HONS 110-01 – Honors Academic Writing: Using Language to Explore and Solve Problems
Instructor: Emily Lee
MWF 10:00 – 10:50 a.m., fourth hour asynchronous

Honors 110 is a course about writing — specifically, the analytical and process skills that will help you write effectively in a variety of situations. This course asks you to think about writing as a process, a series of conscious choices used to craft an appropriate response to the variety of tasks and situations you’ll encounter as a writer. We will use scholarly texts about writing and language, as well as student writing examples, to help you develop as a writer. Together, we will come to understand how writing involves invention, critical thinking, drafting, revising, researching, synthesizing, and working with new media.

The assignments that you produce will be in a variety of genres and styles that respond to a variety of audiences, problems, and purposes. During the first part of the semester, you will be objectively and formally reporting about a problem in the Charleston community, but for the assignment that follows, you will be critically analyzing language practices to complicate the notion of “standardized language.” Moving into the latter part of the semester, you will be rhetorically analyzing discourse to see how rhetoric works to enable change, which will then be followed by your own construction of discourse to produce change.

This is all to say: while we will spend some class time discussing community, racial, equity, and other social issues, your writing will be the focus of this course. During nearly every class period, you should expect to spend time engaging with writing questions, drafting and revising projects, and/or participating in peer review activities.

This course fulfills the College’s General Education First-Year Writing requirement.

HONS 110-02 – Honors Academic Writing: Using Language to Explore and Solve Problems
Instructor: Emily Lee
MWF 11:00 – 11:50 a.m., fourth hour asynchronous

Honors 110 is a course about writing — specifically, the analytical and process skills that will help you write effectively in a variety of situations. This course asks you to think about writing as a process, a series of conscious choices used to craft an appropriate response to the variety of tasks and situations you’ll encounter as a writer. We will use scholarly texts about writing and language, as well as student writing examples, to help you develop as a writer. Together, we will come to understand how writing involves invention, critical thinking, drafting, revising, researching, synthesizing, and working with new media.

The assignments that you produce will be in a variety of genres and styles that respond to a variety of audiences, problems, and purposes. During the first part of the semester, you will be objectively and formally reporting about a problem in the Charleston community, but for the assignment that follows, you will be critically analyzing language practices to complicate the notion of “standardized language.” Moving into the latter part of the semester, you will be rhetorically analyzing discourse to see how rhetoric works to enable change, which will then be followed by your own construction of discourse to produce change.

This is all to say: while we will spend some class time discussing community, racial, equity, and other social issues, your writing will be the focus of this course. During nearly every class period, you should expect to spend time engaging with writing questions, drafting and revising projects, and/or participating in peer review activities.

This course fulfills the College’s General Education First-Year Writing requirement.

HONS 110-03 – Honors Academic Writing: Academic Writing and the Imagination
Instructor: McKayla Watkins
TR 9:25 – 10:40 a.m., fourth hour asynchronous

What do imagination and creativity have to do with academic writing? How do language, literacy, and storytelling shape our individual and collective imaginations? In this course, students will engage with reading and writing as ongoing, meaning-making processes that involve imagination, creativity, play, and collaboration. Students will participate in class activities, workshops, and discussions that center their own work and the work of their peers; deepen their learning through scholarly research and hands-on experience; and develop their own writing practices by experimenting with ancient and modern writing technologies, ultimately creating their own body of work across analog, digital, and blended contexts. ​

This course fulfills the College’s General Education First-Year Writing requirement.

HONS 110-04 – Texts and Contexts: Using Writing to Engage in Critical Conversations
Instructor: Yunah Kae
MW 4:00 – 5:15 p.m., fourth hour asynchronous

In this course, we will learn to approach writing as a conversation—between the writer and intended (and often unintended) audiences, between scholars and theorists, between self and society, and between history and the present. More specifically, “writing conversations” means understanding both text and context: What is the conversation that you are inserting yourself into through your writing? How are you identifying or understanding existing current problems through reading, and how might your writing solve them, or throw new light on the issues at hand?

In order to address these questions, our writing assignments will respond to a variety of audiences, problems, and purposes, and we will cover a range of different writing genres and styles—including the personal narrative, the analytical essay, and the multimodal composition. You will also learn to grapple with concepts of language, literacy, and rhetorical situation, and how they are necessarily embedded in broader contexts of economics, social equity, and race.  

Over the course of the semester, students will read a variety of scholarly texts to situate and contextualize their own writing, participate in group activities and discussion, and engage in writing through critical thinking, drafting, peer response, revising, researching, and conferencing.

This course fulfills the College’s General Education First-Year Writing requirement.

HONS 110-05 – Honors Academic Writing: The Rhetoric of Service and Community Engagement
Instructor: Jesslyn Collins-Frohlich
TR 12:15 – 1:30 p.m., fourth hour asynchronous

What does it mean to engage a community, to serve the people in it? How are our ideas of service and citizenship shaped by public rhetoric or narratives of power? How do community organizations negotiate the rhetoric about social issues and the people they serve? Where do you, as an Honors student, fit into this larger discussion? This course uses reflection and research to begin to answer these questions and understand your own Honors Engaged experience. Class readings and discussions provide critical frameworks and analytical skills, and direct engagement with a community partner or issue gives valuable opportunities for service learning. These frameworks and experiences will be synthesized in several essays, a multimodal project, and reflective activities. For example, you will begin the semester by writing your own engagement narrative, which interrogates how you came to your current understanding of civic engagement and service. In the second half of the semester, you will take on written assignments that ask you to synthesize class discussions, research, community engagement and personal reflection for a number of different audiences and modalities.

This course fulfills the College’s General Education First-Year Writing requirement.

HONS 110-06 – Honors Academic Writing: The Rhetoric of Service and Community Engagement
Instructor: Jesslyn Collins-Frohlich
TR 1:40 – 2:55 p.m., fourth hour asynchronous

What does it mean to engage a community, to serve the people in it? How are our ideas of service and citizenship shaped by public rhetoric or narratives of power? How do community organizations negotiate the rhetoric about social issues and the people they serve? Where do you, as an Honors student, fit into this larger discussion? This course uses reflection and research to begin to answer these questions and understand your own Honors Engaged experience. Class readings and discussions provide critical frameworks and analytical skills, and direct engagement with a community partner or issue gives valuable opportunities for service learning. These frameworks and experiences will be synthesized in several essays, a multimodal project, and reflective activities. For example, you will begin the semester by writing your own engagement narrative, which interrogates how you came to your current understanding of civic engagement and service. In the second half of the semester, you will take on written assignments that ask you to synthesize class discussions, research, community engagement and personal reflection for a number of different audiences and modalities.

This course fulfills the College’s General Education First-Year Writing requirement.