in a semester project. their own cultural roots system in a semester project. Note: This course's topic subtitle will identify specific Note: This course's topic subtitle will identify specific subjects to be explored in a given semester. A student subjects to be explored in a given semester. A student may take the course more than once as long as the may take the course more than once as long as the topics are different. topics are different.
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3.00 Credits
In this writing-responsive course students will explore what writers have had to say about their aesthetics, that is, their innate and developed sense of what is good and less good in writing. Students will examine aesthetical statements from writers such as Virginia Woolf, Mary Oliver, Gay Talese, Virgil and many others in a number of genres and compare these to statements by philosophers of aesthetics, beginning with Aristotle and Kant. As the course progresses, students will work in stages to develop their own aesthetical statements. In this writing-responsive course students will explore what writers have had to say about their aesthetics, that is, their innate and developed sense of what is good and less good in writing. Students will examine aesthetical statements from writers such as Virginia Woolf, Mary Oliver, Gay Talese, Virgil and many others in a number of genres and compare these to statements by philosophers of aesthetics, beginning with Aristotle and Kant. As the course progresses, students will work in stages to develop their own aesthetical statements. Prerequisite: completion of two core courses and two genre workshops.
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3.00 Credits
This workshop introduces students to the process of conceptualizing and designing a publication form the editorial philosophy to the technology of desktop publication during the semester. As part of this course, students will learn to use professional-level publishing software. This workshop introduces students to the process of conceptualizing and designing a publication from the editorial philosophy to the technology of desktop publication. Students will invent and produce an online and/or desktop publication during the semester. As part of this course, students will learn to use professional-level publishing software. Prerequisite: one 200-level writing course or permission of the instructor.
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3.00 Credits
A writing workshop course on a hot topic, new trend or special subject in the writing profession.
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15.00 Credits
Students in this advanced workshop course will explore how writers conceive, organize and develop book projects and how the publishing industry produces and markets them. Students will either work on their own book project or will examine in detail some aspect of the publishing industry. The course is designed to orient the writer toward the special creative process and discipline required for such long writing projects and toward the realities of publishing. Students will be expected to devote at least 15 hours per week of writing and research time to their project. Students in this advanced workshop course will explore how writers conceive, organize and develop book projects and how the publishing industry produces and markets them. Students will either work on their own book project or will examine in detail some aspect of the publishing industry. The course is designed to orient the writer toward the special creative process and discipline required for such long writing projects and toward the realities of publishing. Students will be expected to devote at least 15 hours per week of writing and research time to their project. Prerequisite: three writing courses within the major or permission of instructor.
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3.00 Credits
In this course professional writing students design, research, and complete a substantive writing project. In this course professional writing students design, research, and complete a substantive writing project. Prerequisite: permission of the instructor or dept. chair.
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12.00 Credits
This course is for students engaged in a writing internship or independent project requiring at least 12 hours per week. The student must draw up a contract describing the specific project or internship. The semester's work is completed under the supervision of a faculty member. This course is for students engaged in a writing internship or independent project requiring at least 12 hours per week. The student must draw up a contract describing the specific project or internship. The semester's work is completed under the supervision of a faculty member. Prerequisite: permission of the instructor or dept. chair.
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