30458WRIT 2 – 01Community and Society
Time: 11:40 AM-1:15 PM
Location: Hum & Soc Sci 250
Instructor: Brian Rivera
30453WRIT 2 – 02Disability and Rhetoric 
Class Days: Tu and Th
Time: 11:40 AM-1:15 PM
Location: Hum & Soc Sci 350
Instructor: Caitlin-Anne Flaws
30453WRIT 2 – 03Predicting the Future
Class Days: Tu and Th
Time: 11:40 AM-1:15 PM
Location: Soc Sci 2 159
Instructor: Daniel Copulsky
30453WRIT 2 – 04Writing for liberation: Our stories and languages as rhetorical tools 
Class Days: Tu and Th
Time: 11:40 AM-1:15 PM
Location: Soc Sci 2 165
Instructor: Sylvane Vaccarino-Ruiz
45961WRIT 2 – 05Critiquing Hollywood’s Classrooms
Class Days: MWF
Time: 09:20 AM – 10:25 AM
Location: Crown Clrm 203
Instructor: Lara Galas
45990WRIT 2 – 06Rhetoric & Inquiry
Class Days: MWF
Time: 01:20 PM – 02:25 PM
Location: Porter Acad 249
Instructor: Sara Louise Nuila-Chae
45989WRIT 2 – 07Rhetoric & Inquiry
Class Days: MWF
Time: 02:40 PM – 03:45 PM
Location: Porter Acad 249
Instructor: Sara Louise Nuila-Chae
Disability and Rhetoric 
How are disability and writing related? In this class we will delve into disability studies while developing our rhetorical and critical writing skills. You will read about the disability justice movement, such as the history of curb cuts and the (semi) implementation of the ADA, and respond through writing rhetorical analyses, research project proposals, and critical narratives unpacking ableist rhetoric. In this class students will be challenged to encounter ableist rhetoric through evaluating how disability is regarded by the disabled community vs. how disability is regarded by able-bodied individuals across genres and medias.
Predicting the Future
Science fiction often comments on current social values and predicts the future by reimagining technology, relationships, and society. In this class, these works provide our launching point to explore the constellation of rhetoric, inquiry, and composition. By examining relevant themes and accompanying readings that stem from science fiction, we’ll analyze these works rhetorically, considering how authors craft their text in specific cultural settings to communicate their purpose and persuade their audience. These readings set the foundation for the weekly writing assignments that structure this course. By writing in a mix of creative and academic genres, students will practice these rhetorical skills themselves, learning to compose their work for specific rhetorical situations. Students will also choose a topic related to our theme for an inquiry project focused on developing research skills. Through this project, students will learn to define a research question, conduct a literature review, evaluate sources, and cite appropriately.
Writing for liberation: Our stories and languages as rhetorical tools 
Social justice research can originate from, and is often best informed by, personal experience and reflection. This is especially true for research on oppression and liberation. Learning to situate the personal with the political in our writing is essential when writing for social justice. This class will help turn your stories, language(s), and experiences into rhetorical tools that can help you address your curiosities about social justice research. We will work as a learning community to explore how to communicate your research to academic and non-academic audiences as we work toward social change. Topics of critical literacy, language, positionality, intersectionality, and counter-narratives will be discussed from writers like Gloria Anzaldúa, bell hooks, Eve Tuck, and other liberatory thinkers. The workload will consist of one major research project that will be broken into multiple smaller assignments. This class will utilize contract grading, where process and completion of requirements is the basis for evaluation. By challenging white supremacist notions of language, literacy, and rhetoric in this class, you will also be prepared to participate in scholarly conversations.
Community and Society
This course will explore how different communities address interrelated topics of identity, race, class, gender, sexuality and environmental justice. The course will allow for students to utilize their personal experience in their writing to analyze the ways certain groups and communities address systems of oppression. Engaging with articles, essays, poems, and videos, we will explore the ways that, in an individualistic society, community can be seen as a safe haven. Throughout the course, students will pick a community of interest to them and will expose both the problems plaguing that community and the solutions said communities have used to combat them. This analysis will take the form of a personal narrative where students will explore their own position and experiences with the course topics as well as an expository and argumentative essay, where students will create a finished product that analyzes and synthesizes various sources.
Critiquing Hollywood’s Classrooms
In this course, we will be reflecting on representations of education in popular media, such as films. Through our examination of 5 classic and iconic films, such as To Sir, with Love (1967), Lean on Me (1989), Dead Poets Society (1989), Dangerous Minds (1995), and Freedom Writers (2007), depicting the classroom, pedagogy, and social markers, like race, class, gender, and educational status (just to name a few), we will be taking the time to mold the classroom space into one of creativity, active engagement, and fun.

To do so, you will complete at least five formal writing projects, low-stakes in-class writing, and participate in active class discussions in order to develop clear and meaningful reflections to the following questions:
1. What do you want out of your educational experience in college? Beyond?
2. What kind of role does language, specifically writing, play in your specific academic journey? What are you doing to foster your relationship to writing in your chosen field? Beyond?
3. How might have or has popular media contributed to your relationship with higher education? Writing?
4. What kinds of changes do you want to see in media representation when it comes to
a. Pedagogy?
b. Writing?
c. Educational institutions?
d. Youth culture, in general?

At the end of our ten weeks together, my goal is that you are equipped with the critical skills required to discern the best options for you to succeed in curating a classroom environment and experience that reflects your values and goals.