Courses tagged with "Nutrition" (104)

This course revolves around the work of revising writing, learning, and engaging with language and community. You will explore who you are as a learner as you write about yourself and your language use, as well as consider who you are as a communicator as you critique texts, persuade audiences, and collaborate with others. We've designed this course to help you revise how you write and to help you collect a toolkit of effective reading, writing, and learning strategies. Each of the four modules integrates academic and social contexts (e.g., Facebook, ELI peer review application) to encourage a wide application of the skills you acquire during the course. The skills you will practice in this course (like narration, summary, etc.) are fairly typical for writing classes at many U.S. universities; however, our course focuses on you as a writer and thinker. Recognizing specific learning and communication practices and considering ways to employ them can make you more successful in future coursework and in all communication.

This course will introduce you to the range of drama written and performed in England and Continental Europe between roughly 1660 and1800, a period often termed “the long eighteenth century.”  In this course, we will refer to the “long-eighteenth century” as the period that began with the Restoration of the English monarchy with King Charles II following the English Civil War and concluded with the first years of the nineteenth century.  During this period, drama flourished in England, France, and Germany.  After quite a long period in which theater was not in vogue, the emergence of brilliant new dramatists, the development of novel forms of plays (including derivates of the Italian opera, comedy, and the musical), and the passage of laws that finally allowed women actors on stage sparked renewed interest amongst theatergoers.  In this course, we will explore the major plays, players, and playhouses from this era in conjunction with a thorough and in-depth historical contextualization. This cou…

Poetry lives in any reader, not necessarily in performance by the poet or a trained actor. The pleasure of actually saying a poem, or even saying it in your imagination—your mind’s ear—is essential. That is a central idea of “The Art of Poetry,” well demonstrated by the videos at favoritepoem.org: the photographer saying Sylvia Plath’s “Nick and the Candlestick,” the high school student saying Langston Hughes’ “Minstrel Man.” Those readers base what they say about each poem upon their experience of saying it.

The course is demanding, and based on a certain kind of intense reading, requiring prolonged, thorough— in fact, repeated—attention to specific poems.

The focus will be on elements of the art such as poetry’s historical relation to courtship; techniques of sound in free verse; poetry and difficulty; kidding and tribute—with only incidental attention to “schools,” jargons, categories, and coteries.

Learners are encouraged to think truly, carefully and passionately about what the poem says, along with how the poem feels in one’s own, actual or imagined voice. As Robert Pinsky says, in the Preface to Singing School: “this anthology will succeed if it encourages the reader to emulate it by replacing it . . . create your own anthology.” In a comparable way, this course hopes to inspire a lifelong study of poetry.

This subject, cross-listed in Literature and Women's Studies, examines a range of American women authors from the seventeenth century to the present. It aims to introduce a number of literary genres and styles- the captivity narrative, slave novel, sensational, sentimental, realistic, and postmodern fiction- and also to address significant historical events in American women's history: Puritanism, the American Revolution, industrialization and urbanization in the nineteenth century, the Harlem Renaissance, World War II, the 60s civil rights movements. A primary focus will be themes studied and understood through the lens of gender: war, violence, and sexual exploitation (Keller, Rowlandson, Rowson); the relationship between women and religion (Rowlandson, Rowson, Stowe); labor, poverty, and working conditions for women (Fern, Davis, Wharton); captivity and slavery (Rowlandson, Jacobs); class struggle (Fern, Davis, Wharton, Larsen); race and identity (Keller, Jacobs, Larsen, Morrison); feminist revisions of history (Stowe, Morrison, Keller); and the myth of the fallen woman (take your pick). Essays and in-class reports will focus more particularly on specific writers and themes and will stress the skills of close reading, annotation, research, and uses of multimedia where appropriate.