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Course Criteria
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3.00 Credits
J. Swain Students compose music as a way of studying, in a manner complementary to the department's historical survey, the traditional styles of Western art music. During the term students complete a Renaissance motet, a fugue in the style of Bach, a sonata movement in the style of Mozart, and a prelude in the style of Chopin. Prerequisite: MUSI 204.
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3.00 Credits
Independent Study
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3.00 Credits
K. Valente The course explores the lives, experiences, and representations of LGBTQ persons, those who identify or are identified as transgressive in terms of their sexuality and/or gender expression. Particular emphases may vary, but topics typically explore LGBTQ communities and families, cultures, and subcultures; histories, institutions, and literatures; and/or economic and political lives. Selected topics serve to expose complex cultural forces that continue to shape sexuality and regulate its various expressions. The course promotes the examination of new theories and methodologies in relation to established disciplines as it underscores the generation of new knowledge within traditional fields of scholarship. By examining sexualities, students gain an understanding of and respect for other differences in human lives such as age, ability, class, ethnicity, gender, race, and religion.
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3.00 Credits
Independent Study
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3.00 Credits
Staff This course teaches the basic elements of college writing, strategies for reading and effective note-taking, the discovery and development of ideas, thesis development, organization and coherence, and editing skills. First-year and sophomore students only; it meets the writing requirement.
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3.00 Credits
M. Darby Consider those who write for Colgate. A number of students, and many more professionals, hold jobs here that require speaking and writing on behalf of Colgate University. This course samples these writings as both theme and organizing principle, forming a textbook of practical rhetoric. It trains students in the analysis of texts through traditional rhetorical questions: What intellectual claims are made What values are attributed to Colgate What audiences are addressed In writing their own texts about Colgate's current issues, students learn important speaking, writing, and reading strategies. In a sequence of expository essays, students develop new powers of persuasion by studying the interaction of language, point of view, and local cultural knowledge. First-year and sophomore students only; it meets the writing requirement.
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3.00 Credits
J. Lutman, S. Spring By taking a rhetorical approach to academic writing, this course asks students to cultivate sustained and reasoned understandings of the relations between writer, audience, subject/text, and disciplinary contexts. Students engage in short analytic and research projects, developing facility with analytic habits of mind, discursive moves typical in academic writing, and the construction of clear, complex, and logical arguments. The course focuses on several essential elements of college writing and research: strategies for active analytic reading and effective note taking; compiling and critical reading of research sources; the discovery and development of a strong thesis supported by persuasive evidence; the skills of summary, definition, analysis, interpretation, and synthesis; organization and coherence; revision processes; and editing skills. First-year and sophomore students only. This course meets the writing requirement.
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3.00 Credits
M. May Because rhetoric has always been a practical art, this course fuses theory to praxis in introducing basic public speaking skills, including researching, organizing, and writing effective oral presentations; audience analysis; critical listening; and the aesthetics of public discourse. One of its goals is the responsible civic engagement of the good citizen, as well as poise and self-confidence in public address. This course is open to first-year and sophomore students only; it does not meet the writing requirement.
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3.00 Credits
K. Campbell Students in this course learn critical techniques for argumentation by analyzing the arguments of other writers and applying these techniques to their own writing, especially at the revision stage. Both academic and popular sources are analyzed for their use of evidence, the presence of logical errors, and their use of rhetorical devices. Special attention is paid to problems arising from more complex critical analysis, such as appropriate ways to treat conflicting sources, detecting the biases in both primary and secondary source material, and examining the biases of the student's own arguments. This course meets the writing requirement.
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3.00 Credits
M. Darby This course focuses on one of the most important characteristics of a successful writer: the ability to, first, imagine a reader's point of view, and second, to establish an imaginary dialogue with that reader. The more the imagined reader anticipates the response of a real reader, the more power the writer can command. The course considers the following topics in depth: the split in the writer's self - creator and editor; automatic language - the clichéd medium of conscious life; the practice of self-paraphrase to get beyond the automatic; the development of the writer's potential voices; control over real readers; the imagined reader in the writer's head; and alienation and authority in college-level writing. To accomplish the goal of developing awareness and control of the relationship between writer and reader, the course establishes a writing community that works primarily with rough drafts in a workshop format. Principles of helpful feedback/response are taught explicitly, and learning to be a supportive but critical reader improves the students' editing skills at the same time that it models the realities of a reader's difficulties in the hands of an unskilled but developing writer. This course meets the writing requi
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