This course is an examination of the formal structural and textual variety in poetry. Students engage in extensive practice in the making of poems and the analysis of both students’ manuscripts and 20th-century poetry. The course attempts to make relevant the traditional elements of poetry and their contemporary alternatives. There are weekly writing assignments, including some exercises in prosody.

This course is an introduction to the short story. Students will write stories and short descriptive sketches. Students will read great short stories and participate in class discussions of students’ writing and the assigned stories in their historical and social contexts.

This is a course focused on the literary genre of the essay, that wide-ranging, elastic, and currently very popular form that attracts not only nonfiction writers but also fiction writers, poets, scientists, physicians, and others to write in the form, and readers of every stripe to read it. Some say we are living in era in which the essay is enjoying a renaissance; certainly essays, both short and long, are at present easier to get published than are short stories or novels, and essays are featured regularly and prominently in the mainstream press (both magazines and newspapers) and on the New York Times bestseller books list. But the essay has a history, too, a long one, which goes back at least to the sixteenth-century French writer Montaigne, generally considered the progenitor of the form. It will be our task, and I hope our pleasure, to investigate the possibilities of the essay together this semester, both by reading and by writing.

As the course title suggests, this class is meant to acquaint you with the literary and rhetorical tradition of the essay, a genre which has been described by one scholar as “the meeting ground between art and philosophy,” and by another as “the place where the self finds a pattern in the world, and the world finds a pattern in the self”. Though the essay is part of a tradition of prose which stretches back to antiquity, it is also a thoroughly modern and popular form of writing, found in print media and on the web.

This course takes rhetoric as a system for designing meaning that helps us understand complex situations and ideas, enlighten and persuade others to act, and thus reshape our world. We’ll study rhetoric systematically and empirically, both analyzing how it works on us as readers, and testing how we can make informed rhetorical choices as we design our own texts.

This course takes rhetoric as a system for designing meaning that helps us understand complex situations and ideas, enlighten and persuade others to act, and thus reshape our world. We’ll study rhetoric systematically and empirically, both analyzing how it works on us as readers, and testing how we can make informed rhetorical choices as we design our own texts.

This course seeks to provide a supportive context for students to grow significantly as writers by discovering and engaging with issues that matter to them. Writing on social and ethical issues, we can see ourselves within a tradition of authors such as Charles Dickens, Frederick Douglass, Elizabeth Cady Stanton, George Orwell, Rachel Carson, John F. Kennedy and Martin Luther King, Jr., who have used the power of the pen to inspire social change.

“Sports, not religion, is the opiate of the people.” So says David Remnick, editor of the New Yorker and a former sportswriter. Many of our heroes are sports heroes, and for many of us, sports were an important part of our childhood years. Sports are big business, even on college campuses, and they are the subject of many classic movies. In this introductory writing class we consider the role of sports in our own lives and explore the cultural meanings of sports in America. Sports have produced a large body of excellent descriptive and analytic writing; we’ll read writers as diverse as Hank Aaron, John Updike, David Foster Wallace, and Malcolm Gladwell on the joys and conundrums of baseball, boxing, football, tennis, and running.
The primary work of the class is improving students’ communication skills. We’ll write and revise 3 essays, including an investigative essay, and we’ll also give one short oral report. Revision is an important part of the class; all essays will be revised at least once.

Material created for an exhibition curated by the University of Tennessee at Chattanooga Special Collections.

Since 1886, there has been a library serving the University of Tennessee at Chattanooga campus and metropolitan area. As the campus has grown and changed over the years, so too has the library, responding to the needs of the university. Although many of the library resources available to current students, faculty, staff, and community members look different than those of years past, this exhibition celebrates the library’s commitment to supporting information discovery and providing infrastructure for learning that have been a part of its mission from day one.

this is a quick exercise in reinforcement and assessment.i will have my leisurely, loose and motivated assignments frequented by continuing course activities ongoing increative measures for anyone here through the linkfor my google classroom Creative technicians.thanks i hope the list met you well. 

This open-access conversation exchange site offers topics and conversation tasks for students learning Russian and English. The goal of this pilot project is to support exchanges between students in English-speaking and Russian-speaking countries. 
The conversation topics included are aligned with common college-level Russian language curricula, grouped by levels defined by ACTFL proficiency standards, and utilize OPI (Oral Proficiency Interview) practices. Topics include vocabulary, questions, and interactive activities that can be used in conversations as well as in individual practice.
Maria Khotimsky (MIT) initiated this project based on conversation exchanges between SkolTech and MIT students, in collaboration with Dr. Marina Alexandrova (UT Austin) and Iringa Kogel (Davidson College).
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