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Grading basis/credits:
Equivalencies:
Prereq: Placement in Writ 1201
Description: WRIT 1201 introduces students to general writing strategies encountered at the college level. Through frequent practice and feedback, students learn to see writing as a tool for learning and a vehicle for expression of ideas and informed views. Students also learn a working vocabulary for discussing writing. Typical assignments include informal writing derived from personal experience, response to readings, analysis and evaluation of sources on the web and in print, and formal papers that increasingly make use of sources as well as close reading of texts. The course emphasizes the active practice of writing, from gathering ideas for a paper, through the drafting of papers, to careful editing. Many sections meet in computer classrooms. Some sections are designated for non-native speakers and are joined to other learning community courses. This course does NOT meet the first-year writing requirement.
Class Time: 10% Lecture, 15% Discussion. instructor-directed practice of writing related to papers
Work Load: 30 pages reading per week, 20-25 pages writing per term, 4 papers.
Grade: 80% reports/papers, 20% class participation. Percentages may vary slightly by section. Class participation includes required in-class writing
Instructor: STAFF
Grading basis/credits:
Equivalencies:
Prereq: Placement in Writ 1301 credit will not be granted if credit already received for freshmen composition courses under the following former designators: ENGC 1011, ENGC 1011H, ENGC 1012, ENGC 1012H, ENGC 1013, ENGC 1013H, ENGC 1014, ENGC 1014H, ENGC 1015, ENGC 1016, RHET 1101
Description: WRIT 1301 fulfills the first-year writing requirement. It involves critical reading, writing, and thinking as students practice some of the types of writing they may expect in their college career such as summaries, essays, academic arguments, bibliographies, and papers built on research. The course helps students develop, at a minimum, an approach to writing that relies on clear statement of a thesis and support of that thesis with appropriate sources and documentation. Time is spent discussing rhetorical elements of writing such as audience, purpose, and argumentative structure. Students also practice steps in the writing process such as invention, research, organization of ideas, paper drafting, revision, and editing. Students report, synthesize, and draw conclusions regarding the significance of what they read. Students become more aware of the rhetorical choices available to them and learn to make appropriate choices. Some sections may be taught in computer classroom. Some sections are offered online. Some sections may include a service-learning component.
Class Time: 10% Lecture, 35% Discussion. Instructor-directed work on writing assignments, including one-to-one conferences.
Work Load: 40 pages reading per week, 20-25 pages writing per term. (polished), 3-4 shorter papers, one longer researched paper
Grade: 80% reports/papers, 20% class participation. Percentages may vary slightly by section. Class participation includes required in-class writing.
Instructor: STAFF
Grading basis/credits:
Equivalencies:
Prereq: Placement in Writ 1401 credit will not be granted if credit already received for freshmen composition courses under the following former designators: ENGC 1011, ENGC 1011H, ENGC 1012, ENGC 1012H, ENGC 1013, ENGC 1013H, ENGC 1014, ENGC 1014H, ENGC 1015, ENGC 1016, RHET 1101
Description: WRIT 1401 fulfills the first-year writing requirement. It challenges students to think strategically about developing and communicating ideas within different contexts. Students examine increasingly challenging texts as they apply their writing processes, with feedback from the instructor and peers, in order to craft thesis-driven academic analyses and arguments. Students master the concepts of audience, purpose, and context to demonstrate effective communication both for and beyond an academic audience. Classroom activities include discussion of readings, peer review, informal writing assignments. Students craft focused thesis statements that articulate a clearly reasoned position and use credible evidence to support a sustained argument. Through guided practice, students refine their control over focus, organization, style, diction, and grammar, and use the revision process to achieve their writing goals. Students use University libraries to locate, evaluate, and apply scholarly sources. Some sections may focus on writing with and for new media. Some sections may include a service-learning component.
Class Time: 10% Lecture, 35% Discussion. Instructor-directed work on writing assignments, including one-to-one conferences.
Work Load: 50-60 pages reading per week, 25-30 pages writing per term. (polished), 3-4 shorter papers, one longer researched paper
Grade: 80% reports/papers, 20% class participation. Percentages may vary slightly by section. Class participation includes required in-class writing
Instructor: STAFF
Grading basis/credits:
Prereq: Only Rochester-admitted students will be able to enroll in this course.
Description: Student may contact the instructor or department for information.
Instructor: Taniguchi,Yuko
Grading basis/credits:
Prereq: Fr
Description: This seminar will introduce students to the intellectual projects of studying and participating in higher education as a participatory institution by inviting students into critical dialogue with past, present, popular, and academic, representations of higher education and its civic purposes. We will examine the shifting role of the university in public life and the roles that students and other constituencies have played in shaping the character of higher education through writing and other activities. Designed specifically for first-year students, the course will combine academic skill building with personal and collective reflection on the actual and possible purposes and values of higher education for individuals and the society.
Instructor: Bruch Jr,Patrick Leonard
Grading basis/credits:
Prereq: Fr
Description: From Fashion to Fashioning a World: Magazines in American Culture will provide students who are likely interested in pursuing Journalism, Art, English, Fashion Design and other majors the opportunity to study magazines and other smaller publications as an academic topic. Forms of magazine writing and reading, magazine visuals, magazine production, magazine audience reception, and current forms of `zines are some of the topics to be discussed and written about in the course. Students will study both well-known national and international publications as well as local publications. Students will be asked to think about how publications contribute to the making and telling of their own stories, whether as a young person, a gendered person, an immigrant, a member of a particular ethnic/racial group, a person with particular topical interests (gaming, for example) and/or individuals with other markers. Students will learn about a variety of approaches commonly used to study magazines.
Instructor: Reynolds,Thomas Joseph
Grading basis/credits:
Description: Research origins/history. Defining technical communication in professional world. Focuses on audience, purpose, ethics, global communication, and collaboration. Journal articles, student/professional organizations, guest presentations, interviews. Career assessment inventories, in-class/electronic discussions, oral presentations, feasibility report.
Instructor: STAFF
Grading basis/credits:
Equivalencies:
Prereq: Daily access to e-mail
Description: Practice writing for various purposes/audiences. Using styles, tones, and organizational elements. Potential genres include proposals, reports, Web content, e-mail, executive summaries, job search portfolios. Workplace collaboration, issues of professional literacy.
Instructor: Berkenkotter,Carol Ann
Grading basis/credits:
Equivalencies:
Prereq: Daily access to e-mail
Description: Student may contact the instructor or department for information.
Instructor: Weinberg,Joe
Grading basis/credits:
Prereq: 1301 or equiv
Description: Students read books and articles, discuss, and write about a major issues in science and technology. Instructors chose different topics which can include: DNA and the Human Genome; Animal/Human interaction; Global Warming; Alternative Energies; Animal / Human Cloning and Stem-Cell Research; Vaccines from Smallpox to AIDS, Why Civilizations Collapse, etc. This course is for non-specialists.
Work Load: 2 papers. Writing assignments: written commentaries on the readings, two six-page papers.
Instructor: Berkenkotter,Carol Ann
Grading basis/credits:
Prereq: 1301 or equiv
Description: Student may contact the instructor or department for information.
Instructor: Thomas-Pollei,Kimberly A.
Grading basis/credits:
Prereq: Soph or jr or sr or instr consent Credit will not be granted if the student has already completed Rhet 3221W
Description: Major topic areas include theories of language and nonverbal communication, models of relational communication, and methods of rhetorical criticism. In addition to introducing the theories, the course seeks to develop competencies in evaluating and applying them in the analysis of communication occurring in the context of interpersonal relationships, the mass media, and cyberspace. The course also encourages reflection on issues such as gender and race in everyday language use and the societal impact of new communication technologies. Discussion, lecture. Writing intensive.
Class Time: 25% Lecture, 70% Discussion, 5% Small Group Activities.
Grade: 10% mid exam, 10% final exam, 60% reports/papers, 10% quizzes, 10% class participation.
Instructor:
Graff,Richard J
(COAFES Distinguished Tchg Awd)
Grading basis/credits:
Prereq: COMM 1101 or instr consent
Description:
Instructor: Coggio,Grace Leinbach
Grading basis/credits:
Prereq: COMM 1101 or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Schultz,Kimberly A
Grading basis/credits:
Prereq: instr consent , dept consent
Description: Student may contact the instructor or department for information.
Instructor: STAFF
Grading basis/credits:
Prereq: instr consent , dept consent
Description:
Instructor: Volpe,Angelo V
Grading basis/credits:
Description: Land in America as idea and as actual space. History of cultural values and the meanings land holds for us. Contrasting views of land, especially those of certain Native American peoples. Rise of the conservation movement and the urbanization of U.S. space.
Instructor: STAFF
Grading basis/credits:
Prereq: Soph or jr or sr or instr consent
Description: Analysis of literature (fictional, nonfictional) of social movements in the United States in last half of 20th century. Artistic truth in relation to historical truth. Roles/obligations of citizens to protest/change social structures.
Instructor: STAFF
Grading basis/credits:
Prereq: Soph or jr or sr or instr consent
Description: This course focuses on six social movements in the last half of the twentieth century in order to demonstrate how literary analysis helps us understand the personal and political reasons why people become involved in social movements and how they express their arguments and ideologies within the public arena. It also focuses on how literary analysis helps us understand how and why authors and film makers have attempted to capture the events and the ideologies of these acts of protest and the responding acts of control. The course satisfies both a LE literature core requirement and a citizenship and public ethics theme requirement. Thus, the course investigates how these arguments and ideologies, these personal and political reasons, are represented in works of fiction (novels, drama, and film) and in memoirs and documentaries. The six social movements examined within the course are as follows: Civil Rights Movement, Women's Movement, Vietnam War Protests, AIDS Activism, Disability Movement, and Environmental Movement. Through class discussion and reading, we will identify the persuasive strategies involved in these movements (the rhetorical stances that people for and against the movement might take), the motivations for involvement and commitment on one side or the other, the public expression of these ideals and commitments, and the degree and kind of action taken. We then identify the literary expression of the ideals of each movement as interpreted by a novelist, playwright, documentary filmmaker, and/or popular filmmaker. One of the central questions of the course is why and how people tell stories about important social events--what choices they make in terms of plot, point of view, character, theme, and setting, and why they seem to make these choices to achieve the desired effects on the reader or viewer. The course also invites a critique of the success of these literary or visual efforts given the knowledge we have about the events depicted and the ideologies that drove the events or the historical and contemporary contexts. The other central question of the course is to assess how social movements function rhetorically to persuade and influence public debate and democratic political decision-making. Thus, course discussion and the take-home exams allow students to reflect upon the features of responsible citizenship.
Class Time: 100% Discussion.
Work Load: 50 pages reading per week, 2 exams, 11 quizzes.
Grade: 35% mid exam, 35% final exam, 15% quizzes, 15% in-class presentation.
Exam Format: The exams are take-home exams with two weeks given to complete them.
Instructor: Schuster,Mary Lay
Grading basis/credits:
Prereq: Soph or jr or sr or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Nichols,Capper
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Grading basis/credits:
Description: This course introduces students to modern cultural movements and the role that written texts play in bringing about and consolidating them. The focus of the course is a study of how written texts, from artist manifestos to feminist underground `zines, contribute to movements in art and culture. How, for example, did Picasso?s written statements about painting serve to define and extend understanding of Cubism? How did online and other writing by political movements such as MoveOn.org play a role in recent elections? The course will encourage students to explore the interaction of written texts and other form of media within specific artistic and cultural movements.
Instructor: Reynolds,Thomas Joseph
Grading basis/credits:
Prereq: Soph or jr or sr
Description: Student may contact the instructor or department for information.
Instructor: Rendahl,Merry
Grading basis/credits:
Prereq: Jr or sr or instr consent
Description: Written/oral communication in professional settings. Gathering information, analyzing audience, assessing conventional formats. Drafting, testing, revising documents. Oral presentation of final reports.
Instructor: STAFF
Grading basis/credits:
Prereq: Jr or sr or instr consent
Description: This is a fully online section offered through Online and Distance Learning (ODL), College of Continuing Education. Visit "Class URL" for ODL policies, including fee and financial aid information. For details about this course, go to (will open in a new window): http://writingstudies.umn.edu. For computer requirements see browser set up at (will open in new window) WebVista. http://webct.umn.edu/browser/ Required Textbook --Anderson, Paul. Technical Communications. 5th edition, custom (2007). Cengage Learning.
Class URL: http://www.cce.umn.edu/odl
Instructor: Kalbfleisch,Elizabeth Marie
Grading basis/credits:
Prereq: Soph or jr or sr or instr consent
Description: The Internet from a rhetorical perspective. How the Internet is changing language, power to persuade, scientific/technical knowledge, and legal issues such as copyright, privacy, and free speech. Emphasizes how scientific/technical information is conveyed on the Internet. Ethical issues specific to use of computers.
Instructor:
Logie,John
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Grading basis/credits:
Prereq: [3562W, STC major] or instr consent
Description: In this course, students learn a system for analyzing and applying principles of visual rhetoric for various media. Topics include examining and applying visual strategies to design projects, reader perception, exploring software applications, typography, and data displays.
Instructor: Horvath,Barbara Ann
Grading basis/credits:
Prereq: 3562W, 24 cr in STC major
Description: Student may contact the instructor or department for information.
Instructor: STAFF
Grading basis/credits:
Prereq: Jr or Sr or grad student or instr consent
Description: Informational, employment-cycle, and problem-solving interviews. Emphasizes guides, schedules, questioning techniques, and communication theories. Descriptive statistics used to analyze data for various projects.
Instructor: Mc Dowell,Earl Ernest
Grading basis/credits:
Prereq: [[3562W or equiv], [[jr or sr] STC major or grad student]] or instr consent
Description: Students will participate in grant writing project(s) with community partner, First Step Initiative (www.firststepinitiative.org). Tentatively planning to explore UN Foundation's Technology Initiative (http://www.unfoundation.org/global-issues/technology/) to work with women entrepreneurs in Democratic Republic of Congo. Other projects will also be considered. After taking this class, students should be able to research funding sources, understand elements of a Request for Proposals (RFP), and write grants that address the key points of the RFP. Microsoft Project will not be taught during this semester.
Class Time: 10% Lecture, 20% Discussion, 20% Small Group Activities, 10% Student Presentation, 20% Web Based, 20% Service Learning. will work with client organization
Work Load: syllabus is being developed and will be uploaded when available
Grade: 30% reports/papers, 50% special projects, 10% in-class presentation, 10% class participation.
Exam Format: essay
Instructor:
Longo,Bernadette
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Grading basis/credits:
Prereq: Grad student or instr consent
Description: This course introduces students in Scientific & Technical Communication and graduate students in related fields to issues in the field of scientific & technical communication, such as professional code of practice, audience analysis, media selection, international communication, legal concerns, usability, and issues specific to fields such as medicine, information design, or computer development. Issues may change from semester to semester. Recommended for students in their first semester or two of graduate coursework.
Class Time: 20% Lecture, 30% Discussion, 20% Small Group Activities, 10% Student Presentation, 10% Guest Speakers, 10% Web Based. in-class groups
Grade: 20% mid exam, 30% final exam, 30% reports/papers, 20% in-class presentation.
Exam Format: essay
Instructor:
Longo,Bernadette
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Grading basis/credits:
Prereq: Grad student
Description: Graduate-level writing techniques/formats for summaries, critiques, research, and abstracts. Persuasion, documentation, structure, grammar, vocabulary, field-specific requirements. Writing through several drafts, using mentor in specific field of study. Revising/editing to meet graduate standards. Discussions.
Instructor: Holt,Sheryl Lynn
Grading basis/credits:
Prereq: [Grad student, non-native speaker of English] or instr consent
Description: Writ 5052 helps you learn and practice strategies and specific skills for effective delivery of professional, graduate-level presentations to a U.S. audience. The course systematically and sequentially exposes you to the major principles and features of American professional presentations and provides ample opportunities to practice the language and content to most effectively deliver a dynamic presentation. This course uses an action-learning approach with a heavy emphasis on self-assessment and skill building through video demonstrations, videotaping, and coaching. Individual instruction and feedback will be given on videotaped (DVD) presentations and audio taped pronunciation exercises, as needed. Regular attendance, oral participation in classroom presentations and activities, written self-feedback and correction, and informal, impromptu presentations are expected. In addition, some exercises will be assigned for individual practice for accent reduction, as needed. Students select their own field-specific topics for the presentations according to their areas of research or interests. Presentation practice may include skills for persuasive, topic-based, and research-based presentations. Limited discussion will also include writing abstracts for conferences and other writing related to professional presentations. Pronunciation activities and delivery strategies will be specific to non-native speakers of English including cultural analysis, audience awareness, cultural based delivery techniques, enunciation, stress and rhythm, pacing, volume, and non-verbal communication (eye contact, gestures, facial expressions).
Class Time: 35% Lecture, 35% Discussion. 65% Instructor-directed work on presentation activities and assignments including in-class presentations.
Work Load: 5 presentations. 1-2 outside observations of other presenters, self-assessment activities
Grade: 10% written homework, 60% in-class presentation, 30% class participation. Percentages may vary slightly by section.
Instructor: Holt,Sheryl Lynn
Grading basis/credits:
Prereq: Grad student or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Anderson,Janel
Grading basis/credits:
Prereq: STC grad or instr consent
Description: Student may contact the instructor or department for information.
Instructor: STAFF
Grading basis/credits:
Prereq: instr consent, dept consent
Description: Student may contact the instructor or department for information.
Instructor: STAFF
Grading basis/credits:
Prereq: Grad student
Description: Pedagogical philosophy/methodology in composition, primarily first-year writing. Introduction to theories underlying teaching/tutoring with technology.
Instructor: Bruch Jr,Patrick Leonard
Grading basis/credits:
Prereq: Rhet 3562 or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Logie,John
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Grading basis/credits:
Description: Classical theories of rhetoric. Epistemological status of rhetoric. Ethical implications of persuasion. Emphasizes "Aristotle's Rhetoric" as founding document. Other figures (e.g., Plato, Isocrates, Cicero, Quintilian).
Instructor:
Graff,Richard J
(COAFES Distinguished Tchg Awd)
Grading basis/credits:
Prereq: [8011, grad student] or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Gurak PhD,Laura J
(COAFES Distinguished Tchg Awd)
Grading basis/credits:
Prereq: instr consent
Description: Student may contact the instructor or department for information.
Instructor: Reynolds,Thomas Joseph
Grading basis/credits:
Prereq: instr consent
Description: Student may contact the instructor or department for information.
Instructor: Bruch Jr,Patrick Leonard