Maryjane Lao Villamor

FYS I breaks down the critical writing process to provide a guided experience in college-level writing, thereby forming the necessary foundations for FYS II and upper level Liberal Arts classes. The class will explore whether the concept of a hyphenated identity (a dual identity divided by ethnicity, race and culture) stands for otherness, opposition, inclusion, or all of the above. Essays by hyphenated writers, such as Ronald Takaki, Judith Ortiz Cofer, Amy Tan, and Audre Lorde, will act as points of departure as well as models of writing for our exploration of the myth of the United States as a cultural melting pot and whether we can reclaim the hyphenated identity as a source of pride and empowerment in today¿s political climate. Students build writing skills through 15-20 pages of formal, revisable writing (i.e. three multi-draft essays) in addition to homework exercises and in-class writings. Through thoughtfully crafted writing, can we begin to give voice to ethnic populations and create an open dialogue about race, displacement, migration, post-colonialism, post-imperialism, and representation?

Through thoughtfully crafted writing, can we begin to identify and address how problems of class, race, and gender are intertwined in ways that maintain oppression and inequality? This course attempts to do so by breaking down the critical writing process and providing a guided experience in college-level writing, thereby forming the necessary foundations for FYS II and upper-level Liberal Arts classes. Student writing will explore the American class-based system and its connections to race and gender. Course materials include essays by bell hooks, Donna Langston, and Audre Lorde, as well as screenings, such as interviews with Isabel Wilkerson discussing her book Caste. These course materials will act as points of departure as well as models of writing for our critical examination of class in American society and its role in maintaining systems of oppression and inequality. Critical writing skills are developed through 15-20 pages of formal, revisable writing (i.e. two multi-draft essays and one in-depth revision project) in addition to homework exercises and in-class writings.

This is the first of two English language fluency courses for students who do not speak English as their first language. Students improve their academic English skills by reading and responding to art appreciation and art history texts. Texts are analyzed for formal as well as contextual information. Students learn how to integrate their own observations and knowledge with information gained from reading and lecture. Students also build competence and confidence in college-level writing. Topics include formal analyses and/or critical responses to works of art. Presentations and class discussions also give students practice communicating their knowledge through speaking.

This is the first of two English language fluency courses for students who do not speak English as their first language. Students improve their academic English skills by reading and responding to art appreciation and art history texts. Texts are analyzed for formal as well as contextual information. Students learn how to integrate their own observations and knowledge with information gained from reading and lecture. Students also build competence and confidence in college-level writing. Topics include formal analyses and/or critical responses to works of art. Presentations and class discussions also give students practice communicating their knowledge through speaking.