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CW R4A - Reading and Composition

Spring 2019
Description 

This writing seminar satisfies the first half (Part A) of the Reading & Composition Requirement. It offers students structured, sustained, and highly articulated practice in the recursive processes entailed in reading and composing, as well as critical analysis. Students read five thematically related book-length texts, or the equivalent, drawn from a range of genres, in addition to non-print sources. Themes and texts chosen for each section are comparable in complexity to those encountered in the lower-division curriculum. In response to these materials, students craft several short pieces leading up to three longer essays—works of exposition and/or argumentation. Each essay is crafted as a multi-draft project, and students are guided through the process of revising and refining their writing. Students will write a minimum of 32 pages of expository prose during this semester.

 

Prerequisites 
Satisfaction of the UC Entry Level Writing Requirement
Units and Format 
4 units - Three hours of seminar/discussion per week
Grading Option 
Must be taken for a letter grade for R&C credit

Section

Theme

Time

Instructor

Class Number: 26733
Meeting time @ place:
TUTH 9:30am - 11:00am @ 54 Barrows Hall
Section Theme: Language & Power
Instructor: Michelle Baptiste
Section Description:

In this course we will examine how language use—from dialect to metaphor—reflects images of race, culture, ethnicity, and identity in the media, politics, and individuals’ lives.  We will discuss and analyze both spoken and written language, fiction and non-fiction.  Expect to delve deeply into the texts--reading and rereading, as well as revise your writing extensively--writing and rewriting. 

 

Why does the language we speak matter?  How does accent affect perception?  Why is discrimination based on language often upheld by the courts?  When, where, and why do language and power intersect?

Book List:

Graff, Gerald & Birkenstein, Kathy.  (2010).  They say, I say: The moves that matter in academic writing.  New York: W. W. Norton & Company.

Lee, Chang-rae.  (1995). Native speaker.  New York: Riverhead Books.

Lippi-Green, Rosina.  (1997).  English with an accent: Language, ideology, and discrimination in the United States.  London: Routledge. 

Santa Ana, Otto.  (2002).  Brown tide rising: Metaphors of Latinos in contemporary American public discourse.  Austin: University of Texas Press.

Class Number: 26734
Meeting time @ place:
MWF 11:00am - 12:00pm @ 106 Dwinelle Hall
Section Theme: Thinking Critically About Community
Instructor: Donnett Flash
Section Description:
Book List:

Evicted: Poverty and Profit in the American City,  Matthew Desmond

Places for the People: How Social Infrastructure can Help Fight Inequality, Polarization, and the Decline of Civic Life, (Eric Klinenberg)

Coming Apart: The State of WHite America, 1960-2010 (Charles Murray)

The Say/I Say: The Moves that Matter in Academic Discourse (Graff, Birkenstein, Durst)