43 courses with the subject WRRH, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
WRRH 100Writer’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 (Writing Colleagues or CTL Writing Fellows) support through an emphasis on the process of invention, drafting, and revision. Course times and themes vary with instructor. (Repeatable, offered every semester) 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 expe- riences 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. (Fall, offered annually)
WRRH 106Multilingual Writers Seminar II This intermediate English as a Second Language course provides stu
dents 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 HWS.EDU/CATALOGUE 400 2023 - 2024 CATALOGUE
WRRH 175First Person Singular What’s up? What’s happening? What’s new? How you been? How you doing? We
say these things every time we meet a friend - and we really want to know. Readers of memoirs ask these or similar questions, and memoirists give us the answers - beautifully. We’re lucky that curious people have so many memoirs to choose from. And for the last several years we’ve had memoirs from all over the world, not just the United States. This course studies the contemporary memoir in a multicultural setting. Through the books we read, we travel to such places as Somalia, the Sudan, Iran, and North Korea. Students write critical essays about the memoir in gener- al and the books we read, paying particular attention to the cultures they encounter in them. They also write their own short memoirs - vignettes from their life. The course ends with students writing a final essay on what they have learned about cultural difference and the impact culture has on the people who live within a particular border. (Forbes) 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)
WRRH 201Grammar and Style Grammar and Style provides a foundational knowledge of traditional English gram
mar and investigates the relationship between grammar and style. Style, as a canon of rhetoric, depends on the con- scious 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 204 From Hoax to Truthiness: The Rhetorics and Ethics of Nonfiction Narrative In this class, students will explore the art, ethics, and influence of nonfiction storytelling, with particular attention to nonfiction texts - some more “true” than others - of significant influence on the 20th and 21st century US. Students should expect to use case study analysis, theory and other scholarly reading, archival and contextual research, and their own composing process to analyze and argue for answers to course questions: Why and how do stories achieve power and influ- ence? When does effective storytelling shift into misinformation or disinformation? Whose stories get told? What are the affordances and risks of the digital storytelling multiverse? How does one become an effective yet ethical manip- ulator of nonfiction stories? Final projects will be composed via HWS archival research for a public audience. (Hess) WRRH 207 Introduction to 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-cul- turally, 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. (Forbes) WRRH 209 Them’s Fightin’ Words: Civil Discourse from a Sociolinguistic Perspective A recent Saturday Night Live sketch featured three couples out to dinner who attempt to discuss the lifting of the mask-mandate and other issues related to COVID-19. Each individual is able to get out a few words before their partner or others at the table remind them to be careful about the exact words they use and what they say. We see each one inflicting (fake) self-harm or trying to hide or disappear altogether due to the uncomfortableness of the conversation. Who hasn’t been in this position at some point in the last few years? In this course, we will talk about the theory of civility in today’s contentious society and the sociolinguistic factors that influence that contention, including gender, ethnicity, social class, and age. Students will confront these issues in readings, case studies, documentaries and problem sets. They will complete a series of debates and video podcasts on such issues as Take a Knee and the Pledge of Allegiance, Renewable Energy, and COVID-19 and Mental Health, applying in both cases the theories of civility and sociolin- guistics. Students will carry out field work by interviewing people representing different sociolinguistic categories in Geneva about their comfort in addressing controversial issues. (No prerequisites, offered Maymester, Forbes and Travalia). HWS.EDU/CATALOGUE 401 2023 - 2024 CATALOGUE
ITALIAN STUDIES MINOR – DISCIPLINARY 6 courses Requirements: The Italian Studies minor is disciplinary, and required 6 courses, at least 3 courses must be unique to the minor. All courses for the minor must be completed with a grade of C- or better. All ITA and ITAE classes count toward the minor. If the student places into the language sequence at a course above 101, they may use electives to fulfill the remaining language courses. All students in this track are strongly encouraged to participate in the Rome semester abroad program. Credit/No credit courses may not be used toward the minor. FRENCH COURSES TAUGHT IN FRENCH (FRE) FRN 101 Beginning French I For students with no French experience, or placement. This is an immersion course that teaches speaking, listening, reading, writing, and French body language through a creative combination of interac- tive materials that introduce students to French culture as well as language. This course uses French as the principal language of instruction in the classroom. Students will work weekly in an integrative way with interactive materials online such as online exercises, movies, music and cultural readings. It is open only to students with no prior expe- rience and students who have been placed in FRN 101, or students who have permission of the instructor. (Offered every semester) FRN 102 Beginning French II For students who had French I in 12th grade, or placement. This course is a contin- uation of FRN 101. Students will work weekly in an integrative way with interactive materials online such as online exercises, movies, music and cultural readings. This course uses French as the principal language of instruction in the classroom. First-year students are placed according to placement exam results. Prerequisite: FRN 101 or equivalent, or permission of the instructor. (Offered every semester)
MASTER OF SCIENCE IN MANAGEMENT (MSM) Through our one-year program, students develop the skills needed to design solutions and implement strategic plans of action that solve local and global challenges. The Master of Science in Management program builds on the value of a student’s undergraduate education, providing them with the additional skills, knowledge, and insight nec- essary to build a rewarding career and live a consequential life. Requirements for the MSM Program 10 courses 4 core courses, 4 electives, a 1-credit (or two half-credits) internship, two ¼ credit online “skills” courses, and two ¼ credit experiential field trips, and a capstone experience in conjunction with one of their elective courses.
WRRH 310Digital 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 HWS.EDU/CATALOGUE 402 2023 - 2024 CATALOGUE
WRRH 311Introduction 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 annually)
WRRH 327Literary Journalism: The Art of Reporting and Nonfiction Narrative Literary journalism blends factu
al 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, offered alternate years) WRRH 328 Small Press Book Publishing: Book Contest and 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, offered alternate years) 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 HWS.EDU/CATALOGUE 403 2023 - 2024 CATALOGUE
WRRH 330New Media Writing: Theory and Production 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 cre- ative Tumblr series. Students will respond critically to each other’s new media projects in regularly held workshops. (Babbitt, offered alternate years) WRRH 332 Food for Thought In this course, students study food writing from a number of perspectives: as a jour- nalistic subject, a sociological subject, a cultural subject, a historical subject, a psychological subject, and a scientif- ic subject. Readings and writing assignments reflect each of these approaches. Thus, the readings provide needed background information and serve as writing models. Students learn to write about food in various genres though in- tensive practice and imitation. Because food writers need to translate the varied sensory experiences of eating into words, this course will also include tasting events in order to develop sensory, observational, and descriptive writing skills. These tastings will be conducted in a lab style setting where we will prepare and taste meals and ingredients from a variety of cultures (Burma, Persian, Chile, Turkey, India, and Northern China. (Forbes)
Service-learning courses, individually designed course equivalents, or an Geneva Collaborative Internship), may count toward the Strategies for Chil the child advocacy minor advisor.
WRRH 375Discourses 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 in- dustry 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 com- ponents. 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 instruc- tor based on a portfolio draft. (Staff, offered each spring)
WRRH 490 Writing Colleagues 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 assign- ments 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, Green, Ristow, offered each semester) WRRH 495/496 Honors
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 exam- ine 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 junc- tures 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.
