The following descriptions of individual courses and sections supplement the
general catalog descriptions. For the complete registration listings with CRNs and prerequisites,
see the official schedule.
“Write, Read, Rewrite.
Repeat Steps 2 and 3 as Needed.” Susan Sontag’s directions for writing will be
a motto for our class, in which we will approach reading and writing as firmly
interrelated. Learning to write well begins with close reading. We will read
essays on relevant issues, not only for content but also for form, as possible
models for our writing. We will analyze how successful writers use various
rhetorical strategies to convey meaning. The essay assignments will give you
practice in using a range of strategies to achieve specific purposes – to
reflect, to inform, to analyze, and to persuade. You will learn how to draw on
your readings as relevant and reliable sources to be integrated into your
writing, following the MLA style guide. We will work on planning, drafting, and revising,
with an emphasis on revision in order to produce clear and concise
prose. We will also focus on issues of
style, grammar, and mechanics that are specific to your writing.
Central to this course are our one-on-one conferences to discuss and guide your
composition.
Required Texts
Course Reader: ENG 100 (01). (available at
Marketing and Publication Services, on the campus of the University
Laboratory School/UHM College of Education, 956-4969)
Hacker, Diana, and Nancy Sommers. A Pocket Style Manual. 6th
ed. Boston: Bedford/St. Martin’s, 2012. (available at UHM Bookstore,
Campus Center)
The course’s general aims are
twofold: to strengthen students’ writing and to have them produce it at a
functional level consistent with the university’s expectations. The writing will primarily take the form of
shorter individual responses to a wide variety of texts. Core course elements are:
an engaged reception of selected
works
an awareness of the varieties of
English, their uses and significance
an ability to produce writing
appropriate to an academic context and readership.
This
class will emphasize analytical/argumentative writing along with
personal/experiential writing. There
will be several required conferences.
There
are weekly required readings, and students will be expected to respond to them
in writing, primarily in the form of short in-class essays, both
argumentative/analytical and personal/ experiential.
There
will be three longer papers. In
addition, a selection of drafts,
revisions, and final papers must be resubmitted in the form of a final
portfolio.
This a
discussion-based learning experience.
Students will be expected to participate.
Required
text: Course Reader (available at Professional Image, 2633 S. King).
"This land is a poem of ochre and burnt sand I could never write / Unless paper were the sacrament of sky, and ink the broken line of/Wild horses staggering the horizon several miles away. Even then, / Does anything written ever matter to the earth, wind, and sky?”
-Joy Harjo (“This Land Is a Poem”)
About the Course: The goal of this class is to prepare you to participate in academic conversation, written and oral. To become better/more effective writers, we will identify our own writing practices; develop other useful pre-writing, writing, and revision processes; and hone our close reading, rhetorical analysis, and research skills. In the course of this semester, you will do a lot of reading (good writing requires a reading practice) as well as writing. In preparation for the four essays you will write for this class, you will complete exploratory writing exercises, research assignments, and a library workshop. To inform and inspire our writing, we will primarily be using multiple texts (including creative and scholarly texts, film, and still images) that take up issues of importance to Hawai‘i and the Pacific.
This class, and your success, requires participation and consistent attendance. Classroom assignments will include weekly readings; reading responses; writing assignments; four papers (you will produce up to 20 pages of writing by the end of the semester); peer editing/review; and class presentations.
A Note on Texts: all texts required for this course will be provided as pdf documents and/or URL links on Laulima. It is your responsibility to download required texts for class readings and discussion. While you are not required to purchase a textbook, I highly recommend the purchase of a writing handbook such as Diana Hacker’s A Pocket Style Manual. I also recommend that you use spell-check for all of your writing assignments, and encourage you to use a dictionary and thesaurus (try www.dictionary.com and www.theseaurus.com)
Aristotle defines
rhetoric as the faculty of observing in any given case the available means of
persuasion. In turn, this course will teach you to identify the rhetorical
strategies available in select discursive genres. Although this
course will focus on the mode of argumentative writing, the impetus behind this
choice of genre is to help you build your skills in analytic and inductive
reasoning, utilize university resources, document evidence to support your
reasoning, and hone your research methods.
A large part of this
class will encourage you to actively participate in a research community. As
such, as the class progresses, your research questions and your research
interests will take part in shaping the class. To warm up to this, we will
begin the class by focusing on different modules. These modules will
revolve around the theme of “bio-ethics.” We will engage with the primary text
of novels that deal with bio-ethical issues, such as Kazuo Ishiguro's Never
Let Me Go. The purpose of these primary texts will be to serve as points of
departure for your own research.
The majority of the
grade for this class will be based four major writing assignments. The
majority of these writing assignments will be analytic essays to help build the
writing skills you will use throughout your college journey. Through these four
assignments, you will complete the hallmarks of the written communication
foundation. You will become familiar with composition methods, strategies for
finding academic sources, and with the resources of the UH Manoa Library.
Since a large part of research is based on reading comprehension, there will be
some additional evaluative methods as well, including online postings to a
course website hosted through Laulima.
This course
uses popular culture as a means of teaching rhetoric and rhetorical
strategies. Popular Culture can encompass many different aspects of every
day life, and how we look at popular culture (or the lens through which we look
at it) can be very revealing. By examining the various means by which
popular culture manages to persuade society of what is considered normal or
abnormal, writers learn subtle (and not so subtle) ways of writing about and
critiquing such normalizations. By incorporating traditional genre
writing with the examination of multiple popular culture artifacts, we can synthesize
our findings with credible sources and envision possibilities within our own
writing. In this class, process and practice are emphasized
simultaneously with the culture of college writing and college in
general. This class will use the services of the Hamilton Library to
teach students how to maneuver the college research system.
The textbooks
can be purchased at Revolution Books.
Aloha mai. Welcome to
English 100. This is a place-based composition course that will prepare you for
the demands of university-level writing.
As your instructor,
I argue that place is foundational to identity, knowledge, and creativity, and
will emphasize the role of place in our work. ‘Āina is that which feeds. As we
cultivate writing habits, research techniques, and critical thinking skills, we
will reflect on how place has fed us, physically, intellectually, and
culturally. We will identify and refine our literacy practices as well as
challenge our assumptions about place and knowledge.
We will begin the
semester with a brief but valuable narrative of your different relationships to
place. Indeed, the knowledge each of us brings to the classroom has been shaped
in many ways by the places where we have lived, worked, created, suffered loss,
changed our minds, took risks, and evolved. Our first assignment asks you to
explore these connections in critical and creative ways. Subsequently, an
interview project will open your story to incorporate another layer of
experience and knowledge.
You will also produce an image analysis of an advertising image used to
represent Hawai‘i today. This image analysis will be the basis of a larger
class letter-writing project to a local magazine. We will actively participate
in conversations beyond the UHM campus.
Lastly, the Re-presenting Waikīkī
research project will build on your narrative and analytical skills while
introducing you to the demands of research, collaborative work, and an oral
presentation. You will be critical consumers of visual culture as well as
active producers.
Since this course will be an active
learning environment, passionate discussions will occur. Our classroom is a
safe and supportive space, and we must all be respectful of each other.
Remember, in this course, we are not only developing as writers but also as
critical thinkers. So although we may disagree, it is important that we
listen to each other and exchange ideas in considerate ways.
Required Texts and Materials
Diana Hacker’s A Pocket Style Manual
Regular
access to the Internet (all other texts will be available online)
This course is designed to challenge students to read,
discuss, and write analytically; to learn how to revise their work; and to
introduce them to college-level research.
This section will be organized around questions of language(s): which
languages do we speak, and in what contexts do we speak them, whether they are
“standard” languages like English, Tagalog, Japanese, etc., or Creoles and
pidgins? What are the effects of gender on the way we talk? How do we spell,
and why should it matter? What is the relationship between language and
identity in our lives? What is the significance of English as a language used
across the globe? How will technology affect our uses of language? Students will read a cluster of essays on
each question, and write (and revise) essays on them. These will include
analytical/argument essays as well as descriptive and narrative work.
Occasionally, video clips and poems will be brought into class for purposes of
amplifying the material.
Our central text will be What’s
Language Got to Do with It?(Norton). Students will also be required to
bookmark the Purdue OWL site and to visit it frequently. Class participation and attendance will be
crucial to good performance in the course.
This course
uses popular culture as a means of teaching rhetoric and rhetorical
strategies. Popular Culture can encompass many different aspects of every
day life, and how we look at popular culture (or the lens through which we look
at it) can be very revealing. By examining the various means by which
popular culture manages to persuade society of what is considered normal or
abnormal, writers learn subtle (and not so subtle) ways of writing about and
critiquing such normalizations. By incorporating traditional genre
writing with the examination of multiple popular culture artifacts, we can synthesize
our findings with credible sources and envision possibilities within our own
writing. In this class, process and practice are emphasized
simultaneously with the culture of college writing and college in
general. This class will use the services of the Hamilton Library to
teach students how to maneuver the college research system.
The textbooks
can be purchased at Revolution Books.
The course’s general aims are
twofold: to strengthen students’ writing and to have them produce it at a
functional level consistent with the university’s expectations. The writing will primarily take the form of
shorter individual responses to a wide variety of texts. Core course elements are:
an engaged reception of selected
works
an awareness of the varieties of
English, their uses and significance
an ability to produce writing
appropriate to an academic context and readership.
This
class will emphasize analytical/argumentative writing along with
personal/experiential writing. There
will be several required conferences.
There
are weekly required readings, and students will be expected to respond to them
in writing, primarily in the form of short in-class essays, both
argumentative/analytical and personal/ experiential.
There
will be three longer papers. In
addition, a selection of drafts,
revisions, and final papers must be resubmitted in the form of a final
portfolio.
This a
discussion-based learning experience.
Students will be expected to participate.
Required
text: Course Reader (available at Professional Image, 2633 S. King).
In this course, we
will discuss and practice reading and writing strategies that will help prepare
you for your coursework and research during your future years at UH. We will
emphasize analysis by figuring out how texts work, carefully considering
historical-social-political contexts of writing, identifying strategies writers
use for different audiences and purposes, questioning what may be assumed by or
left out of a text, and thinking about the ethical dimensions of writing and
research. We will be talking and writing about complex social issues that are
important both globally and in Hawai‘i.
We will also be
thinking about the other kinds of knowledge and expertise we each bring to this
class, and you will be encouraged to interweave personal stories, interviews,
and oral sources into your writing assignments. Our readings and discussion
will range from scholarly articles to YouTube videos, poetry to news articles,
literature to photographs, songs, etc.
Formal
writing assignments will include description, comparison, argument, analysis,
and research, and will encourage you to write critically and creatively. We
will also be practicing strategies for revising, editing, proofreading. You
will be required to do a total of twenty polished pages of writing divided
throughout the semester. Other assignments include group presentations, reading
responses, and quizzes. Class participation in the form of active discussion
will be required.
One of the most
useful skills developed in college should be your ability to communicate
written information effectively. Thus,
in English 100, we will spend significant time concentrating on the process of how
to write now, so you will be able to focus more of your time on what your are
writing in future work. This course is designed to develop your college writing
and critical thinking skills, and in it you will often focus on writing about
topics of your own choosing. Thus, you should be interested in what you are
researching and writing and should concentrate on topics which will enrich your
life and understanding.
We will
spend a large portion of our time together writing and revising. Writing is a
process, and focusing on the individual steps of that process, such as
brainstorming, creating a rough draft, editing, peer review, and revising to
the final draft, is a significant key to creating a successful paper. This
semester you will draft, and eventually revise, four essays, each using a
different approach. Approaches include a personal narrative essay, a rhetorical
analysis of a documentary film, an op-ed argument essay, and a research essay
with citations. We will also be frequently writing smaller pieces such as
journal entries and other assignments geared toward the process of writing.
Class will be both discussion and lecture based, thus students should expect to
think on, write and talk about their writing every day. We will benefit from
the wide variety of topics and ideas that each person brings to class and
create an interesting and rich environment in which to gain greater confidence
in writing.
Required
Texts:
Ballenger,
Bruce. The Curious Writer: The Brief Edition, 4th Edition. Boston: Longman,
2012.
Hacker, Diana,
and Nancy I. Sommers. A Pocket Style
Manual. 6th ed. Boston: Bedford/St. Martin's, 2011.
One of the most
useful skills developed in college should be your ability to communicate
written information effectively. Thus,
in English 100, we will spend significant time concentrating on the process of how
to write now, so you will be able to focus more of your time on what your are
writing in future work. This course is designed to develop your college writing
and critical thinking skills, and in it you will often focus on writing about
topics of your own choosing. Thus, you should be interested in what you are
researching and writing and should concentrate on topics which will enrich your
life and understanding.
We will
spend a large portion of our time together writing and revising. Writing is a
process, and focusing on the individual steps of that process, such as
brainstorming, creating a rough draft, editing, peer review, and revising to
the final draft, is a significant key to creating a successful paper. This
semester you will draft, and eventually revise, four essays, each using a
different approach. Approaches include a personal narrative essay, a rhetorical
analysis of a documentary film, an op-ed argument essay, and a research essay
with citations. We will also be frequently writing smaller pieces such as
journal entries and other assignments geared toward the process of writing.
Class will be both discussion and lecture based, thus students should expect to
think on, write and talk about their writing every day. We will benefit from
the wide variety of topics and ideas that each person brings to class and
create an interesting and rich environment in which to gain greater confidence
in writing.
Required
Texts:
Ballenger,
Bruce. The Curious Writer: The Brief Edition, 4th Edition. Boston: Longman,
2012.
Hacker, Diana,
and Nancy I. Sommers. A Pocket Style
Manual. 6th ed. Boston: Bedford/St. Martin's, 2011.
This composition course is designed to teach students how to effectively gather and evaluate information and how to present it in well-organized expository prose. You will analyze arguments from a variety of sources and respond to these arguments in writing. You will be expected to actively prepare for and participate in class and to produce a varied body of writing.
We will use the 6th edition of Everything's an Argument, with Readings (2013) as our central text
This course is designed to
introduce you to a variety of cultural perspectives and to teach you how to
critically analyze all the texts you read. Our course material will include
literature, popular culture, and ethnographic texts, all chosen to help you think
about issues of power, ideology, and difference within and between cultures.
Although this is an English class, the texts and issues we will be dealing with
are interdisciplinary, and you will be able to use the analytical skills gained
in this class in other courses, as well as in your life in general. In addition to learning how to analyze a
variety of texts, you will also produce several types of writing (including a
journal, informal writing pieces, and formal essays) to show you how each genre
can be utilized to your benefit, both in and outside of academia. Upon
completion of this course, you will be able to recognize and understand
ideologies and biases inherent in texts, have the skills to analyze the details
of texts to understand their messages, produce several forms of writing
relevant to various situations, and understand the multiple roles writing can
play in academic and regular life.
Required Texts:
Articles, assignment sheets,
and handouts will be available on laulima
Assignments:
-5 essays (graded
individually; revision grades will register in portfolio grade)
-16 journal entries (graded
as a whole unit)
-In class writing such as
free writes, brainstorming for essay topics, generating ideas for discussion
(graded in participation)
-portfolio (3 essays which
demonstrate your best work; each revision is worth 5% of total class grade)
Writing the Animal. Why look at animals, and why
write about them? Animals are everywhere
in culture and society. Animals are used
as food and clothing, live with us as pets, function as research subjects in
laboratories, live in zoos as objects of spectacle, face extinction, and exist
throughout contemporary media in literature, movies, commercials, and YouTube
videos. Why do we consider some animals
family, yet eat others? What constitutes
our difference from animals? How does
the animal collide with other social and cultural issues? How do people write and think about
animals? Through our primary focus on
animals, students will experience a variety of college-level writing and
explore how a subject changes depending on its written context. Through course
readings, class discussions, research, and writing assignments, students will
think and write about a complex topic in a variety of ways, all in an effort to
learn how to write well at the college level.
This class focuses on
animals not as a body of material to be mastered, but as the starting point for
your own writing. Through our topic
students will be introduced to the rhetorical, conceptual, and stylistic demands
of writing at the college level. This
class guides students through the writing process, search strategies, and how
to incorporate secondary sources into their own writing. Students will gain experience in the library
and on the internet to enhance their skills in accessing and using various
types of primary and secondary materials.
Students will learn how to read critically and make use of a variety of
sources in expressing their own opinions, ideas, and perspectives in writing.
Throughout the course
students will write five major papers (narrative essay, informative research
essay, cultural object analysis, argumentative research paper, and a persuasive
essay) on top of in-class writing assignments and shorter writing
assignments. Students will share their
work with the class in the form of peer review, and will meet with the
instructor for one-on-one conferences. Students are expected to participate in
class discussions, critically engage with our course material and the writing
of other students, share their own ideas and respect those of their peers.
Required Texts:
Linda Kalof and Amy Fitzgerald, The Animals Reader: The Classic and Contemporary Writings
Gerald Graff and Cathy Birkenstein, They Say, I Say: The Moves that Matter in Academic Writing
Richard Bullock and Francine Weinberg. The Little Seagull Handbook
This
course is an introduction
to college level writing and
offers a diverse learning environment. Major assignments include a
narrative essay, rhetorical
analysis,
argumentative essay,
and
a formal research project.
Other modes of writing include summary and
opinion pieces, letter to the editor, and
a literature/film/product
review. You will also
write informal journals at the end of
major assignments
to reflect on your writing
experience.
At the end of the semester, you will have the option of featuring one of your assignments on the English 100 class
website. Through these
modes of writing, you
will learn fundamental research methods and critical
reading, thinking,
and writing strategies
that will help prepare you for
other course work
and future career.
Activities are designed with “globalization” in mind.
We
see corporate
logos, car emblems
and signature lines wherever we go.
We
are also bombarded
with visual rhetorics
of difference and unity, often
dealing with cultural and ideological tensions. To complicate matters, technological advances influence the way we define ourselves and
lifestyles,
particularly our interactions with each
other. We will explore these
dynamics with course materials that include a
variety of oral
and written texts,
visual compositions,
and documentary films.
To improve your writing, you
will be encouraged to critically examine problems,
propose solutions, and participate
in academic and
civic discourse concerned with
the
impact of globalization
as a process and
ideological framework.
Writing the Animal. Why look at animals, and why
write about them? Animals are everywhere
in culture and society. Animals are used
as food and clothing, live with us as pets, function as research subjects in
laboratories, live in zoos as objects of spectacle, face extinction, and exist
throughout contemporary media in literature, movies, commercials, and YouTube
videos. Why do we consider some animals
family, yet eat others? What constitutes
our difference from animals? How does
the animal collide with other social and cultural issues? How do people write and think about
animals? Through our primary focus on
animals, students will experience a variety of college-level writing and
explore how a subject changes depending on its written context. Through course
readings, class discussions, research, and writing assignments, students will
think and write about a complex topic in a variety of ways, all in an effort to
learn how to write well at the college level.
This class focuses on
animals not as a body of material to be mastered, but as the starting point for
your own writing. Through our topic
students will be introduced to the rhetorical, conceptual, and stylistic demands
of writing at the college level. This
class guides students through the writing process, search strategies, and how
to incorporate secondary sources into their own writing. Students will gain experience in the library
and on the internet to enhance their skills in accessing and using various
types of primary and secondary materials.
Students will learn how to read critically and make use of a variety of
sources in expressing their own opinions, ideas, and perspectives in writing.
Throughout the course
students will write five major papers (narrative essay, informative research
essay, cultural object analysis, argumentative research paper, and a persuasive
essay) on top of in-class writing assignments and shorter writing
assignments. Students will share their
work with the class in the form of peer review, and will meet with the
instructor for one-on-one conferences. Students are expected to participate in
class discussions, critically engage with our course material and the writing
of other students, share their own ideas and respect those of their peers.
Required Texts:
Linda Kalof and Amy Fitzgerald, The Animals Reader: The Classic and Contemporary Writings
Gerald Graff and Cathy Birkenstein, They Say, I Say: The Moves that Matter in Academic Writing
Richard Bullock and Francine Weinberg. The Little Seagull Handbook
Major assignments
will focus on (1) our campus and its resources for you as a researcher-writer, (2)
O‘ahu and Hawai‘i as places that can lead our thinking, and (3) sustainability
as different disciplines address it. Our work will be highly collaborative: we
will use software designed to enhance your abilities as a reviewer for others
(a key workplace skill often ignored in writing courses), and you will work
actively with classmates as you each develop your own e-portfolio—an assemblage
of your writing that you can build upon in later courses at UHM and in
preparation for further study or the job market. Readings will be entirely
online and will include excerpts from The
Value of Hawai‘i (Howes and Osorio, eds.) and Composing and Sustainability (Owens), among others. We will strive
to tie the local to the global repeatedly, to help you figure out what you want
to do at UH Mānoa and beyond.
This composition course is designed to teach students how to effectively
gather and evaluate information and how to present it in well-organized
expository prose. You will analyze arguments from a variety of sources
and respond to these arguments in writing. You will be expected to
actively prepare for and participate in class and to produce a varied
body of writing.
We will use the 6th edition of Everything's an Argument, with Readings (2013) as our central text
This class will
focus on the reading/writing connection while exploring traditional and
non-traditional kinds of texts, as well as different forms of English. We will
write a variety of short expository essays—including definition, evaluative
comparison/contrast, proposal, and process—both in response to readings and on
topics of the student’s choice. This course will also emphasize the process of
writing, as well as skills in critical thinking and evaluating the credibility
of different sources.
This course is designed to
introduce students to college-level writing and is based on the assumption that
all of us already engage in writing-related activities in our day-to-day
lives—the editors of our textbook even go as far as to claim that everyone already is an author. Although
this may sound like an overstatement, it seems safe to say that the number of
people who do not regularly engage in writing activities like blogging, emailing,
or texting is dwindling. Even the most mundane writing task requires us to
think rhetorically: e.g. what is the writer’s purpose and stance, who is the
audience, and what is the context? Which genre and media are best suited for a
particular purpose and audience? These are key questions that writers—both in
digital forms of communication and in academia—routinely ask before composing
texts. This course, then, will build on students’ experience in composing a
variety of texts to provide them with the writing skills required to succeed in
college.
Objectives:
In accordance with the
Student Learning Outcomes for ENG 100, by the end of the course students will
be expected to 1) compose college-level writing that achieves a specific
purpose and responds adeptly to an identifiable audience; 2) provide evidence
of effective strategies for generating, editing, and proofreading a text in order
to produce finished prose; and 3) compose an argument that makes use of source
material that is relevant and credible and that is integrated in accordance with
an appropriate style guide. All assignments and course work are intended to
help students meet these objectives.
Methods:
The methodology of this
course is twofold. First of all, we will engage in writing as a process. This
means that writing assignments are designed to go through prewriting, drafting,
revising, and editing stages. A fair amount of class time will therefore be
devoted to learning and practicing strategies that will assist students during
different stages of the writing process. Secondly, writing is ultimately a
social act: though we often write in solitude, we almost always write foran audience. Since we will have the
luxury of being part of a community of writers in this course, we will take the
opportunity to engage in peer review and workshopping in class.
Assignments:
Students in this course will
engage in a variety of writing related tasks, both informal and formal.
Informal writing assignments will include reading responses, discussion posts,
and other “low stakes” written work. Formal writing assignments will include a
review, an analytical essay, an argumentative essay, and a final research
paper. In conjunction with the research paper, students will also submit an
abstract, an annotated bibliography, and give an oral presentation to the
class. Finally, there will be regular reading assignments, which will serve as
the material for the informal writing assignments and for class discussion.
Textbook:
Lunsford, Andrea, et al, eds.
Everyone’s an Author with Readings. New
York: W. W. Norton & Company, 2013. ISBN: 978-0-393-91201-2.
The textbook will be
available at the UHM bookstore.
This class will
focus on the reading/writing connection while exploring traditional and
non-traditional kinds of texts, as well as different forms of English. We will
write a variety of short expository essays—including definition, evaluative
comparison/contrast, proposal, and process—both in response to readings and on
topics of the student’s choice. This course will also emphasize the process of
writing, as well as skills in critical thinking and evaluating the credibility
of different sources.
Everyday we
write. Whether we write a new status update for our Facebook accounts, compose
a quick email to a friend, think up a few new song lyrics while singing in the
shower and then jot them down later, or write an essay for a school assignment,
we all write. In this class, I want us all to see that writing is a task that we
continually use to make meaning of our world and to communicate those
newly-made meanings to others.
Connecting writings’ important purpose with the acts of reading and
writing that make up our daily lives and with our own actions for social
change, I, ultimately, want us to see within this class that writing makes a tremendous difference.
Course
Objectives:
1). To
continually develop and refine writing skills by practicing with various
written forms, including creative journal entries, blogs, journalism articles,
personal narratives, poems, and song lyrics.
2). To
become skilled in crafting the organization, content, and mechanics of the
critical analysis and research essay forms.
3). To
cultivate close, careful reading skills through the analysis and discussion of
various texts including news articles, blogs, photographs, memoirs, short
stories, poems, song lyrics, short video clips and ads, essays, and the novel.
Assignments:
There are 4
major writing assignments including a personal narrative, an exploratory essay,
a critical analysis paper, and a final research paper. You will also be
required to complete a Social Action Project and several short writing
responses both inside and outside of class. All of the assignments can be
revised within this course, and included in the final portfolio for a higher
grade. The aim of this course is to focus on the progression of writing and the
final grade is based on that progression.
Course
Texts & Supplies:
1). English
100 Course Reader
(available
for purchase at Professional Image Printing)
In this course, we will discuss and practice reading and writing strategies that will help prepare you for your coursework and research during your future years at UH. We will emphasize analysis by
figuring out how texts work
carefully considering historical-social-political contexts of writing
identifying strategies writers use for different audiences and purposes
questioning what may be assumed by or left out of a text
thinking about the ethical dimensions of writing and research.
We will be talking and writing about complex social issues that are important both globally and in Hawai‘i, including politics of place and migration, gender identity, and the industrialization of food. We will approach these topics from the standpoint of community health and will also devote a substantial part of the semester thinking about solutions within the context of social justice.
We will also be thinking about the other kinds of knowledge and expertise we each bring to this class, and you will be encouraged to interweave personal stories, interviews, and oral sources into your writing assignments. Our readings and discussion will range from scholarly articles to poetry to fairytales to documentary films.
Formal writing assignments will include description, comparison, argument, analysis, and research, and will encourage you to write critically and creatively. We will also be practicing strategies for revising, editing, proofreading. You will be required to do a total of twenty polished pages of writing divided throughout the semester. Other assignments include group presentations, reading responses, and quizzes. Class participation in the form of active discussion will be required. All required texts will be distributed to you via Laulima or as hard copies in class.
ENG 100(30): Composition I
instructor:
TBA
time:
TR 9:00-10:15
description:
Will appear at a later date. The section WILL be offered, even though it is at the moment unstaffed.
This course is designed to develop, practice, and refine
your college writing skills through variety of writing assignments. Through this
course, you will work towards becoming more aware of your writing process—your
thinking process, your drafting process, your habits—in order to develop
strategies to better your writing for the rest of your college career.
Beginning with a narrative essay, we will interrogate our relationship with Hawai‘i,
keeping in mind that we must always be critically aware of the position that we
are writing from. From there, we will move into a summary and response unit,
where we will read critical essays and discuss issues pertinent to our lives in
Hawai‘i. This will form a foundation for your research argumentative paper. And
lastly, the semester will conclude with a revision and reflection unit.
Readings and course materials will be provided via Laulima.
As with many learned skills, writing takes constant
practice; expect to have a writing assignment of some sort every week.
Participation will be graded. To gain the most out of this course, you will
need to not only attend class and complete assignments, but to engage with the
material and be willing to push your critical thinking, reading, and writing
abilities.
In this course we will focus on two major aspects of communicative
writing: (1) writing in and for “academia” and (2) writing in and for the world
outside of the academic institution. While the major focus of this course will
be refining your writing in both grammar and style, your assignments are
designed to help you as a first year writing student at the university, but
also as a participant in the larger community.
This is a writing intensive course. Writing assignments will include: (1)
Response to film, (2) Literature Review, (3) Argumentative Paper with Research,
(4) Letter for Change, (5) Cover letter, and (6) Resume. Other in-class work
includes small writing assignments, peer workshopping, and class discussion.
Breakdown:
Attendance 15%
Film Response 15%
Literature Review 15%
Argumentative Paper 20%
Letter for Change 10%
Cover Letter 10%
Resume 10%
Grammar Quizzes 5%
Required texts:
Your reading list will be available through Laulima and other Internet
sources.
YOU MUST HAVE INTERNET ACCESS TO TAKE THIS COURSE.
In this course we will focus on two major aspects of communicative
writing: (1) writing in and for “academia” and (2) writing in and for the world
outside of the academic institution. While the major focus of this course will
be refining your writing in both grammar and style, your assignments are
designed to help you as a first year writing student at the university, but
also as a participant in the larger community.
This is a writing intensive course. Writing assignments will include: (1)
Response to film, (2) Literature Review, (3) Argumentative Paper with Research,
(4) Letter for Change, (5) Cover letter, and (6) Resume. Other in-class work
includes small writing assignments, peer workshopping, and class discussion.
Breakdown:
Attendance 15%
Film Response 15%
Literature Review 15%
Argumentative Paper 20%
Letter for Change 10%
Cover Letter 10%
Resume 10%
Grammar Quizzes 5%
Required texts:
Your reading list will be available through Laulima and other Internet
sources.
YOU MUST HAVE INTERNET ACCESS TO TAKE THIS COURSE.
This course is designed to develop, practice, and refine
your college writing skills through variety of writing assignments. Through this
course, you will work towards becoming more aware of your writing process—your
thinking process, your drafting process, your habits—in order to develop
strategies to better your writing for the rest of your college career.
Beginning with a narrative essay, we will interrogate our relationship with Hawai‘i,
keeping in mind that we must always be critically aware of the position that we
are writing from. From there, we will move into a summary and response unit,
where we will read critical essays and discuss issues pertinent to our lives in
Hawai‘i. This will form a foundation for your research argumentative paper. And
lastly, the semester will conclude with a revision and reflection unit.
Readings and course materials will be provided via Laulima.
As with many learned skills, writing takes constant
practice; expect to have a writing assignment of some sort every week.
Participation will be graded. To gain the most out of this course, you will
need to not only attend class and complete assignments, but to engage with the
material and be willing to push your critical thinking, reading, and writing
abilities.
This course is designed to introduce you to the many kinds of writing and reading you will do across the curriculum. As we read and analyze a variety of written texts, we will study the rhetorical strategies, conventions, and styles that writers and thinkers use to convey meaning. By the end of the semester, you will be better prepared to write for an academic audience.
Because writing is a process, you will submit drafts for each major writing assignment and participate in peer reviews. You will also have the opportunity to rewrite or revise your papers after they have been graded and returned to you. Throughout the semester, we will review grammar, usage, mechanics, and punctuation in order to add clarity and authority to your writing and to improve your proofreading skills.
In addition to its emphasis on having you produce university-level writing, this course will have a focus on the concept of sustainability. Our readings and in-class discussions on sustainability, ecology, and conceptions of nature will acquaint you with a variety of discourses. Most of the writing you will do in this course will concern environmental issues, and your assignments will prepare you to write a final research project on an issue of sustainability. By researching and writing about environmentalism, you will sharpen your critical thinking, writing, and language skills.
Required Texts:
Graff, Gerald, and Cathy Birkenstein. "They Say, I Say": The Moves That Matter in Academic Writing. 2nd ed. New York: Norton, 2009. Print.
Hacker, Diana, and Nancy I. Sommers. A Pocket Style Manual. 6th ed. Boston: Bedford/St. Martin's, 2011. Print.
Our other course readings (which will include essays, scholarly articles, and selected works of nonfiction and fiction) will be provided on Laulima.
This course
aims to be a comprehensive college-level composition course, offering students
a varied and provocative
reading and writing agenda;
a thorough introduction to
grammatical, rhetorical, and stylistic basics of writing in a university
community;
a solid introduction to
research using reliable sources from university libraries and the
Internet;
an opportunity to work
regularly in groups with fellow students and in conference with the
instructor;
and a forum to share reactions
and explore issues in an open and supportive atmosphere.
This is not
a “theme” course. Rather than exploring in depth one subject throughout the
semester (gender construction, folklore, or sustainability, for instance), this
course will offer an eclectic and engaging mix of readings on politics, race,
society, commerce, language, sports, sexuality, drugs, music, and so on. We
will mix and match genres, analyzing speeches, memoirs, short stories, encomia
and invective, business memos, and essays galore: expository, analytical,
argumentative, some written by professors, some written by students. Perhaps
the only constant will be the high quality of the writing. Each piece we read
will offer unique lessons in style and clarity, subtlety and depth,
construction, correctness, and persuasiveness.
In addition
to our regular in-class work of writing in various modes (freewriting, directed
writing, collaborative writing, brainstorming, summarizing readings and individual
class sessions), students will submit twenty pages of polished prose (five
three-page papers in various rhetorical modes and one five-page research
paper); they will workshop each others’ essays, give several group
presentations, and take ten quizzes.
Regarding the
three-page papers: I’m asking for five concise three-page essays (right to the
bottom of page three, but not spilling onto page four). These are due at the
beginning of the five classes specified in our course syllabus. There will be
separate prompts for each essay, but all your essays should incorporate the
analyses of the readings that we will have done in class. I strongly suggest,
therefore, that you take careful notes on our discussions. We will workshop
these essays during class in order to refine our skills of attentive reading
and listening, of giving and receiving feedback. You will turn in to me the
improved draft in the next class session.
COURSE WORK
Final
grades will be determined by the following criteria:
Five three-page papers—drafts and
rewrites (40%)
One five-page documented research
paper (15%)
In-class participation: discussion
groups, draft response/peer review groups (15%). Students who are absent for
group work will lose 3 percent for each absence.
Ten quizzes (20%). Quizzes are given
at the beginning of the class; quizzes missed due to tardiness or absences
cannot be made up. A grade of zero is given for missed quizzes.
Collected in-class writings (10%)
REQUIREMENTS
Attendance
is required and recorded. Two absences will be automatically excused. Absences
thereafter will lower your final grade by one half grade per absence.
Non-emergency medical appointments are not considered excused absences. In any
case, regardless of your numerical average on other course work, if you miss
six or more classes, except in cases of medical emergencies attested to by a
full explanation from a doctor, you will fail the course.
You
are expected to closely read the texts and contribute to in-class discussion.
Please
print as formatted and bring the day’s reading to class. Since we often refer
to our course handbook, please bring that to each class as well. Failure to do
so will negatively affect your grade.
Students’
essays are to be done on a computer, double-spaced.
REQUIRED
TEXTS
Class
readings are available on-line and free at our UH Laulima page under Resources.
I ask you to print and bring to class up to 300 pages of readings that I will
post on our class site. I encourage you, however, to economize by printing on
both sides of the page or on the reverse side of pages you no longer need. (If
you have access to a good laser printer, you can quickly print all of our
readings for less than $3 in paper costs. If you wish to print as you go, there
are also some places on campus [the Campus Center Lounge, for example] that
allow students to print up to twenty pages without charge.)
The
Brief Penguin Handbook With Exercises (Includes 2009 MLA Updates) is an absolutely required text
(available at the campus bookstore and online). This more than 600-page
handbook offers chapters on grammar, mechanics, punctuation, style, and writing
effective phrases, clauses, sentences, and paragraphs. Some chapters explore
the basics of rhetoric, structuring essays, writing drafts, rewriting and
editing; other chapters treat the art of research: finding and evaluating sources,
using sources responsibly and integrating them correctly into your prose. There
are chapters on writing about literature and on writing about business. And
finally, the handbook gives examples of submitted papers in various
professional styles of documentation: the MLA, the APA, and the CMS. (We will
cover as much of this material as we can in our short semester, but I will
regularly encourage you to keep this text throughout your college career so
that you may refer to it whenever you have questions about punctuation, usage,
grammar, organization, and so on.) We will begin using the handbook the second
week of classes, so get one immediately.
Centered
around key global issues related to the environment, healthcare, food, the
economy and local issues pertaining specifically to Hawaii, Composition I
offers an introduction to academic writing and research. In Eng. this 100,
students will hone their research and expository writing skills in preparation
for all disciplines at the University.
Centered
around key global issues related to the environment, healthcare, food, the
economy and local issues pertaining specifically to Hawaii, Composition I
offers an introduction to academic writing and research. In Eng. this 100,
students will hone their research and expository writing skills in preparation
for all disciplines at the University.
This course
aims to be a comprehensive college-level composition course, offering students
a varied and provocative
reading and writing agenda;
a thorough introduction to
grammatical, rhetorical, and stylistic basics of writing in a university
community;
a solid introduction to
research using reliable sources from university libraries and the
Internet;
an opportunity to work
regularly in groups with fellow students and in conference with the
instructor;
and a forum to share reactions
and explore issues in an open and supportive atmosphere.
This is not
a “theme” course. Rather than exploring in depth one subject throughout the
semester (gender construction, folklore, or sustainability, for instance), this
course will offer an eclectic and engaging mix of readings on politics, race,
society, commerce, language, sports, sexuality, drugs, music, and so on. We
will mix and match genres, analyzing speeches, memoirs, short stories, encomia
and invective, business memos, and essays galore: expository, analytical,
argumentative, some written by professors, some written by students. Perhaps
the only constant will be the high quality of the writing. Each piece we read
will offer unique lessons in style and clarity, subtlety and depth,
construction, correctness, and persuasiveness.
In addition
to our regular in-class work of writing in various modes (freewriting, directed
writing, collaborative writing, brainstorming, summarizing readings and individual
class sessions), students will submit twenty pages of polished prose (five
three-page papers in various rhetorical modes and one five-page research
paper); they will workshop each others’ essays, give several group
presentations, and take ten quizzes.
Regarding the
three-page papers: I’m asking for five concise three-page essays (right to the
bottom of page three, but not spilling onto page four). These are due at the
beginning of the five classes specified in our course syllabus. There will be
separate prompts for each essay, but all your essays should incorporate the
analyses of the readings that we will have done in class. I strongly suggest,
therefore, that you take careful notes on our discussions. We will workshop
these essays during class in order to refine our skills of attentive reading
and listening, of giving and receiving feedback. You will turn in to me the
improved draft in the next class session.
COURSE WORK
Final
grades will be determined by the following criteria:
Five three-page papers—drafts and
rewrites (40%)
One five-page documented research
paper (15%)
In-class participation: discussion
groups, draft response/peer review groups (15%). Students who are absent for
group work will lose 3 percent for each absence.
Ten quizzes (20%). Quizzes are given
at the beginning of the class; quizzes missed due to tardiness or absences
cannot be made up. A grade of zero is given for missed quizzes.
Collected in-class writings (10%)
REQUIREMENTS
Attendance
is required and recorded. Two absences will be automatically excused. Absences
thereafter will lower your final grade by one half grade per absence.
Non-emergency medical appointments are not considered excused absences. In any
case, regardless of your numerical average on other course work, if you miss
six or more classes, except in cases of medical emergencies attested to by a
full explanation from a doctor, you will fail the course.
You
are expected to closely read the texts and contribute to in-class discussion.
Please
print as formatted and bring the day’s reading to class. Since we often refer
to our course handbook, please bring that to each class as well. Failure to do
so will negatively affect your grade.
Students’
essays are to be done on a computer, double-spaced.
REQUIRED
TEXTS
Class
readings are available on-line and free at our UH Laulima page under Resources.
I ask you to print and bring to class up to 300 pages of readings that I will
post on our class site. I encourage you, however, to economize by printing on
both sides of the page or on the reverse side of pages you no longer need. (If
you have access to a good laser printer, you can quickly print all of our
readings for less than $3 in paper costs. If you wish to print as you go, there
are also some places on campus [the Campus Center Lounge, for example] that
allow students to print up to twenty pages without charge.)
The
Brief Penguin Handbook With Exercises (Includes 2009 MLA Updates) is an absolutely required text
(available at the campus bookstore and online). This more than 600-page
handbook offers chapters on grammar, mechanics, punctuation, style, and writing
effective phrases, clauses, sentences, and paragraphs. Some chapters explore
the basics of rhetoric, structuring essays, writing drafts, rewriting and
editing; other chapters treat the art of research: finding and evaluating sources,
using sources responsibly and integrating them correctly into your prose. There
are chapters on writing about literature and on writing about business. And
finally, the handbook gives examples of submitted papers in various
professional styles of documentation: the MLA, the APA, and the CMS. (We will
cover as much of this material as we can in our short semester, but I will
regularly encourage you to keep this text throughout your college career so
that you may refer to it whenever you have questions about punctuation, usage,
grammar, organization, and so on.) We will begin using the handbook the second
week of classes, so get one immediately.
Because most of the writing
you will do in your college courses involves responding to outside reading,
this course will be focused primarily on your responses to essays written by
others. Although some assignments will
ask you to summarize the material you have read, this is only as an exercise in
reading carefully and extracting the important points. The primary goal of the course is for you to
learn to write about the material you
have read, to formulate an argument
about one or more of the essays, or to present your own argument using the
material from other sources to substantiate what you say.
“Argument” in writing is a tricky word. It does not mean making sweeping statements
or judgments against an author’s or authors’ positions, setting your opinions
on issues against theirs. What it does
mean is thinking carefully about the material you read, including its
complexities, discussing the terms of the authors’ own arguments and analyzing
how those arguments are put together. It
also means expressing your thoughts clearly and effectively, with an emphasis
on communicating your own complicated
ideas (and the ideas of the material you are discussing) fluently to your
reader. Good writing is making difficult
ideas easy to understand; poor writing is making them sound even more
difficult.
Course
Requirements
Regular attendance and
participation
Summary responses for all
reading
Partial, rough, and final
drafts for four 4-page papers
One mid-term essay exam
Partial, rough, and final
drafts for one 6-page research paper
Required
texts
The text for this
class is a packet of essays available at “Professional Image,”2633 S. King Street
This course is intended to
give an “introduction to the rhetorical,
conceptual and stylistic demands of writing at the university level;
instruction in composing processes, search strategies, and writing from
sources.” To accomplish these goals we will work from one recent collection of
writing about Hawai‘i, The Value of
Hawai‘i, edited by Craig Howes and Jon Osorio (University of Hawaii Press,
2010). We will also work from a popular handbook, Hacker’s and Sommers’ A Pocket Style Manual (6th
edition, Bedford, 2011). Students will write in short and long forms, engage in
debate, work at times collaboratively, and present to the class on matters of
writing processes and products.
Because most of the writing
you will do in your college courses involves responding to outside reading,
this course will be focused primarily on your responses to essays written by
others. Although some assignments will
ask you to summarize the material you have read, this is only as an exercise in
reading carefully and extracting the important points. The primary goal of the course is for you to
learn to write about the material you
have read, to formulate an argument
about one or more of the essays, or to present your own argument using the
material from other sources to substantiate what you say.
“Argument” in writing is a tricky word. It does not mean making sweeping statements
or judgments against an author’s or authors’ positions, setting your opinions
on issues against theirs. What it does
mean is thinking carefully about the material you read, including its
complexities, discussing the terms of the authors’ own arguments and analyzing
how those arguments are put together. It
also means expressing your thoughts clearly and effectively, with an emphasis
on communicating your own complicated
ideas (and the ideas of the material you are discussing) fluently to your
reader. Good writing is making difficult
ideas easy to understand; poor writing is making them sound even more
difficult.
Course
Requirements
Regular attendance and
participation
Summary responses for all
reading
Partial, rough, and final
drafts for four 4-page papers
One mid-term essay exam
Partial, rough, and final
drafts for one 6-page research paper
Required
texts
The text for this
class is a packet of essays available at “Professional Image,”2633 S. King Street
One day a
man of the people said to the Zen master Ikkyū: “Master,will you please write
for me some maxims of the highest wisdom?”
Ikkyū
immediately took his brush and wrote the word “Attention.”
“Is that
all?” asked the man. “Will you not add something more?”
Ikkyū then
wrote twice: “Attention. Attention.”
“Well,”
remarked the man rather irritably, “I really don’t see much depth or subtlety
in what you have just written.”
Then Ikkyū
wrote the same word three times: “Attention. Attention. Attention.”
Half
angered, the man declared: “What does that word attention mean anyway?”
And Ikkyū
answered, gently: “Attention means attention.”
What does
all of this have to do with you? In this class I want you to think about
attention in terms of critical thinking and self-reflection. Using our
text book The World is a Text: Writing, Reading and Thinking About Culture and
its Context and, of course, our minds, we will examine issues involving gender,
race and ethnicity, and television and entertainment while paying close
attention to what these issues mean to you. As this is a writing class,
you will of course be expected to hone your writing skills in ways that
effectively convey your attention to the texts we will be reading, our group
discussions, and the world around you. All of you are unique, and I want
you to remain attentive to that which makes you unique—your interests, your
families, your histories, your senses of place. The issues we will
discuss in class will provide a lens for you to think about and even challenge
your understandings of yourself and others.
#…Not currently employed by the Department of English
