Description of Course Goals and Curriculum
This course will teach you how to write as Princeton sees fit. This often means breaking down the model of writing that was necessary in high school to reach places like Princeton, and building from the ground up, especially in reference to citations in paper. This process can be pleasant, or very hard depending on the Professor, the student, and even more importantly the attitude of the student. The course will emphasize this process more than the actual content of the course. The course is broken down into three units. Each student will write four papers, the first three in increasing order of length from 5-7 pages, to 7-10, pages, and finally 10-12 pages covering the contents and Ideas from each unit. All of these papers will be written before winter break, and the due dates for drafts (called D1, D2, and D3) and final revisions (called R1, R2, R3) will come quickly in succession. Drafts are not graded, only final revisions. The final assignment is a short creative work worth 10% of your overall grade.
Learning From Classroom Instruction
Attendance is mandatory. The most important aspect of the course is to absorb the lessons about writing that the teacher is teaching. Although it may seem counter-intuitive, the content of the paper does not matter as much as the way it is written. Often, a student may find themselves frustrated because this new method of writing being taught is not conducive to the arguments he or she is trying to make. This is unavoidable in most every writing seminar. What can be done, on the part of the student, is to lean into this instead of becoming frustrated with it. Your grade depends on this skill. Dr. Urban is a brilliant playwright, but often can be confusing as a teacher. He has a very dry sense of humor that can often be misinterpreted as mean. He teaches the material as well as any writing seminar lecturer, but his demeanor, general way of speaking, and sense of humor is often intimidating and unnecessarily stressful. For this reason the best method of succeeding in this course is to communicate constantly, ask for clarification, and do not let personal peculiarities stress you out.
Learning For and From Assignments
The grading for this course is fair. Extra effort pays off, so time management with other courses is a must. Learning the Chicago style citation techniques for citation will be a huge factor in your grade. Learn them well and early on.
The writing center is a useful place, but often the upperclassmen and graduate student writing fellows are of much more help than regular undergrads. Experience is necessary to have a productive writing center appointment, so the more experienced the writing fellow, generally the better.
What Students Should Know About This Course For Purposes Of Course Selection
Consider this course if you are interested in extrapolating existential ideas into the context of the future. For example, one play read in Unit Two of the Fall 2016 semester opened with a scene taking place in the year 2046, an age in which all disease had been eradicated. The play follows a man who is subjecting himself to horrible diseases of the past for a display at a museum, so that the public could better understand what suffering looked like in the past. The ideas explored in a paper analyzing the ideas of this play might include, “How does suffering change when physical suffering is completely eliminated.”. Be prepared to dive headfirst into these types of ideas. Do not take this course if you are an athlete. There is a clear athlete bias.