101. Methods of Thinking. ECB writing assessment. (4). (Introductory Composition).
This course has two aims: (1) to improve the student's ability to read with understanding, to think critically, and to write well; (2) to help the student to achieve a better understanding of the nature of intellectual activity and of education. College work is, and should be, different from high school work, requiring different and more sophisticated intellectual skills and techniques. But almost all courses in college concentrate exclusively on their own special subject-matter. A sociology course concentrates on teaching you sociology, a chemistry course on teaching chemistry, and so on. College instructors rarely teach in an explicit and direct manner the intellectual techniques and frameworks necessary for successful college work. They assume that you have these skills already or can somehow pick them up along the way, while they go ahead and teach their own special subjects. University Course 101 attempts to teach these skills directly and explicitly, to make your college career more successful and to sharpen abilities which will be invaluable in later life whatever field you may work in. This is a course for the person who is seriously interested in intellectual activity. It is not a remedial course and it is not an orientation course. Some of the materials which we will discuss will be complex and profound, and a number of the topics lie on the intellectual frontiers of our time.
The topics for discussion will include the following: the nature of argumentation, evaluation of arguments and positions, methods of reading, types of critical thinking; special intellectual problems in the humanities, the social sciences, and the natural sciences – problems such as the relation between theory and reality, bias and subjectivity in the social sciences, the nature and justification of the humanities; questions about education, including morality in education, diverse ideals of the educated person, open admissions, reverse discrimination, academic freedom, and the unionization of the faculty. This course will be taught in small sections of no more than fifteen students each, so that students can receive individual attention. Readings will be assigned covering the above topics. We will proceed by class discussion supplemented by some lectures. There will be a number of writing assignments throughout the term. (J. Meiland)
150. Freshman Seminar. Freshmen; sophomores with permission of
instructor. (4). (HU). May be repeated for credit.
Section 001 – Creativity, Media and Society. Following a brief exploration of the nature of creativity in the arts and the media, the seminar will focus on the presence or absence of creative effort in television and film today, with special emphasis on their effects on society. Outstanding examples of creative work in both media will be examined in class as springboards for discussion. A few short field trips to studios to watch work in progress may be planned at hours convenient to the group. No previous contact with television or film production is required, nor is this course designed for students who intend to major in radio, television, or film. A reasonable amount of weekly reading and the writing of frequent short papers should be expected. (Stasheff)
Section 002 – Developing a Style: Two Case Studies, Twain and Hemingway. We will study the development of the unique and influential style of Twain then Hemingway by reading and analyzing, first, each writer's apprentice work, produced as teenagers. Then we will examine their mature work as it appears in stories and novels. We will also read some critical essays and write some papers. (Weeks)
Section 005 – The Young and the Old: An Exploration Through Literature. Intensive reading and discussion of a number of literary works – drama, fiction, biography – in which the theme of the relations of youth and age is central. Works read and discussed will be drawn from the ancient and the modern world. Students will be asked for several sorts of papers: analysis of a problem as presented by one of the authors; evaluation of its literary treatment; autobiographical, fictional, or poetic treatment of some generational conflict drawn from their own experience; a critical review of a work other than assigned reading, as of film, television or stage production. Oral presentation will be encouraged as a supplement to written work. READING LIST: Sophocles, "Oedipus Rex," "Antigone," and "Elektra"; Shakespeare, "King Lear," "Romeo and Juliet"; Edmund Gosse, Father and Son; Henry James, Washington Square; Samuel Butler, The Way of All Flesh; Saul Bellow, Mr. Sammler's Planet; Ivan Turgenev, Fathers and Sons; and D.H. Lawrence, Sons and Lovers. (Firebaugh)
Section 006 – Comedy as a View of Reality. Comedy in the popular mind is regarded as primarily an entertainment, however, it is somewhat more than that; it is a way of perceiving reality and in the seminar we shall ask questions concerning the nature of its perception of reality. The seminar will read representative comedies from Aristophanes to Noel Coward and consider them three ways. The first is hierarchical, that is to say looking at comedy as a means of describing or attacking the lower part of society or of ourselves. The second way is to see comedy as a contrast or incongruity; the third will propose the concept that comedy is an equation and that it tries to show us the higher and lower as one, the natural (rational) and unnatural (irrational) as identities. There will be some supplementary reading assignments in critical theory, but in the study of primary texts will receive major attention. It will suffice to consider selections of exponents of each approach – Aristotle who clearly states the hierarchical theory, Hazlitt on the comedy of incongruence, and Plato who clearly in his Symposium attempts a reconciliation of the higher and the lower. The following is a tentative list of plays to be considered: Aristophanes, The Clouds, Lysistrata; Jonson, The Alchemist, Volpone; Dekker, The Shoemaker's Holiday; Shakespeare, Taming of the Shrew, The Merchant of Venice; Farquhar, The Recruiting Officer; Congreve, Love for Love; Sheridan, The Rivals, The Critic, Molière, The Misanthrope, Tartuffe; Lessing, Minna von Barnheim; Hauptmann, The Beaver's Coat; Schnitzler, Anatole; Molnar, The Play's the Thing; Wilde, The Importance of Being Earnest; Pinero, The Magistrate; Coward, Private Lives, and Shaw, Pygmalion. (Graf)
Section 009 – Creative Writing. A workshop in which the student will obtain practice in writing informal autobiographical essays, short fiction, and poems. The student's work will be read and discussed in class and will also be discussed in scheduled conferences with the instructor. The student should be prepared to submit about six copies of each written assignment for the use of his classmates. (Squires)
151. Freshman Seminar. Freshmen; sophomores with permission of
instructor. (4). (SS). May be repeated for credit.
Section 001 – Learning to Write for Newspapers and Magazines. This is a writing course designed to give students practice in the preparation of news and feature stories. Student work will be discussed in the seminar sessions and in individual conferences with the instructor. Subject matter for the written material will be drawn from the arts and sciences activities on campus. Requirements: One piece of writing each week plus a longer term paper due the last week of the Fall Term. (Field)
Section 002 – The Civilization of La Belle Époque. In the quarter-century between 1890 and 1917 dominant European social classes crafted a civilization of distinction. Known as La Belle Époque to those who looked back with nostalgia from the barren vantage point of post-World War I Europe, this period was in fact one of glaring contrasts between plenty and penury, militarism and pacifism, representative government and autocracy, scientific advance and anarchist assassination. It was a period of smug security laced with desperate anxiety and, as such, it both deserves and repays study by those who seek to understand themselves, their past and their prospects for the future. The reading load will be heavy – a book per week (some novels) – and grades will be based upon several papers as well as class participation. Some background in European history will be very useful. This will not, of course, be a chronological survey: we will use the techniques of social history to look at various classes and functional groups (like labor and business) as well as institutions such as education, bureaucracy and the military. We will pay particular attention to the attitudes and assumptions which held this society together and to the First World War, which destroyed it – and them. (Peiter)
Section: 003 Custer's Last Stand: From Myth to History. On June 25, 1876 at approximately 2 p.m. General George Armstrong Custer, with part of his Seventh Cavalry Regiment, unwittingly engaged a vastly superior force of Sioux Indians and their allies on the Little Big Horn River, near what is today Gary Owen, Montana. Within an hour all of Custer's troops were annihilated; other elements of the regiment, dug in several miles away, survived, although with heavy losses. Almost immediately this battle aroused heated controversy, the supporters of Custer practically deifying him, his detractors blackening his name. The historical event passed into the realm of myth, and for over 100 years "History" has been trying to catch up. What happened? What were the causes? The consequences? What was Custer's role in the Debacle? The assumption of this seminar is that a Presidential Commission has assigned to us the task of sorting through the large amount of available evidence and bringing back conclusions. We accept the challenge and organize ourselves as "History, Incorporated," an investigative team, in which each of us, with the instructor as senior partner, carves out an area (or several areas) for individual research. We shall begin with the events – the Battle – and walk logically and slowly outward from the battlefield backward in time, and forward as well, so that by the end of the term, we shall have investigated everything from the memoirs and official records of both the cavalry and the Indians' sides of the biographies of the major participants, their expectations and motivations, as well as issues of national policy regarding the events. The aim is to introduce the seminar to working as historians. A field trip to Monroe, Michigan, sometime home of Custer and the role of the location of a fine collection of Custeriana, is also planned. (Orlin)
Section 005 – Nuclear Weapons and Arms Control. This course will provide an introduction to nuclear deterrence theory, weapons systems, and arms control negotiations. The seminar will closely follow progress in the Geneva Nuclear and Space Arms Negotiations. In this respect, participants will divide into three sections (1) Space/Defense; (2) Strategic Nuclear Arms; and (3) Intermediate Nuclear Forces. The Space/Defense group will concern itself primarily with non-nuclear anti-satellite weapons and ballistic (free-falling) missile defense, popularly labeled Star Wars. The Strategic group will be concerned mainly with strategic weapons talks, i.e., about those arms able to hit the US from the USSR and vice versa. The Intermediate Arms group will cover primarily non-strategic nuclear weapons based in Europe. The seminar assumes no technical expertise about nuclear weapons or arms control. There will be a midterm exam and an end of the term essay required for each participant in the seminar. (Tanter)
152. Freshman Seminar. Freshmen; sophomores with permission of
instructor. (4). (NS). May be repeated for credit.
Section 001 – Biographies of Noted Scientists and Quasi-Scientists. Carolus Linnaeus, Gregor Johann Mendel, Charles Robert Darwin, Louis Pasteur, Marie Curie, Sigmund Freud, and Margaret Mead. (K. Jones)
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