" This course is a workshop for students with some experience in writing essays, nonfiction prose. Our focus will be negotiating and representing identities grounded in gender, race, class, nationality, sexuality, and other categories of identity, either our own or others', in prose that is expository, exploratory, investigative, persuasive, lyrical, or incantatory. We will read nonfiction prose works by a wide array of writers who have used language to negotiate and represent aspects of identity and the ways the different determinants of identity intersect, compete, and cooperate."
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A writing practicum associated with 11.200 and 11.205 that focuses on helping students present their ideas in cogent, persuasive arguments and other analytical frameworks. Reading and writing assignments and other exercises stress the connections between clear thinking, critical reading, and effective writing.
This video goes over the basics of a 5-paragraph argumentative paper, including the rebuttal. There are examples for each paragraph (introduction + thesis, body paragraphs, rebuttal paragraph, and conclusion).
Students apply the knowledge gained from the previous lessons and activities in this unit to write draft grant proposals to the U.S. National Institutes of Health outlining their ideas for proposed research using nanoparticles to protect against, detect or treat skin cancer. Through this exercise, students demonstrate their understanding of the environmental factors that contribute to skin cancer, the science and mathematics of UV radiation, the anatomy of human skin, current medical technology applications of nanotechnology and the societal importance of funding research in this area, as well as their communication skills in presenting plans for specific nanoscale research they would conduct using nanoparticles.
This three-week module, centered on a focal case, represents the second part of the DepartmentŰŞs introduction to the challenges of reflection and action in professional planning practice. As such, it builds on the concepts and tools in 11.201 and 11.202 in the Fall semester. Working in teams, students will deliver a 20-minute oral briefing, with an additional 10 minutes for questions and comments, in the last week of the class (as detailed on the assignment and posted course schedule). The teams will brief invited guests (ŰĎbriefeesŰ) taking the roles of decisionmakers. DUSP faculty and fellow students may also be in attendance.