ENGLISH 325 - Art of the Essay
Section: 105
Term: SP 2010
Subject: English Language and Literature (ENGLISH)
Department: LSA English Language & Literature
Requirements & Distribution:
Waitlist Capacity:
Advisory Prerequisites:
Completion of the First-Year Writing Requirement.
Other Course Info:
F, W, Sp, Su.
May not be repeated for credit.
Primary Instructor:

All sections of ENGLISH 325 focus on examining and practicing artistic and research-informed essay writing. The term essay here refers to shorter works of composition employing stylistic devices from multiple genres of writing in order to develop a point of view aesthetically and intellectually. The course builds on and refines skills from introductory writing courses ENGLISH 124, 125, and potentially 225, provides an advanced course particularly interested in the craft of the essay, as well as provides a basic introduction to finding and effectively incorporating research into student writing, for use in a range of future academic contexts.

This section of 325 intends to develop further students’ critical thinking, active reading, and process-driven writing skills. Accordingly, we will read, analyze, and discuss texts from several genres, including narrative, descriptive, expository, evaluative, satire, political and/or social commentary, question and answer, experimental, etc. Additionally, you will draft, workshop, and revise four papers of your own, including a 5-6 page personal essay, a 7-8 page person/place essay, a 7-8 page science/nature essay, and a 5-6 page final essay following a genre of your own choosing. This course is appropriate for any student in any discipline who would like to improve her/his writing skills.

The student learning goals for this class include:

  • To hone mechanics, attention to language and audience, style, and craft in students’ essay writing.
  • To develop a critical understanding of some key practices and examples of essay writing and the multiple kinds of work that essays do, such as cultural commentary, social critique, and memoir.
  • To develop an awareness of different rhetorical approaches and research incorporation in essay writing and to practice these approaches.
  • To participate in a process of sustained, thoughtful, artful, researched, and workshopped essay writing, which will display clarity of purpose, awareness of audience, and the recognition/use of writing as a recursive, revision-reliant process.
  • To develop a working set of skills and resources for essays incorporating and informed by research, including the distinction between types of research, primary and secondary sources, and an understanding of how to begin, carry out, and complete a (short) writing assignment incorporating research.
  • To develop an awareness of the rigors and potential pleasures entailed in reading, discussing, and crafting written essays.

ENGLISH 325 - Art of the Essay
Schedule Listing
101 (SEM)
WF 1:00PM - 3:00PM
Note: English 325 will be Permission of the Instructor after the first day of class.
102 (SEM)
WF 10:00AM - 12:00PM
Note: English 325 will be Permission of the Instructor after the first day of class.
103 (SEM)
MW 1:00PM - 3:00PM
Note: English 325 will be Permission of Instructor after the first day of class.
104 (SEM)
MW 11:00AM - 1:00PM
Note: English 325 will be Permission of the Instructor after the first day of class.
105 (SEM)
TuTh 11:00AM - 1:00PM
Note: English 325 will be Permission of the Instructor after the first day of class.
NOTE: Data maintained by department in Wolverine Access. If no textbooks are listed below, check with the department.

ISBN: 9780393931730
The Norton reader : an anthology of nonfiction, Author: Linda H. Peterson, general editor ; John C. Brereton., Publisher: W.W. Norton Shorter 12 2008
Syllabi are available to current LSA students. IMPORTANT: These syllabi are provided to give students a general idea about the courses, as offered by LSA departments and programs in prior academic terms. The syllabi do not necessarily reflect the assignments, sequence of course materials, and/or course expectations that the faculty and departments/programs have for these same courses in the current and/or future terms.

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