it’s the foundational writing course. It offers instruction and practice in critical reading, creative thinking, and writing that is clear. It provides additional instruction in analyzing and interpreting written texts, the use of written texts as evidence, the development of ideas, therefore the writing of both exploratory and argumentative essays. This course stresses exploration, inquiry, reflection, analysis, revision, and learning that is collaborative.
A preliminary course in college writing for undergraduates for whom English is another language. Permission to join up for this course is dependant on NYU admissions criteria and EWP assessment of reading, writing, listening, and proficiency that is speaking. Cannot replacement for EXPOS-UA 4 or EXPOS-UA 9. The program meets twice weekly for 150 minutes each session. Provides preparation in reading, writing, speaking and listening for academic purposes while increasing fluency, sentence control, and confidence. Emphasizes pre-writing strategies (exploratory writing, outlining, reflective writing, paraphrase, synthesis, analysis) and offers practice in multi-modal presentation. Students figure out how to make us of inquiry, evidence, plus the incorporation of texts while they read texts from various genres (journals, newspapers, books, visual and moving arts) and draft and revise essays of one’s own. Instructor feedback includes discussion of appropriate conventions in standard English style and grammar.
The very first of two courses for students for whom English is a second language. The Core Curriculum need for NYU undergraduates is fulfilled with this particular course and International Writing Workshop II. Provides instruction in critical reading, textual analysis, exploration of expertise, the development of ideas, and revision. Stresses the significance of inquiry and reflection in the usage of texts and experience as evidence for essays. Reading and writing assignments result in essays for which students analyze and raise questions about written texts and experience, and reflect upon text, experience, and idea in a learning environment that is collaborative. Discusses appropriate conventions in English grammar and magnificence as an element of instructor feedback.
The next of two courses for students for whom English is a language that is second. The Core Curriculum dependence on NYU undergraduates is fulfilled with this course and International Writing Workshop 1. Provides advanced instruction in analyzing and interpreting written texts from many different academic disciplines, the use of written texts as evidence, the introduction of ideas, together with writing of argumentative essays through a process of reflection and inquiry. Stresses analysis, revision, inquiry, and learning that is collaborative. Discusses appropriate conventions in English grammar and style as part of instructor feedback.
This required course for all students in the Tisch School for the Arts is designed to interact all Tisch School of the Arts freshmen in an extensive interdisciplinary investigation across artistic media. It gives instruction and practice in critical reading, creative thinking, and essay writing. Students learn to analyze and interpret written texts, art objects, and performances; to utilize written, visual, and performance texts as evidence; and to develop ideas. This course stresses exploration, inquiry, reflection, analysis, revision, and collaborative learning.
Offers intensive individual and group work in the practice of expository writing for all students whose competency examination reveals the necessity for additional, foundational writing instruction. This course aims to better prepare admitted transfer students for the rigorous work they will need to complete either in Writing the Essay or a worldwide Workshop . This course focuses on foundational work (grammar, syntax, paragraph development) leading to the development of compelling essays (idea conception and development, effective utilization of evidence, understanding basic forms, additionally the art of persuasion).
This might be a required second-semester course that is writing all Engineering students. This course builds on Writing the Essay and provides instruction that is advanced analyzing and interpreting written texts from a number of academic disciplines, using written texts as evidence, developing ideas, conducting academic research, and writing persuasive essays. It stresses analysis, inductive reasoning, reflection, revision, and collaborative learning. The program is tailored for students when you look at the School of Engineering so that readings and essay focus that is writing conditions that are pertinent into the sciences.
Students into the Tisch School regarding the Arts have to take this course. The program follows EXPOS-UA 5 Writing the Essay: Art therefore the World (TSOA) and provides advanced instruction in analyzing and interpreting written texts, art objects and performances; using written texts as evidence; developing ideas; and in writing persuasive essays. It stresses analysis, reflection, revision, and collaborative learning. The course is tailored for students into the Arts to ensure course readings and essay focus that is writing problems that are pertinent to this discipline.
Students into the Steinhardt School of Culture, Education, and Human Development together with School of Nursing are required to take this program. The program builds on Writing the Essay (EXPOS-UA 1) and provides instruction that is advanced analyzing and interpreting written texts from a number of academic disciplines, using written texts as evidence, developing ideas, and writing persuasive essays. It stresses analysis, inductive reasoning, reflection, revision, and collaborative learning. The course is tailored for students in the Schools of Education and Nursing to ensure that readings and essay focus that is writing conditions that are pertinent to those disciplines.
We’ll work, over the semester, at crafting two longer-form essays: the initial will provide students the area, enough time, to trace a set out of concepts significant to your initial texts and also to the particular world that writers and readers reside in. The essay that is second students in selecting a thinker of the choice, from any discipline, and investigating the way the mind they’ve chosen thinks in a form in ways that contribute something of importance towards the larger world. We’ll labor on these projects while thinking about Emily Dickinson’s call, from 1868, that people should “Tell all of the Truth but tell it slant.” We’ll watch six films, listen to and think of music, in multiple genres, every one of which look at the potential virtues in slanting the story on behalf of complex truths, owned by a complicated world. These concerns will guide our thinking and writing across our semester together.
This advanced writing course offers offers science and pre-health students the opportunity to design and conduct intensive individual research, write honors-level essays for the public and for the academy, and deliver a professional presentation. This course will rely upon the work of professional scientists and writers, and students will soon be encouraged to go to several events that are public science and writing. Students is supposed to be encouraged to present their own research at the Undergraduate Research Conference also to submit completed essays for publication in Mercer Street.
Writing in Community is a course for students that are passionate about writing and community service and wish to explore the relationship that is dynamic these two pursuits. As a group, we are going to head off campus every week to mentor under-served senior high school students in essay writing. Back on campus, we will have weekly meetings to help us enhance our writing and mentoring skills once we develop our very own ideas into essays. We’re going to study writers, artists, and filmmakers whose service and/or community engagement help writing essay papers has grown to become a basis for work that documents and reflects on pressing social concerns.
Writing and Speaking within the Disciplines is a program for students who would like to improve their articulation of ideas and information in their own personal disciplines as well as develop an array of approaches gathered from a diverse selection of disciplinary conventions and innovative outliers. Course materials are determined in part because of the interests and academic concentrations of enrolled students and also will draw from non-academic sources of inspiration for effective communication, including stand-up comedy, political rhetoric, contemporary design, storytelling when it comes to screen, and Internet culture. Course work generally is targeted on observing, analyzing, assessing and practicing the broad structures and components of professional work in the Humanities, Social Sciences and Sciences, ultimately causing pursuit of each student’s own research study through oral presentations and written assignments. Those intending to be involved in the Undergraduate Research Conference in April are especially encouraged to sign up. This program will support that research directly, writing, and presentation.