This college-level reading- and writing-intensive course invites students to explore writing as a social act that is influenced by larger systems of power. Assignments ask students to integrate theories of language and literacy with personal experience to reflect upon their own experiences as writers. All classes are held workshop-style in computer classrooms to allow for writing, collaboration, and consultation among students and between students and teacher. The course prepares students for ENGLWRIT 112 by introducing practices used in process-based writing courses. (Gen. Ed. I & DU)

This college-level reading- and writing-intensive course invites students to explore writing as a social act that is influenced by larger systems of power. Assignments ask students to integrate theories of language and literacy with personal experience to reflect upon their own experiences as writers. All classes are held workshop-style in computer classrooms to allow for writing, collaboration, and consultation among students and between students and teacher. The course prepares students for ENGLWRIT 112 by introducing practices used in process-based writing courses. (Gen. Ed. I & DU)

This college-level reading- and writing-intensive course invites students to explore writing as a social act that is influenced by larger systems of power. Assignments ask students to integrate theories of language and literacy with personal experience to reflect upon their own experiences as writers. All classes are held workshop-style in computer classrooms to allow for writing, collaboration, and consultation among students and between students and teacher. The course prepares students for ENGLWRIT 112 by introducing practices used in process-based writing courses. (Gen. Ed. I & DU)

This college-level reading- and writing-intensive course invites students to explore writing as a social act that is influenced by larger systems of power. Assignments ask students to integrate theories of language and literacy with personal experience to reflect upon their own experiences as writers. All classes are held workshop-style in computer classrooms to allow for writing, collaboration, and consultation among students and between students and teacher. The course prepares students for ENGLWRIT 112 by introducing practices used in process-based writing courses. (Gen. Ed. I & DU)

This college-level reading- and writing-intensive course invites students to explore writing as a social act that is influenced by larger systems of power. Assignments ask students to integrate theories of language and literacy with personal experience to reflect upon their own experiences as writers. All classes are held workshop-style in computer classrooms to allow for writing, collaboration, and consultation among students and between students and teacher. The course prepares students for ENGLWRIT 112 by introducing practices used in process-based writing courses. (Gen. Ed. I & DU)

The study of rhetoric is traditionally concerned with how messages are crafted to achieve desired effects in audiences. The oldest rhetorical theories were mainly arts of public speech, but rhetoric has also been important as a school subject devoted to eloquence more generally, including arts of written composition. Today, "rhetoric" is probably best known as a term of political abuse; but, in the academy, it survives in a variety of approaches for looking at the suasory function of discourse.

In this course, our primary work will be to trace the development of Native American autobiography, including spiritual autobiographies, collaborative or "as told to" autobiographies, memoirs, and other contemporary personal narratives. Topics of study will include: the concept of authorship, modes of production, questions of authenticity, and the role of the editor and/or translator, in addition to those specific to Native literatures - relationship to place and community, self-determination and sovereignty issues, and preservation of language and culture.

What is deemed worthy of the term "epic"? What expectations and internal biases do we bring to such claims? What opportunities for reconceiving the landscape?historical, aesthetical, political, ecological - does the contemporary and specifically female approach to (or subversion of) the epic raise in the collapse of narrative and lyric? In this seminar we will read closely long and at times unwieldy texts in consideration of what such breadth and positioning of works under a singular title offers to the reader - and writer.

How do our most propulsive novels undo both ambition and voice? What aspects of unraveling make us care for a character or milieu? What makes up our contemporary sensibility regarding containment, unraveling, the diasporic, the archipelagic? This seminar for writers will help us consider how great work undoes its premises. Dramaturgy, theory, and concepts such as those of the technoself will help us consider forms of social interaction, while we read novels such as those by Adam, Aw, Buckley, Choi, Desai, Kitamura, Markovits, Miller, Orner, Reva, Szalay, Wood, and Xhoga.