View the individual course descriptions of all sections of Expository Writing on our course descriptions page.
Spring 2017 Courses
060.100 (H) (W) Introduction to Expository Writing
(3) Limit 10 per section.
Introduction to “Expos” is designed to introduce less experienced writers to the elements of academic argument. Students learn to recognize “The Fundamental Structure of Academic Argument” as they learn to read and summarize academic essays, and then they apply the fundamental structure in academic essays of their own. Classes are small, no more than 10 students, and are organized around three major writing assignments. Each course guides students’ practice through pre-writing, drafting, and revising, and includes discussions, workshops, and tutorials with the instructor. In addition to its central focus on the elements of academic argument, each “Intro” course teaches students to avoid plagiarism and document sources correctly. “Intro” courses do not specialize in a particular topic or theme and are available to freshmen only.
|01||MW 1:30-2:45||Evans||Introduction to Expository Writing|
|02||MW 3:00-4:15||Evans||Introduction to Expository Writing|
|03||TTH 10:30-11:45||Brodsky||Introduction to Expository Writing|
|05||TTH 12:00-1:15||Brodsky||Introduction to Expository Writing|
060.114 (H) (W) Expository Writing
(3) Limit 15 per section.
“Expos” is designed to introduce more confident student writers to the elements of academic argument. Students learn to apply “The Fundamental Structure of Academic Argument” in academic essays of their own. Classes are capped at 15 students and organized around three major essay assignments. Each course guides students’ practice through pre-writing, drafting, and revising, and includes discussions, workshops, and tutorials with the instructor. In addition to its central focus on the elements of academic argument, each “Expos” course teaches students to document sources correctly and provides its own topic or theme to engage students’ writing and thinking. Please see the following list of individual course descriptions to decide which sections of “Expos” will most interest you. “Expos” courses are available to freshmen, sophomores, and juniors, and to seniors by special permission.
|01||MWF 10:00-10:50||Webber||Balancing Freedom and Security|
|02||MWF 11:00-11:50||Ross||Witches and Persecutions|
|03||MWF 11:00-11:50||Bergamaschi||Born to Be Good|
|04||MW 12:00-1:15||Koullas||What is Love?|
|05||MW 12:00-1:15||Oppel||Law and Revenge|
|06||MW 1:30-2:45||Oppel||Law and Revenge|
|07||MW 1:30-2:45||Anders||Epidemics and Social Responses|
|08||MW 3:00-4:15||Haley||Beyond Human Limits|
|09||TTH 9:00-10:15||Scozzaro||Man and Machine in Film|
|10||TTH 9:00-10:15||Abazari||What is Freedom?|
|12||TTH 10:30-11:45||Childers||James Joyce’s Dubliners|
|13||TTH 10:30-11:45||O’Connor||Violence and Macbeth|
|14||TTH 12:00-1:15||O’Connor||Violence and Macbeth|
|15||TTH 12:00-1:15||Westcott||The Challenge of Climate Change|
|16||TTH 12:00-1:15||Berger||Contemporary American Short Stories|
|17||TTH 1:30-2:45||Helsel||Love and Power|
|18||TTH 1:30-2:45||Tempesta||Journeys into the Dark Unknown|
|19||TTH 1:30-2:45||Best||Humor and Gender|
|20||TTH 3:00-4:15||Guralp||Understanding Scientific Explanation|
|21||TTH 3:00-4:15||McNeill||Human Rights and Military Intervention|
View the individual course descriptions of all the sections of Expository Writing on our course descriptions page.
060.139 (H) (W) The Narrative Essay
(3) Limit 12 per section.
Telling stories is one of the first and most important ways that human beings try to make sense of the world and their experience of it. The narrative art informs fiction and nonfiction alike, is central to the writing of history, anthropology, crime reports and laboratory reports, sports stories and political documentaries. What happened? The answer may be imagined or factual, but it will almost certainly be narrative. This course focuses on the narrative essay, a nonfiction prose form that answers the question of “what happened” in a variety of contexts and aims to make sense not only of what happened but how and why. We will begin by summarizing narrative essays, will move to analyzing them, and in the second half of the course you will write two narrative essays of your own, the first based on a choice of topics and sources, the second of your own design. Authors may include James Baldwin, Frederick Douglass, Chang Rae Lee, Danielle Ofri, George Orwell, Richard Selzer, John Updike, and Abraham Verghese. You will learn the power of narrative to inform and persuade as you test that power in your own writing.
|01||MW 1:30-2:45||Kain||The Narrative Essay|
060.155 (H) (W) Introduction to the Research Paper
(3) Limit 10 per section.
“Introduction to the Research Paper” is designed to introduce more experienced student writers to the fundamental skills of the research process. These include asking research questions, evaluating the usefulness of sources to answer them, synthesizing sources, reading sources critically, and developing arguments that deliver an original thesis. Students will work with a research librarian at the Eisenhower Library, with whom they will learn to navigate traditional databases as well as new media sources. The Research Paper is topic-based and divided into three linked units of instruction. The course culminates with a paper of 10-12 pages that draws upon the cumulative skills of the semester. Each course is capped at ten students and available only to those who have taken “Expository Writing” (060.113/114)
|01||TTH 12:00-1:15||Watters||Controversies in Adolescence|
|02||TTH 1:30-2:45||Watters||Controversies in Adolescence|
060.155.01 & 02 Controversies in Adolescence (TTH 12:00 & 1:30)
The word “adolescence” comes from the Latin adolescere and means “to grow up.” But it seems that everyone—historians, psychologists, neuroscientists, anthropologists, and others—struggles to define what this really means. What is adolescence? How is it defined across disciplines, and, more importantly, what are some of the consequences of those definitions? In the first unit, we will read a set of diverse sources that seek to answer our central question and establish the controversy over adolescence. You will evaluate the currency, relevance, purpose, and authority of these sources, eliminate some, and write a synthesis based on those remaining. In unit two, you will start to investigate the implications of this controversy by examining the intersection of adolescent neuro-biology and juvenile justice. Building on the work of your synthesis, you will hone a research question, eliminate some sources, and add others as you work with a research librarian. Your aim in the second unit will be to create a conversation among your sources, and to enter that conversation, as you begin to answer your research question and establish your own argument. The third unit builds on the second, developing your argument into the draft of an essay that will culminate in a research paper and presentation. Through this sequence, students will practice the fundamental skills needed to conduct research in their disciplines and beyond.