20 Questions...Answered, Book 3 Informative Stories on Topics of Interest to the Modern Student

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We will then turn to the question of creating a sustainable future for the planet. We will explore political, economic, and spiritual solutions to the threat of catastrophic climate change. We will finish the quarter by studying the psychology of happiness and mindfulness.

How can we live satisfied, meaningful lives in the midst of so much distraction and tumultuous change?

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You do not need a scientific background for this course, but only a willingness to explore through writing your personal future and the future of the planet. You will compose an essay on the place you call home, reflect on our increasing immersion in the digital world, research your own future occupation, and persuade others on pressing issues of environmental concern.

Through sharing our writing online and through participation in small group and class discussions, we will create a classroom community that improves our ability to write and leads to academic success at the university. This class is about questioning what is otherwise unquestioned: everyday life. While everyday life is sometimes thought to be boring, uneventful, or insignificant, it is also filled with complexities and mysteries that are overlooked, unrecognizable, or taken for granted. Our goal throughout the quarter will be to explore different ways in which our daily experience can provide us with the critical questions, inspiration, and raw material for writing and research — in university courses and other rhetorical contexts.

We will study writing as a practice, requiring a set of habits and strategies for critical thought and inquiry with which to understand, challenge, and transform elements of our everyday life. Our readings take up the concept of writing as a practice of everyday life through a variety of genres, ranging from essays, journalism, critical theory and scholarly research to memoirs, diaries, poems and manifestoes.

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We examine everyday life through questions of race, gender, labor, history, psychology, spatial and temporal experience, embodiment, technology, and more. Moving forward, students investigate aspects of daily life, develop research skills, and design projects through stages of inquiry, drafting, and revision. This project culminates in a final portfolio submission at the end of the quarter. Students and faculty are knowledge workers, and the University is our workshop.

In this course, you will learn how to develop and refine writing and research practices that you can transfer to a variety of writing situations across social, professional, and academic contexts. Through an inquiry-based approach into how experts and novices create new knowledge, we will explore key concepts about rhetoric and inquiry, and you will learn how to identify and practice these concepts for a variety of knowledge producing situations, including those you are likely encounter at a research university.

Projects will invite you to develop multidisciplinary practices in research-based writing and to sustain inquiry in a topic of your choice by composing in multiple genres and media. And as a writer you dwell in silences. And from my point of view, no matter what [you] write about, it has a way of working against, cutting across the grain of a society that wants you to forget and not to see. What does it mean to dwell in the silences created by society? To enter into ongoing conversations and assess what perspectives are being left out, what narratives need to be developed, challenged, advanced?

In this course, we will analyze texts in a variety of genres and medias about suppressed groups racial, ethnic, cultural in the Americas in order to help answer these questions and to explore effective and diverse techniques for writing.

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We will focus on the significance of rhetorical situations including context, audience, and purpose and will sequentially and recursively build academic writing skills summary, citation, synthesis, analysis, argument. As a research project, students will be asked to dwell in some aspect of silence and write to address that silence. A cumulative portfolio project will be due at the end of the course. Goals of this course include helping you become a stronger reader, a more incisive thinker, and a more effective writer. The course will encourage you to create new strategies for generating and supporting ideas, improve your skill and confidence as a researcher and writer, and expand your understanding of the writing process through active revision—all while you articulate your own emerging knowledge of Africa.

How could strong writing be created without practice and persistence? How could a writer hope to become a stronger writer without an awareness of choices and reflection on past decisions? Students in this course will practice becoming curious, engaged, persistent, reflective writers. The work in this course will require you to choose one topic to examine, research, and write about for the entire quarter. As in other Writing 2 courses, expect to compose in multiple genres and transfer knowledge about writing to new contexts.

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  • Concerned about climate change? Or wondering if concerns are a little overblown? As in other W2 courses, you yourself will learn to write in multiple genres for different audiences and strengthen your arguments, organization, research skills, and rhetorical techniques. In this composition course, we will read and write various genres to explore human attitudes toward and treatment of other animals. The messages we give and get about animals in human society come to us in many forms, and can shape our views and behavior if they are composed with rhetorical awareness.

    Understanding who your audience is and what message you want to convey to them will help you figure out which rhetorical strategies to use yourself. Through research, you will have the opportunity to investigate an animal-related issue that interests you and write about it in a various genres. The habits and strategies you practice in thinking and writing rhetorically about animals should serve you beyond this class and topic. So what can we do? We can write. In this class we will look at the ways that writing can play a part in social change.

    In a variety of formats we will examine the many perspectives that enter into the conversations and the controversies that affect the many people whose voices might not be heard in the turmoil. And then we will use writing to join that social conversation. Students will write about self-chosen topics that truly matter to them, and in the process examine the many genres that can allow for multiple perspectives to be heard. Research work will run throughout the quarter, in a different form for each type of writing we practice.

    Social justice, equality, and passion for the transformations possible in this society will center our work as writers in a changing world. The stench of bullshit is near and clear, and yet it lingers -- why? Note: this is an online course, which means you will need a functional device s and stable internet access. How does culture and mass media shape perceptions of food, nutrition, and body image? In this class we will negotiate several genres of criticism about the ways that mass media and other channels of social communication promote messages about health and well being.

    Students will have the opportunity to examine how their own perspectives about health and well being have been influenced--for better or worse--by culture.

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    Assignments will include class discussions, peer group workshops, several analytical writing assignments, and a research essay. This course is fundamentally a project-based course, which means that rather than working on a smaller series of papers such as papers or weekly responses , all class activities - such as readings, smaller writings, and the like - are geared toward three larger projects. Are we really so empowered in most areas of our lives? In the digital age, what choices do we make and what choices are made for us? Or, what did I search for to make Google keep trying to sell me this ugly sleeping bag?

    When is choice an illusion, as there are few choices available? At each step, students will reflect on what they are learning and why, as research reveals that such reflection increases student learning. Students are encouraged to be in touch about their specific learning needs, including disability accommodations, before the course begins so I can design a course that works for all students. How do stories argue? How do they have a persuasive role in shaping our political, social, and moral selves?

    In this Writing 2 course, we will consider fear from the individual level up to the societal level. Over the course of the quarter, our assignments will build from short, informal writing exercises that help you develop confidence in your own writing, to research-based writing in both academic and non-academic genres. You will leave this course with a range of tools you can use to write confidently in future university courses and beyond. We've not really thought through the consequences of it.

    Technology permeates so many aspects of our daily lives our homes, our workplace, our bodies, etc that it is difficult to imagine an area that remains untouched by it.

    But what impact does our use and reliance on technology have on modern society? What effect does it have on our own psyche and well-being?

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    What does it say about our tendencies both good and bad as humans? In this course, students will continue to build their academic writing skills by focusing specifically on writing in multiple contexts, for disparate audiences, and with distinct rhetorical purposes; as the mastery of these concepts will help students write more effectively and persuasively throughout their respective academic disciplines and beyond.

    Through several assignments reflection papers, annotated bibliography, research paper, and a final multimodal project , students will pursue more in-depth research proficiency and writing agility. Finally, in this course, we will think profoundly about a variety of technology-related themes and question whether we consider these advances for the detriment or betterment of humanity.

    In this course we explore how mindfulness, and paying attention to the process of our creative experiences, makes us stronger writers as we move through different writing genres that prepare us for our professional, personal, and academic lives.

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    Through mindfulness writing practice, we begin to realize that creativity is paradoxical. It requires expertise and hard work yet involves freedom and spontaneity. The creative process brings joy and delight yet is fraught with fear, frustration, and even terror. How do we prepare ourselves to be open and responsive to whatever writing challenge awaits us?

    As writers in this course, we engage critically with readings that examine creativity and mindfulness in both theory and practice. We also explore the questions: How do we learn to ignite awareness and compassion for ourselves as writers and for the subjects of our writing? Once this awareness and compassion ignites, how do we use rhetoric and inquiry to help us sustain our passion? Lastly, as writers, for whom do we create? Is our audience professional, personal, and academic as stated above?