Please find information about Spring 2025 themes below. Make sure to enroll in Composition courses as soon as your enrollment window opens!
| Isabelle Williams | WR 60 | Race and Technology | Benjamin's Race After Technology | |
| Letizia Mariani | WR 50 | Fairytales | The Classic Fairytales (all other readings will be provided on Canvas) | |
| Martha Tesfalidet | WR 60 | Mass Incarceration | Anteater’s Guide; chapters from Michelle Alexander’s The New Jim Crow | |
| Dom Shank | WR 50 | Autofiction | ||
| Peter Cibula | WR 45 | Medievalism at the Movies | This class will look at how medieval romance (and in particular, the "memes" that make up its generic conventions) has been adapted to modern cinema. The romances we will read are permeated with the gender ideology of the period, and how each text figures the role of men and women will be our primary concern. This interest in gender roles will also be apparent as we examine the work of "translation" - both from medieval to modern and text to screen - as we also consider how genre more generally is adaptable and malleable. David Lowery and Ridley Scott as directors take up the "memes" of medieval culture and re-arrange them for our present moment; reading their films alongside romances from the middle ages will allow us to better understand how the rhetorical choices that the original authors and their contemporary translators make are also arguments about what masculinity and femininity entail. | Sir Gawain and the Green Knight |
| Ashwin Bajaj | WR 60 | Labor and the Economy | Based on Louis Human’s book, Temp. Gives students an introduction to labor issues owed to changing management paradigms, technology, app-based work, and puts them on course to think unemployment, exploitation, anti-immigrant work culture, gender wage gap, among other issues. | Louis Hyman, Temp |
| Justin Greenberg | WR 60 | Animal Ethics & Moral Cognition | Humans are often thought to be distinguished from other animals by our sophisticated cognitive abilities. Humans empathize with one another, perform complex chains of reasoning, and we express ourselves through art. But are humans really the only creatures with these abilities? The aim of this interdisciplinary course is to reflect on the cognitive abilities of non-human animals and how these might influence ethical questions surrounding their treatment. | In this course, we'll read selections from Beyond Words: What Animals Think and Feel (by Carl Safina), as well as other academic and popular articles from the fields of moral philosophy and comparative psychology. |
| Amanda Malone | WR 60 | Housing | Theme: Housing; Core Text: Evicted: Poverty and Profit in the American City, by Matthew Desmond | Evicted: Poverty and Profit in the American City, by Matthew Desmond |
| Becky King | WR 50 | Chivalric Romance | This course explores chivalric romance, a medieval genre that focuses on the adventures of noble men and women as they seek love and honor. We will be considering how chivalric romance stories communicated with their original audiences, as well as how the genre continues to affect how we think and communicate about love, violence, gender roles, and social expectations in the modern world | The Lais of Marie de France |
| Diya Mathur | WR 60 | Cure: Social & Political Perspectives | What is a cure? One might think of medical cures (therapy, medication, surgery), political cures (reform, revolution), philosophical cures (resolving conceptual or moral problems). In general, a “cure” might name the permanent resolution of whatever is deemed ‘the problem,’ or the particular agent or substance that manages to bring that resolution about. A genuine “cure,” then, would be both self-cancelling and irreversibly effective: once it fixes the problem, you wouldn't need the cure anymore. And its effects should last forever - the problem shouldn't come back once it's truly "cured." But are things ever so simple? When we talk about a "cure" as something that ends an illness, we're assuming that getting better is the natural and right path forward. But this creates a problem: when someone doesn't get better, we see their condition as "resisting" what's normal and healthy. We start thinking of these resistances as things that were always meant to be eliminated. Even when a cure works and fixes the specific problem it was meant to address, it doesn't automatically guarantee overall health or survival. In fact, a cure's effectiveness is often temporary – new health concerns always come up that are beyond what the original cure can address. This means that for a cure to truly “help,” it would need to serve a higher purpose beyond just fixing one specific problem. But this higher purpose is neither guaranteed nor universally agreed upon – that a cure is deemed effective depends entirely on who (or what institution or norm) gets to decide what counts as "the problem" and what counts as "fixing it." Thus, as psychoanalyst Adam Philips writes, “the concept of cure [...] is quite literally a question of criteria—of whose criteria we are meeting, and of our reasons for those particular criteria as satisfying.” This raises important questions: who gets to decide the cure, and for whom? Who or what gets to define “the problem,” and what constitutes the “normalcy” that one is returning to? Does expecting a cure risk mystifying what’s making us sick in the first place? |
In this Composition course, we will practice our research and critical/persuasive writing skills as we track different modes of “cure”—and critiques of them. We will look at a range of texts and problems: French philosopher Michel Foucault’s critique of medical diagnosis, current sociological takes on “wellness” ideologies, political theorist Achille Mbembe's understanding of legal sovereignty as the “right to kill,” Sigmund Freud’s struggle to define an adequate end to therapy, Martinican psychoanalyst and revolutionary Frantz Fanon’s treatment of the psychological impact of racism and colonial oppression, among other things. |
| Candice Yacono | WR 60 | Medical Humanities | ||
| Michael Andreasen | WR 50 | Memoir | In this course we will analyze and practice using the conventions of memoir and other forms of personal narrative. | |
| Carolin Huang | WR 60 | Rhetoric on the Mother | This course will examine a range of social, political and economic issues through the figure of the mother. The substratal position of the mother in relation to society opens up questions on work, violence, ethics, and particularly, the structure of our social order. | Mothers: An Essay on Love and Cruelty by Jacqueline Rose |
| Tagert Ellis | WR 50 | Immortality Projects | This course theme invites students to study ideas of human legacy and collective memory, considering how we're remembered after we die, and the ways that humans are attempting keep themselves (or at least their memories) alive for much longer. We also study attempts to communicate across enormous distances of time and space. This description sounds really boring but the course is actually pretty sick. For example, you will learn about a mad scientist who lived in a giant castle and tried to implant monkey parts in people to make them live longer. By the end of the course students will have written poetry that is put on a stone tablet in a salt mine in Austria-- an archive ominously referred to as "MOM." None of these other courses can say that. That salt thing puts them to shame. This description is over. | No book |
| J. Austin Leopold | WR 60 | Mass incarceration | Study of the American prison system through the lens of Black feminist scholar activism | |
| Xuan Tran | WR 50 | Horror | ||
| Gretchen Short | WR 50 | Sci-Fi and the Alien | This section of WR 50 will explore science fiction as a genre which uses the figure of the alien or unknown to explore human adaptability in the face of change. | Stories by James Tiptree, Jr., Octavia Butler, and N.K. Jemisin |
| John Nieman | WR 60 | Mass Incarceration | We will examine the institution of mass incarceration, with a critical focus on how the war on drugs and this institution are connected. That focus will not be exclusive, as we will also consider this institution's relationship to other contemporary social problems such as homelessness; should housing and mental health struggles be adjudicated through an incarceration system that cannot alter housing options or improve mental health challenges? Our ultimate goal is to investigate the purpose, scope, and possible reforms for the carceral system in the United States. | The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander |
| Patrick McBurnie | WR 50 | WR50: Manifestos | In this course, we will focus on the manifesto as a genre by exploring its histories, definitions, and rhetorics. Associated with politics, art, literature, pedagogy, film, and new technologies, the manifesto involves the taking of an engaged position that is tied to the moment of its enunciation. The manifesto's individual or collective authors seek to provoke radical change through critique and the modeling of new ways of being though language and images. Included on the syllabus will be anti-racist, feminist, LGBTQ, and other manifestos of the 18th through 20th centuries from throughout the world. | Course readings will be provided electronically. |
| Jamie Rawn | WR 60 | On Beauty: The Gendered, Racialized, and Classed Contexts of Beauty Standards | This Writing 60 section will focus on the historical and contemporary origins and stakes of beauty standards, along with thinking critically about social media and culture’s effects on expectations we and others have of our bodies. What makes a person beautiful, and what are the mechanisms of power at play when determining the ruling criteria for such a term? We will address such questions by studying academic texts, public writing, film/video, poetry/short prose, and podcasts that discuss and negotiate beauty, especially in context with beauty’s racial and gendered origins and circumstances. Among other things, we will discuss the raciology of beauty and trends, the invention of “The Gaze” in visual media, the disabled body/mind in context with appearance, the space a body can take up, and the power that hair has held contemporarily and throughout history. This course will intersect with issues concerning race, capital, and imperialism, and the issues concerning beauty/fashion through those lenses. | |
| Danah Alfailakawi | WR 60 | Mass Incarceration. | The theme mass incarceration is taught through an understanding of anti-Blackness in the United States, histories of enslavement, and economies of the prison industrial complex. | Angela Davis, Are Prisons Obsolete? |
| Caitlin Sanchez | WR 60 | Animal Ethics | Our theme for this course is animal ethics. We will be reading texts about how much (if at all) we should consider animals. How should we treat animals? Why? Should certain animals be considered more than other animals? To what extent should we consider an animal’s life, feelings, or ability to feel pain? | AGWR |
| Mishal Syed | WR 50 | Horror, Dark Fairytales, & the Feminine Gothic | This class explores horror and the Gothic through the lens of magical realism. We will be reading both older and newer (or more contemporary) texts that involve themes of vampirism, surrealism and mental illness, horror as it relates to the female body, etc. Both adult literature and children's literature will serve as components of the course readings; we will also explore young adult media and Gothic poetry. Ultimately, we will be using these readings to learn about the relationships between text, audience, author, rhetorical purpose, theme, message, and argumentation. | books include Carmilla, Coraline, and The Canterville Ghost |
| Emily Dearborn | WR 50 | Travel Writing | In this course we will practice critical reading and writing skills by working with the genre of “travel writing.” Texts in this genre are accounts of “real” travel experiences, where the traveler encounters “otherness” – that is, people, cultures, and places different from their own. These texts ask what happens when cultures collide: how do cultures and individuals attempt to understand, explore, control, represent, and/or exploit each other? | Travel Writing, by Carl Thompson |
| Robert Wood | WR 45 | Science Fiction | This course is intended to introduce you to academic writing through a critical examination of science fiction. Science fiction, operating through what critic Darko Suvin calls a structure of “cognitive estrangement,” allows for a critical examination of the world through representations of different worlds, either alien worlds, different futures or even different presents and pasts. We can look at these stories symptomatically, examining the ways they both challenge and resist common assumptions of their and our present. | This is Not a Science Fiction Textbook and additional texts available through Canvas |
| Jacob Hyatt | WR 60 | Education | In this education-themed iteration of Writing 60, students will use their studies of and our discussions about the American education system as a springboard for explorations of how to conduct college-level research and how to properly construct effective arguments. With a careful eye towards organization, source integration, and MLA style, students will strive to become exemplary writers and researchers, while also learning about the successes and failures of American education throughout the twentieth and twenty-first centuries. These activities will contribute to a quarter-long research project in which students will critically examine a problem in the field of education and then advocate for an effective and feasible solution to that problem. | 1) Cutting School: The Segrenomics of American Eduation by Noliwe Rooks 2) The Anteater's Guide to Writing and Rhetoric, 9th edition |
| Sarah Hanson-Kegerreis | WR 60 | Climate Justice | The concept of climate justice grew out of the environmental justice movement, which redefined “environment” by moving away from traditional conceptions of a far-off wilderness to include populated areas and urban surroundings. Climate justice addresses the inequities created and intensified by climate change and calls attention to the intersection of social, racial, economic, and environmental factors. This quarter, we will evaluate the causes and responses to the wide-reaching and devastating repercussions of climate change, focusing in particular on frontline communities in the United States. From the very start of the term, we will consider the range of information used to diagnose and call attention to climate injustice. In particular, we will consider the extent that the lived experiences of affected communities are given authority in both identifying climate problems and deciding how to address them. In examining potential solutions to climate injustices on multiple scales of action, we will consider not only the effectiveness and feasibility of the available plans but also the extent that those plans address immediate, local injustices and include the perspectives and "embodied knowledge" of the communities most vulnerable to the problem. | Excerpts from Michael Méndez's "Climate Change from the Streets" and other readings |
| William Eng | WR 45 | Liberation | Liberation stories from memoirs to films, music to videogames; escaping oppression from slave narratives to science fiction, immigration journeys to war memoirs: Toni Morrison, Osamu Dazai, Amy Tan, Yesika Salgado, Javier Zamora, Carmen Maria Machado, Malcolm X, Deborah Feldman, Garreth Edwards, Wong Kar Wai, Britney Spears, Hayao Miyazaki, Octavia Butler, Nina Simone and many more. | Students will choose their main text from a list: The Joy Luck Club by Amy Tan Unorthodox by Deborah Feldman Solito by Javier Zamora Corazon by Yesika Salgado We the Animals by Justin Torres Sour Heart by Jenny Zhang Afterparties by Anthony Veasna So On Earth We're Briefly Gorgeous by Ocean Vuong Passing by Nella Larson The Twelve Tribes of Hattie by Ayana Mathis Children of Blood & Bone by Tomi Adeyemi Black Cake by Charmaine Wilkerson The Woman in Me by Britney Spears Shards by Ismet Prcic Heart Berries by Terese Marie Mailhot Bloodchild by Octavia E. Butler The Setting Sun by Osamu Dazai Signs Preceding the End of the World by Yuri Herrera The Autobiography of Malcolm X Everything In This Country Must by Colum McCann |
| Gabriel Garofano | WR 50 | WR 50: Writing & Rhetoric – The Fiction of Fiction: Exploring Narrative in the Postmodern Age | How do stories shape our understanding of truth and reality? This course explores postmodernism—a literary movement that blurs fact and fiction, challenges grand narratives, and redefines how meaning is made. Through critical reading, analysis, and creative experimentation, students will examine how writing not only reflects the world but also shapes our understanding of it. But this course isn’t just about theory—it’s about you. Postmodernism invites us to ask deeper questions: Why do we write? Why do we study writing? How does storytelling help us process our place in the world? By engaging with these ideas, students will develop their own voices and rethink the role of fiction in shaping perspective, identity, and meaning. | Core book is AGWR with supplemental texts from: Gabriel García Márquez, Tim O’Brien, Jamaica Kincaid, George Saunders, Tobias Wolff, David Foster Wallace, Donald Barthelme, Zadie Smith, Carmen Maria Machado, Jhumpa Lahiri, Jean Baudrillard, Guy Debord, Daniel Chandler, Mary Klages, and Roland Barthes. |
| Laurence Hall | WR 60 | Reproductive Rights Today | My theme centers on the problems of reproductive rights post-Dobbs. | Anteater Guide |
| Iris Morrell | WR 60 | Mass Incarceration | What is the relationship between racism, capitalism, education, and mass incarceration? How is the prison-industrial complex historically situated as a continuation and recapitulation of slavery, segregation, and lynching? Is it possible, desirable, perhaps vital, to imagine a world without prisons? By the end of the quarter, students will develop their own unique approaches to the critical task of redefining the American prison system in a manner that is consistent with the gravity of the crisis of mass incarceration as it is conceptualized by abolition feminists throughout a diversity of resources ranging from scholarly discourse and advocacy literature to artifacts of everyday activism. | Angela Davis, Are Prisons Obsolete |
| Kat Eason | WR 40 | Food for Thought | Everyone has to eat...and everyone has opinions about what they eat. Food for Thought focuses on constructing arguments about food, with an emphasis on choosing specific details and deploying particular strategies for various audiences. Students will read different genres of food-based nonfiction from a diverse group of authors, learn to identify arguments and argument strategies, imitate some of those strategies, and ultimately produce their own original argument using one (or a mix of several) model texts. | The AGWR and assorted PDFs in Canvas |
| Jessica Kmetz-Cutrone | WR 50 | Autofiction | Our section of Writing 50 will examine the genre of autofiction, a popular genre in contemporary literary fiction that has been subjected to a number of competing definitions since the term’s coinage in 1971. Over the course of the quarter, we will examine these competing definitions in relation to several works of short fiction, one novel and its television adaptation, and a few films. To deepen our understanding of the genre, these primary texts will be supplemented with secondary texts including academic articles, reviews, and critical essays, both written and video. Some crucial questions we will explore include: What are the key conventions of the autofiction genre and how have those changed over time? Is a text only autofictional when its author self-consciously intends it to be so? Can texts composed prior to the introduction of the term be properly considered autofiction? How do the conventions of autofiction change in different media contexts, like television or film? |
Students are responsible for sourcing three texts: I Love Dick by Chris Kraus, Purple Rain (film), and the AGWR. All other texts will be provided by the instructor. |
| Emily Wells | WR 50 | Woolf's Orlando | Our class will examine Virginia Woolf’s Orlando: A Biography as our primary text to understand how genre functions and allows Woolf to transcend the limitations of her era. In our course, we will examine the ways Woolf satirizes the style of a classic biography giving her audience a story that is fantastical rather than historical and factual. We will discuss how Woolf contributes to revolutionizing the fantasy genre and thus expands the possibilities of identity and relationship to time. Orlando’s immortality and gender transformation challenge conventional notions of identity and gender roles and the novel is considered Woolf’s great love letter to the writer Vita Sackville-West, in a time when lesbian affairs were taboo and socially and culturally punished. We will read Woolf closely to identify the ways her stylistic choices aid in her exploration of the fluidity of gender and desire. Through our discussions, we will formulate claims about how Woolf's use of genre facilitates her message and how rhetorical choices allow her to traverse publishers’ censorship and public critique. Throughout the ten weeks, we will come to decide how subversion of genre conventions can provide new futures and better realities for marginalized persons and provide greater possibilities for identity and self. In the midterm paper, you will examine Woolf’s rhetorical choices and the way use or subversion of genre conventions allows her to critique the traditional biography, Victorian social mores, and gender norms, while presenting her readers with more radical possibilities for literature and gender fluidity. In the second half of the course, we will apply what we’ve learned to crafting our own creative and contemporary social critique. |
Woolf's Orlando |
| Isis Huang | WR 50 | Fairy Tales | We will examine how modern authors subvert fairy tale conventions to critique the patriarchal views of authors such as Perrault. In addition, we will examine how writers such as the Brothers Grimm used the fairy tale in order to promote political agendas. | The Classic Fairy Tales, ed. Maria Tatar (Norton Critical Edition) |
| Camila Valle | WR 50 | Gothic Feminism | This course will engage with a wide range of texts that feature, use, or respond in some way to the symbols, tropes, and characters of the gothic through a feminist lens. The gothic makes room for the dark, mysterious, and unsettling, and as such it has long been a genre through which women have explored their own desires and experiences, particularly those considered taboo. From villainous fathers to the supernatural, gothic motifs have served as generative metaphorical expressions of social and psychological conflicts, including key topics in feminist thought such as freedom, rage, sexuality, violence, power, race, bodily autonomy, and reproduction. The ghosts, witches, madwomen, and vampires typical of the gothic can teach us about the monsters in ourselves, monsters that are profoundly human. | |
| Margaret Speer | WR 50 | Medical Horror | "Medical Horror" (WR50) explores a specific subgenre of horror represented across a variety of media, and having to do with bodies and medicine. While some texts will be sci-fi or futuristic dystopia, medical realities of the past and present are sometimes scarier and grosser than fiction. | All texts will be provided |
| Glaydah Namukasa | WR 60 | Medical Humanities | Medical Humanities is an interdisciplinary field that uses tools and knowledge from the humanities ( arts, literature, culture, psychology, anthropology, history, etc) social sciences (psychology, sociology, cultural studies, etc) and the arts (literature, theatre, film, visual arts) to understand illness, disease, health, and healthcare. | The Immortal Life of Henrietta Lacks by Rebecca Skloot |
| Bryce Lillmars | WR 45 | Foodoir, Food Writing and Foodies (like You) | The first half of the class will be dedicated to the ins and outs of food memoirs (foodoirs) while the second half will expand outward to include other forms of food writing. Bring your appetite! | Excerpts from the Norton Anthology of Food Writing will be provided! |
| Julie Schulte | WR 60 | Mothers and the Rhetoric of Safety | This course will investigate the rhetoric of safety around children and parenting, particularly mothers. Safety is “rhetorical” where it is used (by the media, politicians, policymakers, and the rest of us) to shape public perception and action. Ordinary ideas about parents’ obligation to protect their children from harm, for example, can include protection from strangers who might harm a child’s body, but it can also include protection from poverty, from exposure to realities (like homelessness) that might cause a child mental disturbance, from disappointment (like not getting into the child’s college of choice). And then there are other, more problematic ideas about the safety of children that include protecting children from the very things society teaches them to trust: protection from the parents themselves, protection from other children, protection from the law. What does it mean when safety, such a seemingly basic concept, creates vulnerability, and even harm? We will use these questions to interrogate current problems surrounding the question of safety: child separation at the U.S border detainment centers is one such problem. Not only does the separation render children psychologically unsafe (studies show that many of these children are exhibiting signs of potentially long-term PTSD), but the lack of effective care in the centers has caused illness and even death. And what of the mothers separated from their children? Fleeing from countries where rampant crime has made them unsafe, these women find that those who are supposed to protect them from criminals not only fail to do so, but become their worst nightmare by making it impossible for them to provide safety for their children. School shootings, too, are bound to problematic ideas about who is and isn’t safe. Not only do the victims learn that their peers are potentially dangerous, the school itself becomes a site of vulnerability. Moreover, most of the shooters are themselves children, which means we inevitably ask about the parents: who raised such children and how? What failures of parenting? Of mothering? And finally, abortion. How does society present women who seek abortion? Are these women who know they cannot be “good mothers” because they lack the will and the resources? Is the basic definition of a “good mother” someone who wants her child? What happens to a child when its mother is deprived of the legal right to abortion? Does she raise the child anyway? Does she give the child away? When we deprive a woman of the legal right to an abortion, from who or what is the law protecting the child and how? What of those who seek abortion for reasons of poverty, lack of resources? In what ways does the rhetoric of safety serve as vehicle to isolate and oppress certain groups while elevating the value of others? We will look deeply into the roles of mothers as protectors and the social repercussions of cultural expectations and stereotypes of what good mothering means. We will turn to close analysis of media representation of children as innocents who need protecting. We will see how the rhetoric of safety plays out in race relations, poverty, the policing of crime and the ways it perpetuates xenophobia. We will consider "motherhood" as a concept of repression and scapegoating in Western discourse, and we will look at moments when present crises are explained away as mothering failures, interrogating the impact that has on policy reform, discourse, and social punishment. Throughout the next ten weeks, we will be reading texts across genres and disciplines in order to contextualize present-day social issues. The articles you read will serve as guides for thinking, questioning, and situating your own research projects. The articles will serve as models for research methodology, multimodality, and clear and effective expository writing. |
no textbook, all readings provided as PDF |
| Annabelle Tada | WR 50 | Fairy tales | The Classic Fairy Tales, Norton Edition | |
| Charlene Keeler | WR 60 | Animals | The connection and consequences of human-animal interactions | A variety of selected articles |
| James Vitiello | WR 60 | Mass Incarceration & Social Justice | The prison. Parole. The War on Drugs, and the Thin Blue Line. Issues related to mass incarceration have been hotly debated for many years, particularly for their potential to galvanize related discussions on the connection of incarceration to drug policy, policing, and the long history of slavery, racism, and urbanization. In this course we will look at debates on mass incarceration, starting with Michelle Alexander’s seminal book, The New Jim Crow. We will read chapters from the book alongside journalists and scholars who may, even if they are sympathetic to Alexander’s political aims, disagree with many of her fundamental premises. | Michelle Alexander 'The New Jim Crow" |
| Julian Smith-Newman | WR 45 | Autoethnography | In this section of Writing 45, we will be reading and experimenting with a type of “life-writing” known as autoethnography. Autoethnography bears many similarities to—and is often practically indistinguishable from—other varieties of creative non-fiction, such as memoir and the personal essay. Like these genres, autoethnography allows writers to explore the many dimensions of their own “lived experience”: the complicated web of thoughts, feelings, conflicts, struggles, memories, encounters, identities, dreams, relationships, stories, and events that shape our sense of who we are. But whereas memoir and personal essays typically focus on the writer’s experience for its own sake, autoethnography seeks to understand how even a writer’s most intimate experiences—their experience of grief, say, or their experience of pleasure, depression, racism, sexism, shame, or joy—cannot be separated from the cultural, political, economic, historical, and social forces at work in the world around them. For autoethnographers, personal experience is never just personal. Rather, it is inextricably connected to the larger cultural, political, economic, historical, and social systems and structures amidst which we live. | There is no core textbook for this class. All required texts will be available as PDFs on our Canvas page. |
| Ashby Mei-Ling Baker | WR 60 | Medical Humanities | Anteater's Guide to Writing and Rhetoric | |
| Joseph Labagnao Ligunas | WR 50 | Fairy Tales | ||
| Yolanda Venegas | WR 45 | First-Gen Autobiographical Writing | This course will focus on the autobiographical writing of first generation to college students | Rayna Grande _A Dream Called Home: A Memoir_ |
| Yipu Su | WR 60 | Modern slavery | We will talk about the current situation of modern slavery, its definition, subcategories, data, features, causes, some real cases, etc. We will also talk about what has been done to fight against modern slavery. | I will use AGWR as the textbook and other materials will be available via canvas. |
| Lee Patterson | WR 60 | Free Speech Abuses | This course examines free speech abuses and controversies in the forms of appropriate applications of censorship, protests, and misinformation, both online and offline. Our readings will offer you a range of perspectives from the investigative reporter to the legal theorist on various interconnected First Amendment related problems starting with the problem of technology and ending with the problem of government secrecy and press freedom. | The Anteater's Guide to Writing and Rhetoric |
| Ricardo Lopez Jr. | WR 60 | Race and Consumer Culture | We will be looking at how race is integral to various kinds of commodity production. How is race intrinsic to the kind of products being produced for consumption? How does race construct film and media? How does film and media construct race? These are few of the questions we will think about for this course. | No core textbook, just provided articles. |
| Scottie Streitfeld | WR 50 | Speculative Fiction | Speculative fiction is a genre category whose meaning is broad and historically plural. It begins as an offshoot of science fiction focused on human rather than technological problems, and then later morphs into an extrapolative genre, and finally, develops into a supercategory containing all non-mimetic literature. In this class, students will examine the history of this genre category through a short novel, short stories, and two films. Students have the option of pursuing a thematic interest in either gender, sexuality, or reproduction as they proceed. | Philip K. Dick, Do Androids Dream of Electric Sheep (1968) |
| Alberto Gullaba | WR 60 | Education Reform | The Cult of Smart by Fredrik deBoer | |
| Bridget O'Reilly | WR 50 | Autoethnography | Autoethnography & the Archive: students read the genre, then write their own using artifacts from their own family archive | The Autobiography of an Ex-Coloured Man Author: James Weldon Johnson, Arna Bontemps Format: Paperback ISBN: 9780809000326 |