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The primary purpose of the Writing and Rhetoric Program is to offer rigorous courses at all levels that integrate the study of writing and the study of rhetoric. The courses help students across the Colleges strengthen their abilities to express themselves effectively in written discourse. They help students meet the challenges of the community curriculum, which puts effective written discourse at its center. Writing is both a way to learn course content and a result of learning: the mark of a liberally educated person.

Writing across the curriculum is also a central component of program offerings through the Writing Colleagues Program. This program prepares student mentors to help with the teaching of writing and reading through the program’s work in first-year seminars and other courses and supports faculty members’ use of writing in their courses.

Finally, for students interested in a concentrated study of writing and rhetoric, the program offers a disciplinary major and minor, which require students to complete foundational courses in grammar and style, discourse analysis, and rhetorical analysis. Elective courses are offered at all levels. In addition, majors will select a concentration - Journalism and Professional Writing, Language as Social Action, or Theories of Writing and Rhetoric - to focus and extend the work of the foundational courses, electives, and a capstone seminar.

12 courses
One introductory course from among WRRH 100, 105, 106, 200, and 335; three core courses 201, 250, and 360; a group of four courses in a concentration (Journalism and Professional Writing, Language as Social Action, or Theories of Writing and Rhetoric); one course in each remaining concentration; one additional elective; and the capstone (WRRH 420).

7 courses
One introductory course from among WRRH 100, 105, 106, 200 and 335; three core courses, WRRH 201, 250, and 360; two electives; and the capstone (WRRH 420).

Students may take two courses (including study abroad, transfer, and courses in other departments) outside the major. All transfer credits require approval by the adviser and chair. Core courses and the capstone may not be taken at other institutions.

Note: Some courses serve more than one concentration. It is the students’ responsibility to discuss their plans for completing a concentration with their adviser. The introductory courses and the capstone do not count toward concentration.

Journalism and Professional Writing
This concentration focuses on the craft of writing for the public sphere. Students analyze and write in a variety of professional writing genres: science writing, memoir, investigative journalism, new media composition, travel writing, magazine features, and creative nonfiction. Students also engage with the theories and methods of interviewing, research, ethics, editing, and design.

This concentration prepares students for careers in journalism, publishing, editing, advertising, marketing, and public relations, though students interested in public policy, business, and the law also gain practical writing experience with a journalism and professional writing concentration. This concentration also prepares students for future graduate work in journalism, media studies, communication, technical writing, and the essay.

BIDS 390 The Video Essay
WRRH 210 Introduction to Print Journalism
WRRH 218 Getting Dressed: Discourses of Fashion
WRRH 219 Feature Sports Writing
WRRH 221 Going Places: Travel Writing
WRRH 225 Writing in the Professional Workplace
WRRH 230 Adolescent Literature
WRRH 310 Digital Journalism: Reporting Online
WRRH 311 Introduction to Publishing
WRRH 320 Op-Ed: Writing Political and Cultural Commentary
WRRH 325 The Science Beat
WRRH 326 Legal Writing
WRRH 327 Literary Journalism: The Art of Reporting and Nonfiction Narrative
WRRH 328 Small Press Book Publishing: Book Prize & Acquisitions Editing
WRRH 329 The Lyric Essay
WRRH 330 New Media Writing: Theory and Production
WRRH 331 Advanced Style Seminar
WRRH 332 Food for Thought
WRRH 333 Digital Rhetorics and Writing with New Technology
WRRH 499 Internship in Writing and Rhetoric

Language as Social Action
This concentration explores language as a form of action through which social relations, cultural forms, hierarchies, ideologies, and identities are mediated and constituted. Students are exposed to theories and methods that examine the politics of language with a particular emphasis on Discourse Studies, ethnography, and Intercultural Rhetoric and Communication. Students investigate discourse across genres, cultural contexts, modalities, and historical junctures and use these investigations to foster social action.

Students in this concentration acquire a theory-informed understanding of how to interpret, conceptualize, and engage communicative and rhetorical interactions among different groups, fields, and formations. Such grounding prepares students for further graduate work in rhetoric, intercultural communication, sociolinguistics, and cultural studies, or for a professional career involving international communication, activism, education, or business, among others.

WRRH 207 Sociolinguistics
WRRH 215 Literate Lives: Rhetorics of Female Education in America
WRRH 218 Getting Dressed: Discourses of Fashion
WRRH 265 He Says, She Says: Language and Gender
WRRH 284 Black Talk, White Talk
WRRH 309 Talk and Text II: Language in Action
WRRH 320 Op-Ed: Writing Political and Cultural Commentary
WRRH 329 The Lyric Essay
WRRH 332 Food for Thought
WRRH 333 Digital Rhetoric and Writing with New Technologies
WRRH 364 Suffrage and Citizenship in American Discourse
WRRH 365 Rhetorics of Feminist Activism
WRRH 375 Discourses of Rape in Contemporary Culture
WRRH 499 Internship in Writing and Rhetoric

Theories of Writing and Rhetoric
This concentration focuses on the theories that inform the study of writing and rhetoric. Students are exposed to the histories, research methodologies, and pedagogies that inform the field of rhetoric and composition specifically and theories of language and power more broadly. Students study diverse rhetorical traditions, exploring and articulating their own theories of how writing and rhetoric are culturally, ecologically, and politically situated. Students in this concentration gain exposure to academic conversations about language, literacy, and culture, preparing them for a range of careers including law, politics, business, public advocacy, and education, or for further academic study in rhetorical theory, composition studies, literacy studies, and communication studies.

BIDS 390 The Video Essay
WRRH 207 Sociolinguistics
WRRH 215 Literate Lives: Rhetorics of Female Education in America
WRRH 230 Adolescent Literature
WRRH 240 Writing and the Culture of Reading
WRRH 265 He Says, She Says: Language and Gender
WRRH 326 Literary Journalism
WRRH 330 New Media Writing: Theory and Production
WRRH 331 Advanced Style Seminar
WRRH 333 Digital Rhetorics and Writing with New Technologies
WRRH 335 The Writing Colleagues Seminar
WRRH 364 Suffrage and Citizenship in American Discourse
WRRH 365 Rhetorics of Feminist Activism
WRRH 490 Writing Colleagues Field Placement
WRRH 499 Internship in Writing and Rhetoric

WRRH 100 Writer’s Seminar This course is for students in any major who want to become successful as college writers. By honing skills in critical reading and thinking, students are introduced to analysis and argumentation in order to consider their ideas within the context of academic writing and their own lives. Students develop writing techniques through composing and revising narratives, analytical essays, and guided research projects. The course focuses on writing individually and in collaboration with peers, the instructor, and other student support (Writing Colleagues or CTL Writing Fellows) through an emphasis on the process of invention, drafting, and revision. Course times and themes vary with instructor.

WRRH 105 Multilingual Writer’s Seminar This introductory English for Speakers of Other Languages course provides students with the opportunity to develop a foundational level of English literacy and communication skills. This course places an emphasis on writing in various genres including argumentation, narration, and summary, as well as various writing skills including cohesion, structure, grammatical fluency, and revision. Students will use their experiences at HWS to develop their English writing, reading, listening, and speaking skills, with priority being given to writing development. Students will improve their English skills through written responses to readings, essays written in multiple genres, and a presentation on an aspect in American culture or their home culture. The time and theme of the course may vary with the instructor. (Janney, fall, offered annually)

WRRH 106 Multilingual Writers Seminar II This intermediate English as a Second Language course provides students with the opportunity to build upon the English literacy and communication skills they acquired in WRRH 105. Through an emphasis on more advanced grammatical skills and academic communication skills, such as analysis, synthesis, primary research, and critical thinking, students will become increasingly familiar with using the English Language for effective communication in academia. Students will improve their English through weekly writing responses to readings, essays written in multiple genres, a presentation on a topic of the student’s interest, and acting as a discussion leader in class once per semester to improve verbal communication skills. The time and theme of the course may vary with the instructor and semester. (Janney, offered each spring)

WRRH 170 ASL & Deaf Culture I In this introductory course, students learn basic ASL vocabulary and grammar as well as strategies for successful communication with the deaf. Instead of assuming a disability or medical model of deafness, this course presents the American Deaf Community as a linguistic minority and examines the complex relationship between language and identity. Students will develop an appreciation for the Deaf Community’s contribution to the linguistic and cultural diversity of North America. They will consider the values and unique cultural characteristics of the Deaf Community in contrast to mainstream “hearing” cultural norms. Students learn about the historical context for the deaf experience in the United States from the early 19th century to the culmination of civil rights struggle with the passage of the Americans With Disabilities Act of 1990 through viewing documentaries like “Through Deaf Eyes.” Films like “Hear and Now” introduce them to the controversy of cochlear implantation and its impact on deaf identity. Readings include “Introduction to American Deaf Culture” and “A Journey Into the Deaf-World.” (Cappiello, fall, offered annually)

WRRH 171 ASL & Deaf Culture II This course continues to develop the linguistic and cultural concepts introduced in ASL I. Students will expand their ASL vocabulary and incorporate greater use of the linguistic features unique to signed languages. Varied sentence structures are explored and encouraged. The use of space, classifiers, and storytelling techniques are also introduced. Current events relating to the deaf community are frequently discussed as they occur, and off-campus opportunities to venture into the Deaf-World are made available. After a brief survey of various professions related to deafness and deaf education, the course culminates with an introductory translation project that permits students to experience and appreciate the challenges and complexities of translation and interpretation from English. (Cappiello, spring, offered annually)

WRRH 200 Writer’s Seminar II This intermediate writing course offers students the chance to develop writing and research skills through reading and writing processes introduced in WRRH 100, with an emphasis on increased responsibility for engaging in critical analysis and argument and for developing research projects. Students become more familiar with academic standards and conventions, particularly with the ever-widening variety of research tools available to them. Invention strategies, multiple drafts and revision, peer responses, and editing are stressed. Texts are variable depending on faculty preference. (Staff, offered each semester)

WRRH 201 Grammar and Style Grammar and Style provides a foundational knowledge of traditional English grammar and investigates the relationship between grammar and style. Style, as a canon of rhetoric, depends on the conscious control of grammar through the choices every writer makes. Working together and individually, we study the rules of grammar, diagram sentences, complete exercises, take quizzes and exams, and write grammatical analyses - everything designed to make students grammatically savvy writers. (Forbes, Green, Werner, offered annually)

WRRH 207 Sociolinguistics This course introduces students to the field of sociolinguistics: what sociolinguists study, the various methods they use to study language in use, and the questions sociolinguists use to determine their theories of language use. As such, the course looks at language use internationally and cross-culturally, as well as locally; theoretically and practically; and thematically, as in language planning and such issues as gender, age race, ethnicity. Students keep daily journals, complete language exercises, write four short papers on an issue under consideration, and complete a final project analyzing a speech community of their choice (a sports team, a club, a class, a minority group), specifics to be determined in conversation between the student and the professor.

WRRH 210 Introduction to Print Journalism This course introduces print journalism. It focuses on the basics of reporting and feature writing (business, sports, local government, and the law). Participants should expect to produce several pages of accurate, detailed, and well-written copy a week and be prepared for extensive and numerous revisions. Students also work on typography and layout. As the major project for the semester, students in teams write, edit, design, and typeset a newspaper. (Repeatable) (Forbes, Babbitt, offered annually)

WRRH 215 Literate Lives: Rhetorics of Female Education in America William Smith College occupies a unique place in the history of women's literacy practices and education in America. This course will examine that history and its rhetoric through a contextual lens comprised of primary, secondary, and theoretical texts. Students will explore women's literacy practices (in all of their forms: reading and writing, but also social, cultural, and political literacies) in 19th century America with an eye towards the establishment of William Smith College in 1908. In part by reflecting on their own literacy and educational experiences, students will then consider the social, cultural, and political implications of those practices from the 20th century through to today. The course will also make use of the substantial archives in the Warren Hunting Smith Library.

WRRH 218 Getting Dressed The discourse of fashion are more and more a central, yet unexamined, fact toe the lift of HWS students and of America in general. This course takes a critical look at that discourse, using the sociolinguistic theories of James Paul Gee in his discussion of big D Discourses, Big C Conversations, and Figured Worlds. Added to this is the cultural analysis of Roland Barthes I essays and a book. We consider the social, economic, and political ramifications of style. (Forbes)

WRRH 219 Feature Sports Writing Glenn Strout, series editor of Best American Sports Writing, argues that sports writing is more about people and what concerns us - love, death, desire, labor, and loss - than about the simple results of a game or competition. This course builds from the premise that sports writing offers readers and writers important ways of making sense of our worlds. Whether we are reading Roger Angell’s description of a baseball, considering a one-eyed matador, watching a high school girls’ softball team, or contemplating a one-armed quarterback, we immerse ourselves and our readers in making sense of the world. We explore such questions as Why are sports so deeply imbedded in our culture? What are the ethics of sport? How do sports disenfranchise certain populations? To answer these and other questions, students keep journals, write weekly sports features, and produce a mid-term and final portfolio.

WRRH 221 Going Places “Journeys,” writes Susan Orlean, “are the essential text of the human experience.” That experience is at the heart of this course. As Orlean says, though, a journey need not be to an exotic place, though she has been to many such places. But a piece about a journey,a piece of travel writing can come from somewhere just around the corner, down the street, up a flight of stairs, any ‘there-and-back-again” that you might take. The only requirement is that the writer be the traveler first, then the writer pay attention. Students read exemplary travel writers, write their own travel pieces, keep a reading journal and observation notes to prepare for their formal essays. (Forbes, Mayshle)

WRRH 230 Adolescent Literature This course, run as a workshop and compliment to EDUC 320 Children’s Literature, considers contemporary works that represent the main forms of literature for early and late adolescence: science fiction, fantasy, realistic and “problems” novels, and historical novels. Students write young adult fiction, as well as read and discuss young adult novels - their rhetoric, style, and issues. Participants form reading partnerships with local middle and high school students to discuss the books they are reading and the stories they are writing.

WRRH 240 Writing & Culture of Reading Academic, intellectual culture is a culture of the word, of reading and writing, of print. This course explores the dynamics of this culture through a close interrogation of the writing and reading practices of intellectuals, ourselves included. Through the course of the semester students keep a reading journal, write several critical essays, and complete a final project. (Forbes, Green, offered alternate years)

WRRH 250 Talk & Text: Introduction Discourse This course investigates one of the fundamental theoretical ways language is studied today. Students study the theories of discourse analysis and practice those theories by analyzing spoken and written texts. Analysis of the various kinds of texts in our culture - from interviews to courtroom testimony, from political speeches to radio and TV talk shows - leads into discussions of conversational style, gender, linguistic stereotypes, and intracultural communication. (Dickinson, offered annually)

WRRH 284 Black Talk, White Talk What is BEV or Ebonics? Is it a language or a dialect? This course studies Black English Vernacular, also called Ebonics or Black street speech or Black talk (depending on the linguist): its sounds, structure, semantics, and history. It investigates the differences between black and white spoken discourse styles, which lead to tension and misunderstanding. It looks at written texts for the ways in which they reveal particular styles of spoken discourse. And it investigates the educational public policy issues surrounding Black English Vernacular. (Forbes, offered alternate years)

WRRH 309 Talk & Text II: Language in Action This course seeks to develop an understanding of what language can do socially and communicatively, and how writing helps us make such negotiations as performing actions, asserting, persuading, telling stories, expressing individual identities and social affiliations by choosing among various ways of talking. This course engages students with the multiple concepts of linguistic practice, to explore the connections between human language and human life through readings, lectures, films, and discussions. (Dickinson)

WRRH 310 Digital Journalism: Reporting Online This course is designed as a stand-alone or a follow-up to WRRH 210, the introduction to print journalism. Students read two online newspapers daily, The New York Times and The Wall Street Journal, write and rewrite at least one story a week, learn the principles of writing for an internet audience, and design and publish their own blogs and online newspapers. There is a fee for this course. (Forbes, Babbitt, offered annually)

WRRH 311 Introduction to Publishing This course focuses on the principles and practices of magazine and book publishing. It explores the way rhetoric functions in publishing and how “gatekeeping” functions in this industry of ideas and cultural influence: who decides what and who gets heard. The issues of gender, race, and class are central. Students study general interest and special interest magazine publishing; general trade book, academic or special interest book publishing; and the history of American publishing from the colonial era. Participants keep a reading journal; write several critical essays about the major issues in magazine and book publishing today; and complete a major semester-long project, individually or in teams (for instance, editing a book-length manuscript or producing a magazine). (Forbes, offered alternate years)

WRRH 320 Op-Ed: Political/Cultural Comment This course explores the roll of the columnist, the editorial writer whose columns appear opposite the editorial page in newspapers. Each week students write a column, making an argument about current issues related to politics, society, or the environment, to name a few. The course requires a great deal of independent research. The course is conducted as a workshop, in which each week three students volunteer to read their column aloud and have the whole class discuss it - raising questions, issues, looking at strong and weak points in the argument. Attendance is mandatory and students are expected to rewrite their columns as they prepare to turn in a mid- term and then a final portfolio. Course readings include a variety of editorial columns, especially those in The New York Times and The Wall Street Journal. (Forbes, Babbitt)

WRRH 325 The Science Beat This course is designed for students interested in writing about science, in science journalism, or in strengthening their research and writing skills. Students produce weekly articles, read and discuss articles by major science writers, and read and discuss each other’s articles in a workshop. (Forbes)

WRRH 327 Literary Journalism Literary journalism blends factual reporting with narrative and stylistic strategies common in literature. Literary journalists are bound by many of the same standards as other reporters, but they have the additional goal, as Ben Yagoda puts it, of “making facts dance.” The literary journalist might, therefore, suppress direct quotation - a staple of traditional journalism - in favor of scene and dialogue. Or, rather than withdrawing the writer’s point of view to achieve objectivity, the story might foreground the reporter’s voice and experiences. This course will explore specific ways in which journalism benefits from literary techniques. Our approach will be twofold: we will examine the genre historically, and we will critique student work during regular workshops. Although we will begin by identifying the genre’s roots in the 18th and 19th centuries (including works by Defoe, Boswell, Dickens), we will spend the bulk of the semester steeped in 20th century and present-day practices. “New Journalism” (including works by Capote, Mailer, Didion, Thompson, Wolfe) will be a cornerstone of our study, as will today’s cutting-edge practitioners (such as Coates, Beard, Rankine, and Wallace). Students will both emulate and resist these writers in their own work. (Babbitt)

WRRH 328 Small Press Book Publishing: Book Prize & Acquisitions Editing In this course, students will help publish a book. We will focus on small press acquisitions editing through the facilitation of Seneca Review’s first biennial Deborah Tall Lyric Essay Book Contest. The editors of Seneca Review will have narrowed down manuscript submissions to approximately 15 semi-finalists. Over the course of the semester, students will have the opportunity both to learn about and to engage in the acquisitions editorial process by reading, discussing, and evaluating each of the semi-finalist manuscripts and by ultimately helping select five finalists. The TRIAS resident will meet with the class several times and serve as the contest judge. Students will work in small groups to pitch one of the finalist manuscripts to the judge. By engaging in the book publishing and acquisitions process, students will grapple with such questions as: How do lyric essays and hybrid texts work in conjunction with one another in a book-length manuscript? What makes a creative manuscript good and how do we weigh it against competing manuscripts with different strengths? And how can we distinguish between manuscripts that cross the threshold into the realm of literary excellence and those that do not? (Babbit)

WRRH 329 The Lyric Essay HWS is the birthplace of the lyric essay. It was in the introduction to the Fall 1997 issue of Seneca Review that esteemed HWS professor Deborah Tall and Hobart alumnus John D’Agata gave the lyric essay its most seminal and enduring definition, which begins by characterizing the new hybrid form as “a fascinating sub-genre that straddles the essay and the lyric poem...give[s] primacy to artfulness over the conveying of information...[and] forsake[s] narrative line, discursive logic, and the art of persuasion in favor of idiosyncratic meditation.” We will begin our course examining the essays of Tall, D’Agata, and writers published in Seneca Review. And in order to gain an appreciation of the lyric essay as an inherently innovative, ever-evolving, genre-busting art form, we will proceed to study a wide range of essayists. To enrich our on-going discussion, we will also occasionally incorporate key progenitors such as Montaigne and theorists such as Deleuze & Guattari, Derrida, and Wittgenstein. Students will both create their own lyric essays and respond critically to each other’s creative work in regularly held workshops. (Babbit)

WRRH 330 New Media Writing New media technologies are currently exploding writing possibilities in thrilling multimodal, multimedia, and multidisciplinary ways. This course will explore new media writing through theory and practice in literature, creative writing, and journalism. Throughout the semester we will build a firm theoretical foundation in theories of new media and technology (through writers such as Heidegger, Baudrillard, and Haraway). To complement our theoretical inquiry, we will study new media works in genres such as journalism, literature, and art (including work by Strickland, Goldsmith, and the Nieman Storyboard), as well as some criticism responding to those works and their methods. Major assignments will include academic blogs responding to assigned materials, a video essay, an audio collage, a multimedia online document, and the curation of a creative Tumblr series. Students will respond critically to each other’s new media projects in regularly held workshops. (Babbitt)

WRRH 331 Advanced Style Seminar Language - like the people who use it - constantly shifts and evolves. Language isn’t a thing that is; it is an art that performs. If we’re careful with it, it often performs as we wish, but there are no guarantees. There are, however, strategies that writers use to gain control over their written performances. In this course, we will work from the idea that good writing performs, and we will call that performance “style.” We will study the textual, social, and cultural dimensions of style and explore how effective style is both imitative and unique. Students will practice close readings of a variety of texts with a particular focus on style. Through learning to pay attention to and analyze stylistic performances in texts, students will also learn how to take greater control over their own textual performances.

WRRH 333 Digital Rhetoric/Wiriting New Technology Digital Rhetorics analyzes the rhetorical and cultural impacts of established and emerging new media artifacts from YouTube videos and Instagram posts to viral memes. Students produce content for digital platforms (blogs, digital portfolios, memes, etc.) while building an understanding of how rhetorical history and technological innovations impact the consumption of online content and the communities that are formed in digital space. Although the course discusses the importance of digital literacy and how to use some online programs and newer technologies, the class concentrates on how new media and virtual interfaces impact our global culture and the individual user. Students have the opportunity to develop analytical and creative skills through a diverse set of writing (and design layout) assignments. These new digital writing and design skills will be utilized and valued as students complete a service-learning component for the course with a local non-profit organization. (Ristow, offered alternate years)

WRRH 335 Writing Colleagues Seminar This rigourous and writing intensive course is designed for students who plan to work in the Writing Colleagues Program. The course contains unique, challenging writing assignments while examining current theories of composition and rhetoric. Students read and discuss scholarship pertaining to linguistic diversity, multilingual writers, and the emerging scholarship on curriculum-based peer tutors. Students investigate writing as a process and discuss the ways reading impacts and remains interdependent to writing. In addition, students have the opportunity to train and practice techniques and new skills as Writing Colleagues with their peers and within a five-week practicum component, usually with a students enrolled in an introductory level writing course. Prerequisites: First-year students and sophomores are accepted following nomination, application, and an interview process. (Dickinson, Ristow, offered each semester)

WRRH 360 Power and Persuasion Power and Persuasion focuses on rhetorical history, theory, and practice with an emphasis on analytical methodology. Rhetorical analysis includes a broad range of methods that are based on different theories of and approaches to rhetoric. Therefore, the learning of methods will be informed by rhetorical histories and theories, and students will be inquiring into the ways that theories can change as they are put into practice, and how practice can challenge and enrich theory. The process of analysis will improve both close reading and critical thinking skills, will improve understanding of what makes arguments effective and the ways that they are constructed according to purpose and audience, and will improve students writing by revealing the many ways that writers use language in purposeful ways. (Werner, offered annually)

WRRH 364 Suffrage and Citizenship This course examines how American citizenship is and has been constituted, in its official documents as well as in its cultural rhetoric’s, by exploring the history of suffrage and disenfranchisement in the United States. There was no Constitutional definition of citizenship until the ratification of the Fourteenth Amendment in 1868, almost a century after the Declaration of Independence. Through their interaction with a variety of discourses and practices, students will learn how citizenship was constituted in America’s past and as well as investigate the ways in which citizenship is practiced today. In particular, students will interrogate the ways in which literacy practices, educational opportunities, and the criminal justice system have helped to define who has the right to full citizenship in America. This course will study that history and its rhetoric’s through a contextual lens comprised of primary, secondary, and theoretical texts that consider the social, cultural, and political implications of the practice of citizenship from the 18th century through to today. Offered bi-annually; Staff

WRRH 365 Feminist Rhetorics This course will begin with a historical overview of Feminist Activism in American History, moving into current movements of activism. Our discussions will then break into thematic sequences of the different forms of feminist activism exploring both historical and contemporary actions. Because this course is a focus on rhetoric, we will be reading many historical documents so that we may understand not only the call for activist activity but also how activism was/is enacted and interpreted. We will attempt to see how activists have used and accommodated traditional methods of argument and exposition, in what ways oppressed groups have been excluded from traditional spaces, calling for the need of feminist action. In this way feminist activists have resisted and subverted tradition and, in the process, invented new rhetoric (s) to argue for and enact a changed world. It is my goal for this study to have us all explore a foundational background in feminist activism, to understand not only what defines feminism but also what defines activism.

WRRH 375 Discourses of Rape in Contemporary Culture An examination of the many ways our culture talks about rape, from political rape to date rape; the changing definitions of rape; rape as metaphor; and the social, political, and ethical implications of such discourses. How does the news media cover rape? How does the entertainment industry portray rape? Issues of power and powerlessness, victims and victimization, and privacy and the public good emerge. (Forbes, offered alternate years)

WRRH 420 Writer’s Guild As the senior seminar that acts as a capstone to a major or minor in WRRH, this course requires students to write extensively, to think critically about their own and others’ work, to synthesize old writing and produce new arguments about it, and to pursue publication. WRRH 420 is structured around two major components. The first, the capstone portfolio, is designed to help students synthesize their learning as a WRRH major or minor. The second, a substantial publishable work, requires students to learn and follow the publishing process: choosing a text, selecting a venue, analyzing the venue, revising the text for that venue, and submitting the piece for publication. In addition, students will engage in many smaller steps along the way including proposing their ideas, workshopping in writing groups, and presenting their work in a public forum. Prerequisite: permission of the instructor based on a portfolio draft. (Staff, offered each spring)

WRRH 450 Independent Study

WRRH 456 1/2 Credit Independent Study

WRRH 490 Writing Colleague Field Placement Writing Colleagues must enroll in WRRH 490 every semester they are in a course placement. In addition to attending their placements, helping professors develop writing assignments and activities, reading student essays, and working one-on-one with writers, Writing Colleagues enrolled in WRRH 490 must also attend monthly professional development meetings, meet bi-weekly with the WC Coordinator, submit a weekly WC journal, and contribute to the community’s writing culture through other writing assignments and activities. These activities are designed to support Writing Colleagues as they continue to strengthen their own reading and writing skills and develop as Writing Colleagues. (Dickinson or Ristow & Perkins, offered each semester)

WRRH 495 Honors

WRRH 499 Internship

Preparing Students to Lead Lives of Consequence.