Results for PWR

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. Exploration of multicultural experience and cultural assimilation, focusing on the theme of social acceptance. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. Engagement with debates and issues related to liberal arts education, including the tension between education as training for a career and as a venue for developing the life of the mind. See http://ual.stanford.edu/AP/univ_req/PWR/Courses.html.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. How various feature article writers argue the issues of soaring energy and food prices, serious market volatility, climate change, an ongoing war in the Middle East, and how terms like ¿crisis¿ or ¿change¿ impact the discussion. See http://ual.stanford.edu/AP/univ_req/PWR/Courses.html.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. Topics include how gameplay in a variety of genres operates as argument about cultural values and how games function as sites of community building, social networking, and learning. Students produce research-based arguments on these issues and merge practice and production in storyboarding rhetorically persuasive games. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. Topics include the arguments we make about technology, the arguments various technologies produce about us, and the ways in which rhetoric itself might be productively viewed as a technology for producing arguments. Students explore the social, economic, political, and psychological consequences of rapidly developing technologies. See http://ual.stanford.edu/AP/univ_req/PWR/Req.html.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-1.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. Examination of states of mind ranging from the radical self-possession cultivated through practice to altered states induced through drugs and trauma, illness, and religion. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. Examination of the motivations and appeals of environmental arguments, considering underlying assumptions and contexts of time, culture, audience, purpose, and mode of delivery. Participation in Community Writing Project, working with local nonprofit environmental organizations to produce real-world writing, multimedia, and/or speaking projects on these organizations' behalf. Work in the community will form the basis of the major research project. Service Learning Course (certified by Haas Center). Prerequisite: PWR 1. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. Study of the message, performance, and construction of identity, electronic renditions of the self, and the constant or changing nature of identity. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-2.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. Exploration of how rhetoric functions in various cultures, considering body language, symbols, visual media, and the Internet. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. Focus on the rhetoric and ethics of sustainable energy, investigating both the alarmism and optimism which fuel this debate. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-2.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

Individual writing project under the guidance of a PWR instructor. May be repeated for credit. Prerequisite: first two levels of the writing requirement or equivalent transfer credit.

Writing workshop for collaborative, group, and individual projects guided by a specific theme or genre.

In the next two decades floods, droughts and famine caused by climate change will displace more than 250 million people around the world. In this course students will develop an increased understanding of how different stakeholders including scientists, aid organizations, locals, policy makers, activists, and media professionals communicate the climate change crisis. They will select a site experiencing the devastating effects and research the voices telling the stories of those sites and the audiences who are (or are not) listening. Students might want to investigate drought-ridden areas such as the Central Valley of California or Darfur, Sudan; Alpine glaciers melting in the Alps or in Alaska; the increasingly flooded Pacific islands; the hurricane ravaged Gulf Coast, among many others. Data from various stakeholders will be analyzed and synthesized for a magazine length article designed to bring attention to a region and/or issue that has previously been neglected. Students will write and submit their article for publication.nnFor students who have completed the first two levels of the writing requirement and want further work in developing writing abilities, especially within discipline-specific contexts and nonfiction genres. Individual conferences with instructor and peer workshops. Prerequisite: first two levels of the writing requirement or equivalent transfer credit. For more information, see https://undergrad.stanford.edu/programs/pwr/explore/notation-science-writing.

Life challenges us to become aware of the stories that shape us--family stories, cultural mythologies, even popular movies, television shows, and songs--and then create and live our own story. We face this challenge throughout our lives but perhaps most acutely as we move into adulthood; this is the period when we most need to become conscious of stories and their power, to gather wisdom, practices, and resources for finding our own story. This class, designed with seniors in mind, will illuminate and explore these resources and give you the opportunity to reflect deeply, in discussion and writing, on what truly calls to you in this life. We will engage with some of the world's great stories--myths, parables, teaching tales, modern fiction, even aphorisms, koans, and riddles. In them we can find both elements that resonate with our own story and provocations that help us unearth and cultivate our native gifts--the genius in each of us. We will look at short excerpts from masterworks and myths from around the world, all voices in the largest conversation we have as humans, the one that asks: who am I? why am I here? what truly matters? how can I be happy? Together we will investigate how these stories, and stories like them, can be used to help us find our own story. Students in this course will have a special opportunity to meet personally with poet Billy Collins and singer Aimee Mann when they visit campus in April. Does not fulfill NSC requirement. For students who have completed the first level of the writing requirement and want further work in developing writing abilities, especially within discipline-specific contexts and nonfiction genres. Individual conferences with instructor and peer workshops. Prerequisite: first level of the writing requirement or equivalent transfer credit. For more information, see http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_pwr/advanced_pwr.

With the growing impact of science and technology on our society, the emphasis on communicating that science well has never been greater. But what is effective science communication? Is it ever ok to use jargon? Is it ok to say "I" in my research report? How do I communicate complex topics in simple, but accurate, ways? In this course, we will explore the variety of formats that science communication can take--from technical research papers on particle physics to children's books about genetics. We will explore how different audiences shape the way science is communicated, and we will develop a set of best practices for effective science communication. Students will then apply these strategies in their own science communication projects. Prerequisite: first two levels of the writing requirement or equivalent transfer credit. For more information, see https://undergrad.stanford.edu/programs/pwr/explore/nsc. Required of students admitted into the Notation for Science Communication after January 2015.

A 1-unit course introducing ePortfolios and folio thinking for students in the Notation in Science Communication (NSC). The course will assist students in designing a rhetorical ePortfolio and in selecting and reflecting on writing samples that represent student learning in science communication. This is the first of a two-part ePortfolio requirement for the NSC. For more information, see https://undergrad.stanford.edu/programs/pwr/explore/notation-science-writing.

For students selected to serve as peer writing tutors in the Hume Center for Writing and Speaking and/or at other campus sites. Readings on and reflection about writing processes, the dynamics of writing and tutoring situations, tutoring techniques, learning styles, diversity, and ethics. Observation of tutoring sessions, written responses to readings, and other written work. Instructor permission required. WR 1 pre-/co-requisite.

For students selected to serve as peer writing tutors in the Hume Center for Writing and Speaking and/or at other campus sites. Readings on and reflection about writing processes, the dynamics of writing and tutoring situations, tutoring techniques, learning styles, diversity, and ethics. Observation of tutoring sessions, written responses to readings, and other written work. Instructor permission required. WR 1 pre-/co-requisite.