Department of English
100-level Composition Courses
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101 - English Composition I
All 101 sections meet General Education Core
Requirements for Reasoning and Discourse (GRD) and AULER/CLER (RD/CRD)
101-01 MWF 8:00-8:50 - M. Mullins
English 101-1 will explore the implications of writing as a mode of learning. One of our primary goals will be to become aware of how the language we use in everyday life is a complex system of power. We will focus our attention largely on three primary essays while reading other smaller pieces, and write three main essays and two shorter essays. There will be no exams. The final grade will depend largely on a cumulative portfolio of writing.
101-02 MWF 9:00-9:50 - M. Bufter
101-03 MWF 9:00-9:50 - T. Christopher
101-04 MWF 9:00-9:50 - Z. Laminack
101-05 MWF 10:00-10:50 - A. Saulters
101-06 MWF 10:00-10:50 - J. Aufrance
101-07 MWF 11:00-11:50 - J. Aufrance
101-08 MWF 11:00-11:50 - D. Phillips
101-09 MWF 12:00-12:50 - B. Ray
101-10 MWF 12:00-12:50 - A. Saulters
101-11 MWF 13:00-13:50 - T. Christopher
101-12 MWF 13:00-13:50 - D. Phillips
101-13 MW 14:00-15:15 - A. Weldon
101-14 TR 8:00-9:15 - A. Pisano
101-15 TR 14:00-15:15 - L. Moseley
English 101 is designed to help you become a better writer. This course will utilize your already existing skills of reading, writing, listening, and discussing to aid in the process of using languagto express, communicate, and persuade. These skills, which you use daily, are socially interactive and mutually reinforcing. They should therefore yield a classroom setting where individual diversity is acknowledged and appreciated.
101-16 MW 15:30-16:45 - L. Moseley
English 101 is designed to help you become a better writer. This course will utilize your already existing skills of reading, writing, listening, and discussing to aid in the process of using languagto express, communicate, and persuade. These skills, which you use daily, are socially interactive and mutually reinforcing. They should therefore yield a classroom setting where individual diversity is acknowledged and appreciated.
101-18 TR 11:00-12:15 - J. Cooke
101-19 TR 8:00-9:15 - J. George
101-20 TR 9:30-10:45 - R. Bowman
101-21 TR 8:00-9:15 - A. Whiteside
101-22 TR 11:00-12:15 - J. Babb
101-23 TR 12:30-13:45 - R. Bowman
101-24 TR 12:30-13:45 - C. Tobin
101-25 TR 14:00-15:15 - A. Saulters
101-26 TR 8:00-9:15 - D. Burns
101-27 TR 15:30-16:45 - L. Moseley
English 101 is designed to help you become a better writer. This course will utilize your already existing skills of reading, writing, listening, and discussing to aid in the process of using languagto express, communicate, and persuade. These skills, which you use daily, are socially interactive and mutually reinforcing. They should therefore yield a classroom setting where individual diversity is acknowledged and appreciated.
101-28 MWF 8:00-8:50 - T. Christopher
101N-01 MWF 13:00-13:50 - E. Houlihan
102 - English Composition
All 102 sections meet General Education Core Requirements for Reasoning and Discourse (GRD) and AULER/CLER (RD/CRD). All 102 sections are Speaking Intensive
102-01SI MWF 8:00-8:50 - M. McNees
102-02SI MWF 8:00-8:50 - J. Dietzer
"Native Tongues: Speaking about Self, Orating on the Other"
As Americans, we consider ourselves global citizens, but there's a disparity between what we "export" as "American" culture and what we "import" in terms of literature and discourse. What does this disparity mean about our interpretations of others, their identities, and our own? In this course, we will focus on how rhetoric, both written and oral, reinforces our cultural identity and expresses our way of being in the world.
102-03SI MWF 9:00-9:50 - J. Dietzer
"Native Tongues: Speaking about Self, Orating on the Other"
As Americans, we consider ourselves global citizens, but there's a disparity between what we "export" as "American" culture and what we "import" in terms of literature and discourse. What does this disparity mean about our interpretations of others, their identities, and our own? In this course, we will focus on how rhetoric, both written and oral, reinforces our cultural identity and expresses our way of being in the world.
102-04SI MWF 9:00-9:50 - B. Perkins
102-05SI MWF 9:00-9:50 - W. Johnson
102-06SI MWF 10:00-10:50 - J. Dietzer
"Native Tongues: Speaking about Self, Orating on the Other"
As Americans, we consider ourselves global citizens, but there's a disparity between what we "export" as "American" culture and what we "import" in terms of literature and discourse. What does this disparity mean about our interpretations of others, their identities, and our own? In this course, we will focus on how rhetoric, both written and oral, reinforces our cultural identity and expresses our way of being in the world.
102-07SI MWF 10:00-10:50 - W. Dodson
Synapses and Search Engines: Neurology, New Media, and Rhetoric
As the Internet continues to make our world increasingly accessible, many worry that our constant exposure to media makes us dumber, lazier, and less curious. Others respond that such fears always seem to pop up with every generation gap, and that "adults" always think that "young people" are going to ruin the world. Still others wonder, what exactly happens in our brains when we read, when we watch, when we multitask? In this speaking-intensive course, we will examine various historical, sociological, educational, political, scientific and artistic perspectives on technology and the brain. We will read arguments warning of the dangers of television and Internet media dumbing down our culture, and arguments praising these media for making us smarter. Through short writing assignments, in-class debates, and oral presentations, you will articulate various perspectives and add your own to the ongoing conversation.
102-08SI MWF 9:00-9:50 - R. DeRosse
102-09SI MWF 11:00-11:50 - B. Perkins
102-10SI MWF 11:00-11:50 - J. Exoo
102-11SI MWF 11:00-11:50 - C. Scott
102-12SI MWF 12:00-12:50 - B. Perkins
102-13SI MWF 12:00-12:50 - C. Marsh
102-14SI MWF 12:00-12:50 - J. Exoo
102-15SI MWF 13:00-13:50 - C. Webb
This course will examine the various retellings of family stories across a variety of prose genres (short story, essay, novel, memoir, and travel narrative). A common theme within these "family" stories is children finding themselves as distinct individuals, often in opposition to the family unit. During our study of defining the self within (or against) the family, you will read, write, and tell family stories. Since this is a speaking intensive composition course, you can expect to engage in all of these activities regularly.
102-16SI MWF 13:00-13:50 - K. Schreyer
102-17SI MWF 10:00-10:50 - W. Johnson
102-18SI TR 9:30-10:45 - C. Morehead
102-19SI TR 9:30-10:45 - S. Simpson
Back to the Future… and the Past
The Time Traveler of H.G. Wells’ The Time Machine discovers that in the year A.D. 802,701 the human race is gone, replaced by the delicate Eloi and the monstrous Morlocks. Marty McFly, the hero of “Back to the Future II,” discovers that in the year 2015—six years from now—we will have flying cars and automatic lace-up sneakers. What do our assumptions and fantasies about the future reveal about our current social attitudes? And what discoveries can we make by traveling to the past like Dana in Octavia Butler’s Kindred? In this speaking intensive course, we will make more discoveries through (literary) time travel. We will construct arguments for and against controversial inventions of the past—like birth control pills and the fork—as well as imagine divisive technology for the future. We will research bygone eras and make logical claims about the approaching (but unknown) future. And we will discuss the ways in which personal lives shape and intersect with history.
102-20SI MW 15:30-16:45 - J. Watson
102-21SI MW 15:30-16:45 - J. Exoo
102-22SI TR 8:00-9:15 - K. Pond
102-23SI TR 8:00-9:15 - C. Colby
102-24SI TR 9:30-10:45 - K. Pond
102-25SI TR 9:30-10:45 - C. Colby
102-26SVL TR 11:00-12:15 - A. Chandler
The Rhetoric of Poverty
This course represents an inquiry into the rhetoric(s) of poverty. We will pursue questions of how and why poverty is constructed in different political, ethical, economic, literary, cultural, and rhetorical frameworks. The figure of the poor, of the dispossessed, is at the heart of a longstanding set of disputes about our civic duties and our cultural belonging. Learning to evaluate the terrain on which these terms are plotted more carefully as well as learning to speak more confidently of one's own views should be one of our most salient goals. Students will participate in service activities and assignments designed to give them a better understanding of the rhetorical and discursive constructions of community, class, and poverty proliferating in our culture. The students will be asked to reflect on changes and continuities in their views about at-risk and indigent populations locally and globally. They will also be asked to critically engage with the complexities of how we understand, figure, and construct notions of deprivation and community belonging.
102-27SI TR 11:00-12:15 - S. Simpson
Back to the Future… and the Past
The Time Traveler of H.G. Wells’ The Time Machine discovers that in the year A.D. 802,701 the human race is gone, replaced by the delicate Eloi and the monstrous Morlocks. Marty McFly, the hero of “Back to the Future II,” discovers that in the year 2015—six years from now—we will have flying cars and automatic lace-up sneakers. What do our assumptions and fantasies about the future reveal about our current social attitudes? And what discoveries can we make by traveling to the past like Dana in Octavia Butler’s Kindred? In this speaking intensive course, we will make more discoveries through (literary) time travel. We will construct arguments for and against controversial inventions of the past—like birth control pills and the fork—as well as imagine divisive technology for the future. We will research bygone eras and make logical claims about the approaching (but unknown) future. And we will discuss the ways in which personal lives shape and intersect with history.
102-28SI TR 12:30-13:45 - H. Newsam
102-29SI TR 12:30-13:45 - S. Simpson
Back to the Future… and the Past
The Time Traveler of H.G. Wells’ The Time Machine discovers that in the year A.D. 802,701 the human race is gone, replaced by the delicate Eloi and the monstrous Morlocks. Marty McFly, the hero of “Back to the Future II,” discovers that in the year 2015—six years from now—we will have flying cars and automatic lace-up sneakers. What do our assumptions and fantasies about the future reveal about our current social attitudes? And what discoveries can we make by traveling to the past like Dana in Octavia Butler’s Kindred? In this speaking intensive course, we will make more discoveries through (literary) time travel. We will construct arguments for and against controversial inventions of the past—like birth control pills and the fork—as well as imagine divisive technology for the future. We will research bygone eras and make logical claims about the approaching (but unknown) future. And we will discuss the ways in which personal lives shape and intersect with history.
102-30SI TR 14:00-15:15 - S. Gibson
102-31SI TR 14:00-15:15 - T. Atchison
102-32SI TR 14:00-15:15 - C. Scott
102-33SI TR 15:30-16:45 - S. Smoak
America--What Kind of Nation Are We?
This course's sub-title hints that class readings and discussions involve argumentative issues about America. The course begins by surveying a variety of positions concerning American immigration; student's first research-oriented paper will be born out of immigration topics. We then examine the impact of fast-food on American society by reading Eric Schlosser's influential 'Fast Food Nation,' and we conclude our in-class discussions with a focus on America's prison system in 'Prison Nation,' a collection of essays that tries to explain how America's minorities become prison's majorities.
This course emphasizes the tools of research and the course's three five pg. argumentative essays are research intensive. To fulfill the speaking requirements of the course, students will be required to participate in class discussions, will present short 5 min. speeches on their first two papers, and will then conclude with a longer 8-12 speech for their final, which will also have a Q&A format.
102-34SI TR 15:30-16:45 - C. Scott
102-36SI TR 18:00-19:15 - J. Watson
102-37SI TR 8:00-9:15 - R. Brister
This class is an inquiry into the relationship between what we care about and where we are. We will consider the ways in which our background cultures and educations orient our allegiances. We will ask, and do our best to answer, the following questions: what do we owe to people of other cultures, nations, religions, states, and cities? How has globalization shaped our world and how does it continue to shape it? What tools help us to understand other cultures? What are the limits of our duties to those other cultures? Who are "we" and how did we get that way? In order to formulate answers to these questions, we will analyze readings from Rothenberg's Beyond Borders. I've included the link to the textbook below. Also, please email me if you'd like a rough draft of the syllabus in order to get an idea of the speaking assignments and course schedule.
http://www.amazon.com/Beyond-Borders-Thinking-Critically-Global/dp/0716773899/ref=sr_1_10?ie=UTF8&s=books&qid=1226421959&sr=8-10
102-39SI MW 15:30-16:45 - J. Pell
102-40SI MWF 8:00-8:50 - W. Johnson
102-41SI MWF 13:00-13:50 - B. Grabow
102-42SI TR 8:00-9:15 - S. Smoak
America--What Kind of Nation Are We?
This course's sub-title hints that class readings and discussions involve argumentative issues about America. The course begins by surveying a variety of positions concerning American immigration; student's first research-oriented paper will be born out of immigration topics. We then examine the impact of fast-food on American society by reading Eric Schlosser's influential 'Fast Food Nation,' and we conclude our in-class discussions with a focus on America's prison system in 'Prison Nation,' a collection of essays that tries to explain how America's minorities become prison's majorities.
This course emphasizes the tools of research and the course's three five pg. argumentative essays are research intensive. To fulfill the speaking requirements of the course, students will be required to participate in class discussions, will present short 5 min. speeches on their first two papers, and will then conclude with a longer 8-12 speech for their final, which will also have a Q&A format.
102-43SI TR 18:00-19:15 - D. McMillan
102-44SI MWF 12:00-12:50 - J. Pell
102-45SI TR 15:30-16:45 - J. Watson
102-46SI TR 11:00-12:15 - S. Smoak
America--What Kind of Nation Are We?
This course's sub-title hints that class readings and discussions involve argumentative issues about America. The course begins by surveying a variety of positions concerning American immigration; student's first research-oriented paper will be born out of immigration topics. We then examine the impact of fast-food on American society by reading Eric Schlosser's influential 'Fast Food Nation,' and we conclude our in-class discussions with a focus on America's prison system in 'Prison Nation,' a collection of essays that tries to explain how America's minorities become prison's majorities.
This course emphasizes the tools of research and the course's three five pg. argumentative essays are research intensive. To fulfill the speaking requirements of the course, students will be required to participate in class discussions, will present short 5 min. speeches on their first two papers, and will then conclude with a longer 8-12 speech for their final, which will also have a Q&A format.
102-47SI MW 14:00-15:15 - T. Atchison
102-48SI MWF 10:00-10:50 - K. Schreyer
102-49SI TR 8:00-9:15 - S. Whetstone
102-50SI TR 12:30-13:45 - S. Whetstone
102-51SI TR 8:00-9:15 - A. Benson
102N-01 TR 12:30-13:45 - B. Walzer
102N-02 TR 15:30-16:45 - B. Walzer
102N-03 MWF 8:00-8:50 - E. Doman