Time Schedule:
Heyang Julie Kae
B CUSP 134
Bothell Campus
Offers an interdisciplinary approach to composition, including generating a compelling topic; the articulation of a thesis; the development of supporting evidence; the ability to draw conclusions from the evidence, clear organization of the essay, correct mechanics; awareness of audience, and knowledge of resources for research. Prerequisite: may not be taken for credit if previously earned a minimum grade of 2.0 B CUSP 101, B CUSP 114, or ENGL 131.
Class description
This course will explore law and justice as entangled themes in U.S. cultural production. We will begin by interrogating ‘law and justice’ as a key concept across a variety of texts including U.S. legal cases, critical histories, literature and film while paying particular critical attention to citizenship, race, gender, sexuality and class. We will ask: how is justice defined through or against the law in legal, political and cultural contexts? What are similarities and differences between justice and the law as it is imagined in these contexts? Are there alternative visions of justice that challenge the law as the most desirable route to achieve justice? Our conversations and writing in the first half of the quarter will help ground our focus for the second half of the quarter on the subtheme of ‘intersectionality.� A cultural analytic that understands oppression and struggle to cross multiple axes of difference (such as race, gender, sexuality, disability, age, etc), ‘intersectionality,’ will provide an alternative and critical frame to think about the possibilities for justice.
In terms of writing, this course focuses on building analytical reading and writing abilities through cross-disciplinary inquiry. By sharpening your critical reading skills, you will strengthen your ability to write persuasive academic arguments that draw from a variety of sources. In both independent and cooperative settings, you will be expected to: • read and critically respond to challenging texts and films in order to articulate complex claims that matter in academic discourse • develop those claims, paying special attention to effectively situating your argument to address an academic audience • strengthen your arguments through the application and integration of outside/supplementary material • revise, edit and proofread your writing, incorporating comments by your peers and myself in order to clarify your arguments Since this is a writing intensive course you will be expected to think about your writing as a cumulative process. In other words, you will be graded on how you identify your writing strengths and weaknesses and how you then apply particular strategies to improve your writing over the course of the quarter.
Student learning goals
General method of instruction
Discussion and lecture
Recommended preparation
Success in this class will require your commitment to learning: challenging your preconceptions, offering your own experiential knowledge, defining your own critical perspectives through active participation in discussions, offering and incorporating constructive feedback on writing.
Class assignments and grading
5-6 short writing assignments and a final paper (6-8 pages)
Classroom engagement 30% Writing assignments and final paper (70%)
