ENGL 2010 Course Topics

Non-human animals are woven into our daily existence as humans, even unwittingly, unknowingly, or involuntarily. They are companions, aides, food sources, objects of study and entertainment, pests, and inhabitants of your own bodies. How do we understand animals? How do we distinguish what is animal from what is human? How do these definitions and distinctions affect our lives and animals’ lives in both practical and ideological ways? This particular section of ENGL 2010 focuses on animals and the different lenses through which we can think about and write about animals. Along with reading and discussing texts that focus on different perspectives on animals, you will develop your own topic of interest involving animals and complete a multi-part semester-long assignment culminating in a 10-page argumentative research paper.

Humanity has a complex relationship with the animal kingdom. This section of English 2010 focuses on animals; more specifically, this class explores the connection between humanity and wildlife and how that connection has evolved over time. Together we will study the rhetoric of various arguments, including wildlife conservation, animals in captivity, hunting animals, and eating animals. As we study these issues, students will learn how to use the same persuasive techniques we see in existing arguments to create their own research-based argument about the relationship between humanity and the animal kingdom.

How is an argumentative essay or speech different than two toddlers arguing over a toy? Paying attention to the persuasive and not-so-persuasive argumentative strategies people use will better prepare us to make effective arguments of our own. This course focuses on understanding and researching rhetorical discourse. What is rhetoric? How does rhetoric contribute to effective argumentation? There is a heavy focus in this class on understanding, analyzing, critiquing, and incorporating rhetoric into student's writing, as well as understanding various theoretical models and argumentative structures. Using texts like Thanks for Arguing, students will learn how to compose arguments of their own and employ rhetorical strategies.

This class discusses government and corporate control using the metaphor of “Big Brother.” Students will read 1984 to understand the origin of the term Big Brother and because the novel attempts to demonstrate the ultimate in government control. Our class will look at real-world government in the US and in other parts of the world in an attempt to unpack the current extent of government control. We will also discuss corporations such as Facebook and Google and the concept of being ruled by pleasure and distraction. Students will be study the rhetorical appeals and strategies of Big Brother governments and corporations, as well as write their own rhetorical arguments on the topic.

The theme for this class is Writing about Children. Using a theme helps us avoid writing in a vacuum and theming our class on children in particular evokes arguments on many varying ideas. When you think of children, what comes to mind? The overall question our class will explore is “What does society expect of children and does society give children the tools needed to fulfill those expectations?” To answer this question, we will read and watch arguments on social responsibility to children, parenting, and education, among others. Students will also have the opportunity to answer our guiding question for themselves by exploring expectations placed on children, reflecting on their research, and creating an argument with our theme in mind.

Grim, brutal, and utterly personal, the Civil War claimed more American lives than any other war fought before or since the founding of the United States. No other war contains such philosophical and emotional impact, since the issues and concerns that were on the hearts and minds of the politicians, statesmen, combatants, and ordinary citizens of the late nineteenth century can still be seen in evidence in American society, culture, and debate. This course attempts to briefly summarize and present the major events, battles, and person related to the Civil War in chronological order. In addition, this course will set forth the major political issues and philosophies that set the stage for the Civil War, sustained the conflict, and continue to linger on to this day in the hearts and minds of many Americans.

Have you ever heard of the tree octopus? Or wondered if President Obama was really born in the United States? Conspiracy theories can be toxic or harmless, widely believed or widely ignored, but after nearly any event that makes a splash conspiracy theories begin to form. This class discusses what makes up a conspiracy and looks at many conspiracy theories out there. We discuss who is likely to believe conspiracies and why. While we can't prove these one way or another (or else they'd no longer be conspiracies!), we try to find the most reliable sources out there for information on them. We also read 1984 in order to see the possible future of government control.

This course will focus on the theme of identity and difference. Various assumptions will be questioned, including the usual definitions of identity, difference, self, and the "other." Can we even define the self? What are the implications for how we approach difference? What might authentic respect for the “other” look like? We will investigate how these questions have been articulated and explored in a variety of textual fields, including literary fiction, drama, poetry, and philosophy. This course will train students to engage and debate complex topics in an open manner and critically analyze texts and issues within their specific contexts (literary, historical, social, cultural, philosophical, or religious). Students will be exposed to various techniques of written argumentation and research which should enhance their confidence to participate in sophisticated intellectual discourse concerning difficult and, at times, controversial issues. Different values and points of view will be respected at all times.

Whether or not you have ever been to Disneyland or your family owns a single Disney movie, the characters, stories, and animations that are part of the Disney empire are likely part of your world. What does Disney reveal about our culture, beliefs, and values? How does Disney influence and shape our lives? A cornerstone of many of our childhoods and a massive presence in popular culture, the Disney empire provides a broad spectrum of subjects for analysis and debate. In this class, we will critically examine and discuss all things Disney: films, parks, merchandise, fan culture, etc. Along with shorter papers and a group project, each student will complete a final argumentative research paper of at least 10 pages.

As humans, we each bring diverse elements of identity to the table. We share diverse religions, races, cultures, nationalities, sexuality, and interests. Diversity is something to be explored and celebrated. We can talk about diversity from any number of perspectives (e.g., historical, sociological, anthropological) or with any number of foci. In this class, students write three persuasive essays about themes concerning diversity. Specific diversity topics are student-generated in class and may include diversity and culture, diversity of thought, diversity and gender, workplace diversity, generational diversity, diversity and housing, community diversity, work styles and diversity, diversity and learning styles, diversity and religion.

Nature writing and environmental studies are fields growing increasingly relevant in conjunction with global climate changes and current political issues. While understanding the effect humanity has on its environment and ecosystems is important, exploring our personal relationships with the landscapes we live in is perhaps just as relevant. Simon Schama (1995) stated that the shape of the landscape becomes integrated into ourselves. This course asks students to research and connect with ecosystems that have been influential in their lives or with landscapes that interest them. Furthermore, the course prompts students to evaluate their life interconnects in an ecosystem and the human impact on that life over time. Students will write four essays and one research paper, all focusing on landscape and environment, with an emphasis on narrative, description, and style.

Modeled loosely on Environmental Studies and Environmental Education programs, this course consists of readings and films that address current pressing local, regional, national, and global environmental/natural ecosystems topics. Because many environmental concerns relate closely to a complex set of interdisciplinary studies involving ecological, political, economic, social, as well as physical and biological considerations, relevant course readings and films will comprise academic works of a variety of pertinent scholars and writers exploring these various disciplines. Furthermore, these works should reveal the efforts of these experts to confront these key issues and pursue the ultimate goal of alleviating or at least mitigating these problems. Additionally, Writing about Environmental Problems will not only emphasize readily apparent environmental problems, but will also explore more controversial problems with the focus on critically analyzing and assessing the assumptions and claims upon which these controversies are based.

This course will focus on the theme of existentialism and what existentialism means today. Various prominent notions of existentialism will be explored, highlighting some figures significant to the development of existentialist thought. The course will train students to engage and debate complex topics in an open manner. Students will be able to think critically and write critically about texts and issues within their specific contexts (literary, historical, social, cultural, philosophical, or religious). Students will be exposed to various techniques of written argumentation which should enhance their confidence to participate in sophisticated intellectual discourse concerning difficult and, at times, controversial issues. We will cover various types of argumentation, appropriate to different concerns and cultural contexts. Different values and points of view will be discussed with due respect at all times.

Fairy tales are so much more than “Once upon a time” and “Happily ever after.” This section of English 2010 focuses on arguments about fairy tales and folktales. We will examine both classic and modern adaptations of fairy tale texts ranging from beloved to obscure. The course should also provide you with perspective on the way cultures interpret values and storytelling and how changes in those cultures are often reflected in the ways that they tell these stories. For example, what is the difference between the Disney version of Cinderella and the Indonesian version? Why are these differences important? What do they say about us? Come prepared to take a close look at the details that you may have never known or always taken for granted in familiar tales that will likely never be the same for you again.

Film has shaped culture since its genesis in the 1890s. It operates as a text that informs, norms, and performs status quos. It also breaks status quos, makes political and cultural statements, and reforms the way we view the world. Whether it be for entertainment or to make a statement, the film industry has become an indisputable influence on society, economics, politics, and the way we spend our time. In this course students will hone their rhetorical and composition skills by writing three academic papers about cinema. All students will write an analytical paper about a common film viewing experience, write a critical review of an additional film, and compose a larger, multi-stage research paper on any issue related to film or the filmmaking industry.

Communities create folklore one generation at a time. As traditions, beliefs, customs, and stories pass down from one generation to the next, these legends become the folklore of the community. This course introduces students to the basic concepts and theories of folklore and asks students to examine examples of folklore both new and familiar to them. The course also tackles different genres of folklore including urban legends, digital folklore, fairy tales, supernatural folklore, and mythology. Students will write and research essays on self selected examples of folklore from each genre.

Every day we eat. Food is featured in commercials on TV, billboards on the side of the highway, and memes on social media. America is often characterized for its eating habits, whether these be eating disorders, fad diets, or obesity. As the public discourse about food increases, this class aims to engage students in the conversation. How do we negotiate our relationship with food? What is a healthy diet? What is really happening in the food industry? Because we all eat, this is not just a class for nutrition majors. In this section of 2010, students will read, discuss, and analyze sources about food. As a class we will examine current issues related to food and analyze America's complicated relationship with what we eat. Each student will conduct an in-depth research project on a food-related issue, culminating in a research paper.

Where do we come from? What people, ideas, and cultures have shaped us along the way? In this section of English 2010, students will read, write, and have discussions about how our identities are shaped by the various cultures and subcultures we belong to. If you want to think about what has influenced you or what influences your community, this course will position you to research and reflect on cultural influences that shape individuals and society. As part of the course, you will write three major papers and completing several smaller writing and reading assignments. Readings and writing assignments about personal identity and culture will include a personal narrative, a problem-solution paper, and an ethnographic study of a local culture.

Humanity seems to have a fascination with monsters. Whether you believe this fascination comes from the sublime horror of encountering a real monstrosity or the monstrous things people hide about themselves or believe about others, much can be learned about cultures from the monsters they create. This section of English 2010 focuses on arguments about monsters and stories about monsters ranging from those told by the Greeks, medieval legend, classic movie monsters, and urban legend. The course should also provide you with perspective on the way cultures and people interpret values and storytelling and how changes in those cultures are often reflected in the ways that they tell these stories.

Though occult practices have been marginalized, occult traditions pervade mainstream society, often without our notice. In this section, students will read, discuss, and analyze sources related to the occult: magic, witchcraft, paganism, mysticism, and the supernatural. How has the occult been made part of popular cultures? How have occult practices been punished, persecuted, and penalized? We will begin by looking at the occult from a historical perspective and move towards an exploration of how the occult intersects with mainstream Western society. This will open a dialogue about the tension between Christianity and the occult, the occult in pop culture, and how the occult has influenced modern society.

This course discusses the many ways language shapes our environment, asking questions like: What is natural? What is the mission of Yellowstone National Park? Who is responsible for tourists' safety when they visit Yellowstone Park? How is the wildlife managed? Should there be controlled burns? How many visitors should be allowed in the park during busy times? How do these topics relate to problems in national parks in our area such as Zion National Park and Bryce Canyon National Park as well as the national monuments in Utah? Are corporate interests what was intended with The Organic Act of 1916? Students will write three essays, one short persuasive essay, one essay that is a documented narrative, and a longer research paper about a specific place and themes related to the major reading for the class, currently Engineering Eden by Jordan Fisher Smith.

Deep in the Pacific is a scattering of rich Polynesian cultures that have much to offer. This course aims at developing narrative, argumentative, persuasive, and research projects by adhering to effective academic styles and rhetorical conventions through an in-depth study of contemporary issues of cultural, economic, historical, and environmental significance to the Polynesian people of the South Pacific. To augment class discussions, compositions and presentations, the course will include film and literature (fiction and non-fiction) that will address such issues as Hawaiian sovereignty, colonialism in New Zealand and Fiji, and coming of age ceremonies in Samoa.

This course takes a rhetorical approach to the concept of poverty. More than a simple scarcity of material resources, poverty is a complex social, political, and economic issue connected to larger conversations on education, natural resources, political theory, medicine, religion, technology, government, manufacturing, labor, trade, agriculture, taxation, globalization, exploration, and conservation, among others. Despite the breadth contained within the term poverty, it is nonetheless one of the most difficult topics to talk about in our society. Who gets to talk about poverty? Is all poverty created equal? What could a banana cost…$10? But most importantly, how do we talk about poverty? How do we write about it? For a term so charged with emotion and politics, so laden with historical baggage and social complexity, how we write about poverty can inform how we write the solutions to the many complex problems of our lives.

Propaganda is everywhere—it’s not just posters of Uncle Sam or Obama, and it’s not just about war or social injustice. Propaganda can be found in everything from our movies to our music. Because propaganda is strategically placed to plant ideas and beliefs in our minds, understanding propaganda will help you to be an informed consumer. In this class, we will study how rhetoric and persuasive techniques work together to create propaganda. Students will analyze propaganda for emotional appeals and logical fallacies in order to understand how the propagandist seeks to persuade, and possibly manipulate, their audience.

This course takes a rhetorical approach to the concept of race. More than a simple difference of skin color, race is a complex social, political, and economic issue connected to larger conversations on education, natural resources, political theory, medicine, religion, technology, government, manufacturing, labor, trade, agriculture, taxation, globalization, exploration, and conservation, among others. Despite the breadth contained within the term race, it is nonetheless one of the most difficult topics to talk about in our society. Who gets to talk about race? Are all men created equal? But most importantly, how do we talk about race? How do we write about it? For a term so charged with emotion and politics, so laden with historical baggage and social complexity, how we write about race can inform how we write the solutions to the many complex problems of our lives.

Image by: Wonder woman0731. CC-BY-2.0, from Flickr

The particular subtopic for this course is Rhetoric, which means the course and the writing principles we discuss will be grounded in the rhetorical tradition. What is rhetoric? Put simply, rhetoric means the study and use of purposeful language. Understanding rhetoric can help you decipher political messages, decode advertisements, recognize slippery persuasion from door-to-door salesmen, and use those same methods of persuasion in your own writing and speaking. In this class, we’ll look not only at techniques that speakers and writers use to persuade audiences, but we’ll talk about how to use those techniques in your writing. Rhetoric is an enormously useful tool—it can help you access forms of power, persuasion, and eloquence.

Is a writing class based on satire and humor possible? Most definitely! As Max Eastman, a theorist of humor has observed, “a culture without satire is a culture without self-criticism and thus, ultimately, without humanity.” Eastman’s complex and controversial claim here is relevant to this course because wherever and whenever the potential for cultural self-criticism through satire and humor is evident, there are usually important rhetorical concerns related to the satire and humor that allow for careful scrutiny, analysis and evaluation. Additionally, because of this notion that satire and humor can possess rhetorical qualities, this class proposes to explore culture as it is depicted in various humorous and satirical works in the attempt to enrich your understanding and appreciation of not only humanity and culture, but also elements of satire and humor. Furthermore, this will entail the development and enhancement of critical thinking and expository and analytical writing skills in the process.

Students in this course will explore and evaluate the tenets of science as a discipline. Science is a pervasive part of modern living. Seeing the world with a scientific mind and questioning what we see leads to innovation and progress, but what kind of language characterizes that progress? The focus of this course is Writing in the Sciences, which means our course writing and reading will be geared towards helping students write more fluently in scientific disciplines. We’ll be exploring what it means to write about science—what constitutes science as a distinct discourse community? What counts as evidence? In particular, we’ll be focusing on qualities of good writing (many of which are applicable across disciplines).

Focusing on issues such as nuclear weaponry, genetic engineering, and artificial intelligence, this class helps students to research and develop arguments needed to enter public debates on such issues. This course examines the degree to which modern science has indeed lost its cultural tethers and will consider the kind of dilemmas modern society faces as a consequence. Students will be encouraged to examine scientists’ own representations of the moral (or amoral) status of their work (such as Weisskopf’s account of his work on the atom bomb or Edward Teller’s more recent reflections on his advocacy of the hydrogen bomb). Students will also be asked to probe the portrayals of scientific morality offered by non-scientists. Writing assignments and class discussions will also give students the opportunity to compare and evaluate the various ways scientifically trained individuals have constructed a moral context for the scientific enterprise.

Asking and answering research questions in the sciences is a writing style unto itself. Scientists are expected to be clear, concise, and know what information to include in each section of their formal reports. This section of English 2010 focuses on writing in the sciences. The course uses the APA style guide as a foundation. Writers choose their own topics of interest and work through a series of short assignments and revisions toward a the major research project. This course offers guidance on all aspects of academic writing, including style and tone that will result in strong, simple, and elegant communication. The course is appropriate for all disciplines, but is particularly well suited to social science, physical science, business, and education majors.

The Simpsons has been the deserving object of attention, debate, and scholarship for nearly 30 years. Much research supports examination of culturally relevant media to increase cultural literacy. Through more than 600 episodes (and counting), The Simpsons has examined issues of religion, gender, education, history, politics, literature, philosophy, crime, morality, finance, multi-culturalism, and family. Unfortunately, because The Simpsons utilizes humor (especially through satire and irony), some viewers and critics devalue the show as an aspect of culture and education. Utilizing theorists such as Barthes (textual division of readerly and writerly), Fish (rhetorical and dialectical), Heit (postmodernism), Atwood (reader-response and reception), students in this course will review critical thinking and argument terms, and write research papers related to argument, logic, style, and editing.

Graphic by: Sakurambo at en.wikipedia. Later versions were uploaded by Keyser Söze at en.wikipedia. (Originally from en.wikipedia) [GFDL or CC-BY-SA-3.0], from Wikimedia Commons

This course takes a rhetorical approach to the roles that various technologies play in our daily lives, especially when it comes to writing! From ancient poetic forms to iPad Airs, humans have been developing technologies to aid us in using language since before we even started writing things down. This class will look carefully at how we write about (and with) the technologies that surround us, as well as the historical, ethical, and practical issues that arise with technology use and advancement. As a result, we will be reading, listening to, watching, and (most importantly) writing arguments about technology's role in society, education, and in our own lives.

This class discusses gaming and gamers. Gaming is a multi-billion dollar industry and growing. With such a wide variety of games and devices available to users, our class will define what a game is and the social, physical, and emotional influence games have. We look at subjects such as addiction, sexism, and benefits in relation to gaming, as well as future technologies in the making. In addition, we look at many different games out there in relation to these topics, as well as read Ender's Game to get a glimpse of future possibilities in gaming. Students will be permitted to pursue their own gaming interests and niches as they research and argue their perspective on games, gaming, and gamers.