English 101 focuses on the analysis of basic human issues as presented in literature with an emphasis on analytic reading, writing and discussion, and on development of argumentative essays based on textual analysis, with attention to style, audience and documentation. By writing several analytical, thesis-driven essays which show engagement with and understanding of a variety of texts, students will practice the critical thinking, reading and writing skills which comprise an important component of college and university studies as well as clear, audience-appropriate communications in other professional settings.

This class is comprised of a series of three units, each of which is centered around an essay assignment. For each unit, in addition to the essay itself, you’ll be asked to respond to reading assignments and to complete exploratory writing assignments. You’ll do a lot of reading and writing, and your instructor will ask you to respond to ideas from our texts, from specific assignments, and from each other.

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This course will reinforce writing skills by introducing the student to basic research techniques and applying them to development of a research paper. The student will have the opportunity to practice all of the essential elements of preparing a piece of academic writing, planning, researching, formulating an argument, writing, rewriting, editing and formatting for presentation gaining skills valuable across many disciplines. Upon successful completion of this course, the student will be able to: Define the relationship of research techniques to academic work in various disciplines; Refine research within a recursive writing process, identifying and using rhetorical strategies as well as practicing critical thinking and reading; Identify the various kinds of research used to produce written work in academic disciplines; Identify and use tools for conducting Internet-based and library research; Demonstrate critical and analytical thinking in locating, evaluating, and using research; Use quotes, paraphrases, and summaries to strengthen written arguments and avoid plagiarism; Cite and document information sources in accordance with MLA style requirements; Use information from resources as structural elements in an academic paper; Review and practice the grammatical and rhetorical skills necessary to successful academic writing. (English 002)

Core requirements for Environmental M.Eng. program. Designed to teach about environmental engineering through the use of case studies, computer software tools, and seminars from industrial experts. Case studies provide basis for group project as well as individual thesis. Past case studies have included the MMR Superfund site on Cape Cod; restoration of the Florida Everglades; dredging of Boston Harbor; local watershed trading programs; appropriate wastewater treatment technology for Brazil; point-of-use water treatment for Nepal, Brownfields Development in Providence, RI, and water resource planning for the island of Cyprus. Students must register for 1.782 for Fall term, IAP, and Spring term.

"This class is one of the core requirements for the Environmental Masters of Engineering program, in conjunction with 1.133 Masters of Engineering Concepts of Engineering Practice. It is designed to teach about environmental engineering through the use of case studies, computer software tools, and seminars from industrial experts. Case studies provide the basis for group projects as well as individual theses. Recent 1.782 projects include the MMR Superfund site on Cape Cod, appropriate wastewater treatment technology for Brazil and Honduras, point-of-use water treatment and safe storage procedures for Nepal and Ghana, Brownfields Development in Providence, RI, and water resource planning for the island of Cyprus and refugee settlements in Thailand. This class spans the entire academic year; students must register for the Fall and Spring terms."

Formulating, organizing, and presenting ideas clearly in writing. Reviews basic principles of rhetoric. Focuses on development of a topic, thesis, choice of appropriate vocabulary, and sentence structure to achieve purpose. Develops idiomatic prose style. Gives attention to grammar and vocabulary usage. Special focus on strengthening skills of bilingual students. Successful completion satisfies Phase I of the Writing Requirement. The purpose of this course is to develop your writing skills so that you can feel confident writing the essays, term papers, reports, and exams you will have to produce during your career here at MIT. We will read and analyze samples of expository writing, do some work on vocabulary development, and concentrate on developing your ability to write clear, accurate, sophisticated prose. We will also deal with the grammar and mechanical problems you may have trouble with.

Historical Methodology will introduce the student to historical research methods and familiarize the student with the tools and techniques that historians use to study the past. The student will learn about the process of modern historical inquiry and gain a better understanding of the diverse resources that historians use to conduct research. The first four units will focus on research methodology and examine how and why historians conduct research on the past. Later units will examine how different historical resources can be used for historical research. By the end of the course, the student will understand how to conduct research on past events and be familiar with the variety of physical and electronic resources available for historical research. Upon successful completion of this unit, the student will be able to: Demonstrate an understanding of basic historical research methods and identify necessary research skills; Develop historical research topics, identify primary and secondary sources, and conduct research using these sources; Identify fundamental writing skills and assess how historical subjects may be best presented to various audiences; Define the meaning of historiography and identify important historiographic trends of the past century; Compare and contrast basic historical research practices conducted with library, archival, and online resources; Identify and assess possible career choices that depend on knowledge and understanding of historical research practices. (History 104)

This section of Introduction to Technical Communication deals with ethical issues associated with the design, use, and propagation of technology. At virtually all stages of development and use, any technology can carry with it ethical dilemmas for both creators and users. Of particular interest is how such dilemmas are resolved (or complicated) according to how effectively they are communicated to stakeholders.

Students explore the theme of conflict in literature. They learn the difference between internal and external conflict and various types of conflicts, including self against self, self against other, and self against nature or machine. Stories are used to discuss methods of managing and resolving conflict and interpersonal friction. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

The Process of Research Writing is a web-based research writing textbook suitable for teachers and students in research oriented composition and rhetoric classes. Instead of focusing on one research paper, I focus on the process of research writing through a series of shorter writing exercises. Students begin by having to carefully think about a topic of research for the semester and by developing a working thesis. They then write a series of shorter essays that explore that topic. All along the way, students are continuing to research and revise their working thesis so that by the end of the term, their thinking about their original topic of research has evolved. As a result, they are not only prepared to write a “traditional” research paper; they better understand what it means to conduct academic research, which I believe is the real goal of an introductory writing course.

This seminar is intended to help students in the MIT/Woods Hole Oceanographic Institute Joint Program develop a broader perspective on their thesis research by considering some aspects of science in the large. The first part of the course challenges students to develop a thoughtful view towards major questions in science that can be incorporated in their own research process, and that will help them articulate research findings. The second part of the course emphasizes science as a social process and the important roles of written and oral communication.

The following list of Ten Mistakes to Avoid in thesis writing comes from ten years of experience in teaching thesis writing to graduate students in science and engineering at Rice University. The list is certainly applicable to thesis writers at other schools, however, and would also be helpful to those writing in other fields. Author: Dr. Janice L. Hewitt, Rice University

This course is taken by mechanical engineering majors during their senior year to prepare a detailed thesis proposal under the guidance of staff from the Writing Program. The thesis proposal must bear the endorsement of the thesis supervisor and indicate the number of units planned.