The program offers a number of forums in which students may improve their writing. Some students may want to develop fundamental writing skills. These students may elect to take one of our introductory "Writing Workshop" courses (WRPR 0100, WRPR 0101, or WRPR 0102) either concurrently with the First-Year Seminar or in the second semester. Others may want to refine their skills at a more advanced level. They have the option of taking 200-level Writing Program courses, taught by Writing Program Faculty. All Writing Program courses provide opportunities for extensive work on students' writing both in the classroom and in one-on-one tutorial sessions.
Courses offered in the past four years.
▲ indicates offered in the current term
▹ indicates offered in the upcoming term[s]
WRPR 0100 - The Writing Workshop I ▲
This course is for students who would like extra work on critical thinking and analytical writing. All sections of this course will address a variety of writing strategies and technologies, from free writing to online writing. Each section will focus on a particular theme to be determined by the instructor. This course does not fulfill the college writing requirement. 3 hrs. lect./disc.
Fall 2010, Fall 2011, Fall 2012, Fall 2013, Fall 2014
WRPR 0101 - Writing Workshop II ▹
Writing Workshop II
All sections of this course will address a variety of writing techniques and communications tools. Each section will focus on a particular theme. This course does not fulfill the college writing requirement. 3 hrs. lect./disc.
Fall 2010, Spring 2012, Fall 2012, Spring 2013, Spring 2015
WRPR 0102 - English Lang in Global Context
English Language in Global Context
In this course, we will discuss and write about the dominance of English in the global landscape. The course reader, The Handbook of World Englishes (2006), offers an interdisciplinary approach to the topic. We will begin the course with a geographic and historical overview of World Englishes and then will examine the impact of English language dominance on individuals and societies, emphasizing themes such as migration, globalization, education, and identity. Throughout the course, we will explore the relevance of these issues to educators, linguists, and policy-makers around the world.
Spring 2011, Spring 2012, Spring 2014
WRPR 0110 - Eng Grammar: Concepts & Contro
English Grammar: Concepts and Controversie
In this course we will study the structure of the English language, learning key terms and strategies for analyzing English syntax. We will explore English grammar from both prescriptive and descriptive perspectives and examine its relevance to language policy, linguistic prejudice, and English education. Readings will be drawn from a variety of texts, including Rhetorical Grammar (2009), Eats, Shoots & Leaves (2006), Language Myths (1999), and Origins of the Specious (2010). This course is relevant to students wanting to increase their own knowledge of the English language, as well as to those seeking tools for English teaching and/or research.
WRPR 0201 - Writing for Social Change
Writing for Social Change
This course explores the many choices we face as speakers and writers when communicating across race, gender, sexuality, religion, culture, class and ability. Drawing on works by W. E. B. Dubois, James Baldwin, Beverly Tatum, Paulo Freire, Dorothy Allison, Arundhati Roy, Amy Tan, Seyyed Hossein Nasr, Desmund Tutu, and others, the class explores a range of genres and voices and examines patterns of domination and subordination in diverse cultural contexts. Students will learn strategies for both creative and critical writing and respond to formal and informal writing assignments. The class will hold occasional writing workshops, and final projects will provide opportunities for collaboration.
Spring 2011, Fall 2011, Spring 2013
WRPR 0202 - Writing To Heal ▹
This writing-intensive course examines writing as a catalyst for healing after loss or grief. In a workshop focused on student writing, we will analyze the fiction, drama, poetry and creative nonfiction of Arthur Miller, Jane Austen, Frank McCourt, C.S. Lewis, Sharon Olds, William Wordsworth, Christopher Noel, Madeleine Blais, Susan Minot. Reading James W. Pennebaker's Opening Up and Louise DeSalvo's Writing As A Way of Healing will create a theoretical underpinning for our discussions. Assignments for this course will include formal analytical essays, creative work (published online), as well as electronic journals and oral presentations.CW LIT
Spring 2011, Spring 2012, Spring 2013, Spring 2014, Spring 2015
WRPR 0203 - Media, Sports, & Identity ▹
Media, Sports, & Identity
In this course we will examine the relationship between media, sports, and the formulation of one’s identity. We will examine issues pertaining to gender identification, violence, and hero worship. Reading critical essays on the subject, studying media coverage of sporting events, and writing short analytical essays will enable us to determine key elements concerning how sports are contextualized in American culture. Student essays will form the basis of a more in-depth inquiry that each student will then present, using media, at the end of the course. (Not open to students who have taken WRPR 1002)
Winter 2011, Fall 2011, Fall 2013, Winter 2015
WRPR 0288 - Writing Race and Class
Writing Race and Class
In this course we will take a literary and intersectional approach to topics of race and class. Readings will include essays, stories, and poems by modern and contemporary writers such as: James Baldwin, Audre Lorde, Adrienne Rich, Gloria Anzaldua, Toni Morrison, Dorothy Allison, Amy Tan, Tim Wise, Sherman Alexie, Suheir Hammad, Junot Diaz, Ellen Gilchrist, and Kelly Zen-Yie Tsai. We will discuss the content and the style of these texts as well as engage in writing workshops, contemplative exercises, and a service learning exchange with high school writers in NYC. Writing assignments will consist of creative non-fiction, narrative criticism, and a research paper or project.
WRPR 0303 - Outlaw Women ▹
In this course we will read and discuss literary novels that feature women who defy social norms: daring survivors, scholars, “whores,” queers, artists, “madwomen,” servants, revolutionaries. We will take a critical and transnational approach to issues of race, class, gender, sexuality, ability, and religion. Texts will include Toni Morrison’s Sula, Audre Lorde’s Zami, Marguerite Duras’ The Lover, Jamaica Kincaid’s Lucy, Patricia Powell’s The Pagoda, and Azar Nafisi's Reading Lolita in Tehran. Students will write formal literary analysis,and narrative criticism. Together we will engage in some contemplative practice and study selected films.
WRPR 0500 - Special Project: Lit ▲ ▹
Special Project: Literature
Fall 2010, Winter 2011, Spring 2011, Fall 2011, Winter 2012, Spring 2012, Fall 2012, Winter 2013, Spring 2013, Fall 2013, Winter 2014, Spring 2014, Fall 2014, Winter 2015, Spring 2015
WRPR 1005 - Healing Through Writing ▹
Healing Through Writing
In this writing-intensive course we will examine how the writing process can serve as a healing tool for adversity and trauma. Using James W. Pennebaker’s Opening Up and Louise de Salvo’s Writing as a Way of Healing as our theoretical base, we will analyze poems, short stories, essays, and books that demonstrate the transformative power of personal narrative. Students will write and revise their own healing narratives in a workshop setting. Assignments will include short in-class writing prompts, 3 essays, electronic journals, and a final portfolio of 15-20 pages of revised work.
WRPR 1813 - Mystique of Pride & Prejudice
Mystique of Pride and Prejudice
Almost 200 years after its publication, Jane Austen's Pride and Prejudice continues not only to be read, but its iconic characters have been reproduced on film in settings as diverse as Salt Lake City and Punjab. Professional and amateur authors in print and on internet sites continue to rewrite this novel in both modern and regency setting. Why? In this course we will analyze the reasons for the continued popularity of Pride and Prejudice by an intensive reading of the novel, viewing at least five adaptations of the novel, reading recent adaptations, and by recreating the characters ourselves.