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Courses & Topics

In the Writing Seminar Program, we introduce students to Academic Writing, practice compositional technique, and develop their research skills through a specific theme each semester.

  • Writing 101

    The goal of this course is to introduce students to the MMC academic community, while
    practicing the critical thinking, reading, writing, and oral presentation skills necessary for their
    academic and professional lives. Students will explore a selected topic from several disciplinary
    perspectives in an intimate classroom environment. Through a series of written essays
    and presentation assignments, students will engage in the recursive process of professional level composition, including invention, drafting, revision, peer-feedback, and editing. 

  • Writing 102

    This course is the second of the two writing courses requirement of students. We strongly encourage students to enroll in Writing 102 immediately following the successful completion of Writing Seminar I.  This course emphasizes the development of research skills through exercises in the selection of research topics, the use of a variety of library resources, and the evaluation of research materials, leading to the development of an extensive academic argument. In preparation for this major project, students will explore a selected topic from several disciplinary perspectives through a series of written essays and oral presentation assignments. Throughout the term, instructor-student conferences facilitate individualized criticism of research procedures and the development of the final paper.

  • Writing 201

    Advanced Writing Seminar introduces students to the MMC academic community while continuing to strengthen the critical reading, writing, research, and oral presentation skills necessary for both their scholarly and professional lives. Students explore a topic from several disciplinary perspectives, conduct extensive research, and learn to appreciate the advantages of interdisciplinary study. Through a series of advanced written assignments, students engage in the recursive process of professional-level composition, including invention, drafting, revision, peer feedback, and editing. Students learn how to propose, formulate, develop and present an original academic project, based on extensive independent research. This course is enrollment-through-placement only.

  • Introduction Courses

    Writing 009 - Introduction to Writing

    This course is designed to meet student needs as they arise, providing skills-centered support for WRIT 010. In this lab, WRIT 010’s academic essays are scaffolded, as instructors aid students in the development of their individual writing processes. In-class time is allotted for essay drafting and revision, as well as for grammar, style, peer workshops, writing lessons, critical thinking and rhetorical exercises, reflective practice, and skills transfer.

    Writing 010 - Effective Thinking

    This course introduces students to a variety of active reading, thinking, writing, and reflective strategies. Emphasis will be given to thinking through writing—and especially approaches for invention, drafting, and revision—and to understanding organizational structures and thinking patterns used in academic writing. Students learn their individual writing processes while composing a series of essays that build toward those in WRIT 101.

    Writing 011- Writing Lab

    This course is a flexibly-designed support lab for WRIT 101. Students receive supplemental skills instruction and further practice with professional-level composition as they invent, draft, and revise WRIT 101’s academic essays.  Writing lab reinforces strategies for active reading, thinking through writing, and ethical engagement with sources, allotting in-class time for student needs as they arise, and emphasizing skills transfer and reflective practice.

Click here for the Spring 2019 Writing 102 Topics

Some of the past WRIT 102 themes have included: 

  • Art and Politics
  • Economics and Social Justice
  • Gender Around the World
  • Hispanic New York
  • Literature in the Time of AIDS
  • NYC in the 1920’s
  • Perspectives on Suffering
  • Representation of Disability
  • Stepping Off: Choreographing a City
  • What Does Fandom Do?
  • Writing the Disaster
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  • <span class="lw_profiles_image" style="float: left;"><img align="left"><span class="lw_item_thumb"><a href="/live/profiles/2834-singing-narrative-multi-modal-essay"><img src="/live/image/gid/126/width/120/height/120/crop/1/src_region/35,0,617,582/19214_Anneka_Photo.rev.1541179662.png" alt="Singing: Narrative Multi-Modal Essay" title="Singing: Narrative Multi-Modal Essay" class="lw_image" width="120" height="120" srcset="/live/image/scale/2x/gid/126/width/120/height/120/crop/1/src_region/35,0,617,582/19214_Anneka_Photo.rev.1541179662.png 2x, /live/image/scale/3x/gid/126/width/120/height/120/crop/1/src_region/35,0,617,582/19214_Anneka_Photo.rev.1541179662.png 3x" data-max-w="718" data-max-h="582"/></a></span></img></span><a href="/live/profiles/2834-singing-narrative-multi-modal-essay"><div class="lw_profiles_name"><a href="/live/profiles/2834-singing-narrative-multi-modal-essay">Singing: Narrative Multi-Modal Essay</a></div></a><strong><div class="lw_profiles_216">Anneka Miller ’22, Theatre and New Media</div></strong><div class="lw_profiles_description"><p> “…I found my language, singing. Singing was and still is my most efficient means of communication and expressing myself.” Watch Anneka’s full project <a href="https://www.youtube.com/watch?v=PXCPEXxrrT8&feature=youtu.be" target="_blank" rel="noopener noreferrer">here</a>.</p><p> Instead of a linguistic essay, students in WRIT 201 were asked to produce a piece that had the arc and depth of an essay in one or more of the following modes: spatial, aural, visual, or gestural.</p></div>
  • <span class="lw_profiles_image" style="float: left;"><img align="left"><span class="lw_item_thumb"><a href="/live/profiles/2833-language-and-identity-in-theatre-multi-modal-essay"><img src="/live/image/gid/126/width/120/height/120/crop/1/src_region/289,0,707,418/19213_Blake_Prezi.rev.1541174017.png" alt="Language and Identity in Theatre Multi-Modal Essay" title="Language and Identity in Theatre Multi-Modal Essay" class="lw_image" width="120" height="120" srcset="/live/image/scale/2x/gid/126/width/120/height/120/crop/1/src_region/289,0,707,418/19213_Blake_Prezi.rev.1541174017.png 2x, /live/image/scale/3x/gid/126/width/120/height/120/crop/1/src_region/289,0,707,418/19213_Blake_Prezi.rev.1541174017.png 3x" data-max-w="810" data-max-h="418"/></a></span></img></span><a href="/live/profiles/2833-language-and-identity-in-theatre-multi-modal-essay"><div class="lw_profiles_name"><a href="/live/profiles/2833-language-and-identity-in-theatre-multi-modal-essay">Language and Identity in Theatre Multi-Modal Essay</a></div></a><strong><div class="lw_profiles_216">Blake Ehrlichman ’22, BFA Acting</div></strong><div class="lw_profiles_description"><p> “In that moment there was no going back and I used my voice to its full potential. I felt heard in what I was expressing to them.” Watch Blake’s full Prezi <strong><a href="https://prezi.com/tmiakj5abaef/language-and-identity-in-theatre/?utm_campaign=share&utm_medium=copy" target="_blank" rel="noopener noreferrer">here</a></strong>.</p><p> Instead of a linguistic essay, students in WRIT 201 were asked to produce a piece that had the arc and depth of an essay in one or more of the following modes: spatial, aural, visual, or gestural.</p></div>
  • <span class="lw_profiles_image" style="float: left;"><img align="left"><span class="lw_item_thumb"><a href="/live/profiles/2839-artistry-and-language-spoken-word-project"><img src="/live/image/gid/126/width/120/height/120/crop/1/src_region/0,0,1174,774/19219_Craig_Screenshot.rev.1541188686.png" alt="Artistry and Language: Spoken Word Project" title="Artistry and Language: Spoken Word Project" class="lw_image" width="120" height="120" srcset="/live/image/scale/2x/gid/126/width/120/height/120/crop/1/src_region/0,0,1174,774/19219_Craig_Screenshot.rev.1541188686.png 2x, /live/image/scale/3x/gid/126/width/120/height/120/crop/1/src_region/0,0,1174,774/19219_Craig_Screenshot.rev.1541188686.png 3x" data-max-w="1174" data-max-h="774"/></a></span></img></span><a href="/live/profiles/2839-artistry-and-language-spoken-word-project"><div class="lw_profiles_name"><a href="/live/profiles/2839-artistry-and-language-spoken-word-project">Artistry and Language: Spoken Word Project</a></div></a><strong><div class="lw_profiles_216">Craig Jameson ’22, BFA Acting</div></strong><div class="lw_profiles_description"><p> “I felt it within me. I didn’t really know what it was and I was afraid of it. I called it this “pit”, this “fire,” I called it this “well” because I felt like there was something there that when I knew what it was I would be able to do something with it.” Watch Craig’s full piece <strong><a href="https://drive.google.com/file/d/1lenXtOXr8S8DvvL_ogZWErwkcwyK_tGI/view" target="_blank" rel="noopener noreferrer">here</a></strong>. </p></div>
  • <span class="lw_profiles_image" style="float: left;"><img align="left"><span class="lw_item_thumb"><a href="/live/profiles/2837-immigration-and-assimilation-interactive-map"><img src="/live/image/gid/126/width/120/height/120/crop/1/src_region/0,0,962,922/19217_Vanessa_Photo.rev.1541183832.png" alt="Immigration and Assimilation: Interactive Map Project" title="Immigration and Assimilation: Interactive Map Project" class="lw_image" width="120" height="120" srcset="/live/image/scale/2x/gid/126/width/120/height/120/crop/1/src_region/0,0,962,922/19217_Vanessa_Photo.rev.1541183832.png 2x, /live/image/scale/3x/gid/126/width/120/height/120/crop/1/src_region/0,0,962,922/19217_Vanessa_Photo.rev.1541183832.png 3x" data-max-w="962" data-max-h="922"/></a></span></img></span><a href="/live/profiles/2837-immigration-and-assimilation-interactive-map"><div class="lw_profiles_name"><a href="/live/profiles/2837-immigration-and-assimilation-interactive-map">Immigration and Assimilation: Interactive Map Project</a></div></a><strong><div class="lw_profiles_216">Vanessa Sheldon ’22</div></strong><div class="lw_profiles_description"><p> “I decided to specifically focus on New York City due to the unique concentration of cultures and since NYC has typically been considered an area of mass immigration.” Check out Vanessa’s entire project <strong><a href="http://vanessa-visualessay.webflow.io/" target="_blank" rel="noopener noreferrer">here</a></strong>. </p><p> Instead of a linguistic essay, students in WRIT 201 were asked to produce a piece that had the arc and depth of an essay in one or more of the following modes: spatial, aural, visual, or gestural.</p></div>
  • <span class="lw_profiles_image" style="float: left;"><img align="left"><span class="lw_item_thumb"><a href="/live/profiles/2835-the-voices-of-resistance-multi-modal-essay"><img src="/live/image/gid/126/width/120/height/120/crop/1/src_region/0,0,654,942/19215_Daniela_Photo.rev.1541180211.png" alt="The Voices of Resistance Multi-Modal Essay" title="The Voices of Resistance Multi-Modal Essay" class="lw_image" width="120" height="120" srcset="/live/image/scale/2x/gid/126/width/120/height/120/crop/1/src_region/0,0,654,942/19215_Daniela_Photo.rev.1541180211.png 2x, /live/image/scale/3x/gid/126/width/120/height/120/crop/1/src_region/0,0,654,942/19215_Daniela_Photo.rev.1541180211.png 3x" data-max-w="654" data-max-h="942"/></a></span></img></span><a href="/live/profiles/2835-the-voices-of-resistance-multi-modal-essay"><div class="lw_profiles_name"><a href="/live/profiles/2835-the-voices-of-resistance-multi-modal-essay">The Voices of Resistance Multi-Modal Essay</a></div></a><strong><div class="lw_profiles_216">Daniela Garduno ’22, Politics and Human Rights</div></strong><div class="lw_profiles_description"><p> “For this project, instead of focusing on literal languages, I decided to reflect on how language in our society is used for and against people who identity as women.” Check out Daniela Garduno’s full presentation <a href="https://docs.google.com/presentation/d/1T8BxMPZqevTd_7UlSs3jL5HDKjPSd3yMVs6PX16iMzg/present?ueb=true&slide=id.g439e735a0d_0_7" target="_blank" rel="noopener noreferrer">here</a>. </p><p> Instead of a linguistic essay, students in WRIT 201 were asked to produce a piece that had the arc and depth of an essay in one or more of the following modes: spatial, aural, visual, or gestural.</p></div>
  • <span class="lw_profiles_image" style="float: left;"><img align="left"><span class="lw_item_thumb"><a href="/live/profiles/2838-tastes-a-lot-like-love-spoken-word-project"><img src="/live/image/gid/126/width/120/height/120/crop/1/src_region/0,0,1164,650/19218_Lea_Screenshot.rev.1541187404.png" alt="Tastes A Lot Like Love Spoken Word Project" title="Tastes A Lot Like Love Spoken Word Project" class="lw_image" width="120" height="120" srcset="/live/image/scale/2x/gid/126/width/120/height/120/crop/1/src_region/0,0,1164,650/19218_Lea_Screenshot.rev.1541187404.png 2x, /live/image/scale/3x/gid/126/width/120/height/120/crop/1/src_region/0,0,1164,650/19218_Lea_Screenshot.rev.1541187404.png 3x" data-max-w="1164" data-max-h="650"/></a></span></img></span><a href="/live/profiles/2838-tastes-a-lot-like-love-spoken-word-project"><div class="lw_profiles_name"><a href="/live/profiles/2838-tastes-a-lot-like-love-spoken-word-project">Tastes A Lot Like Love Spoken Word Project</a></div></a><strong><div class="lw_profiles_216">Lea Khy ’22, International Studies and Behavioral Neuroscience</div></strong><div class="lw_profiles_description"><p> “Some emotions need not to be spoken and so, I guess, a good meal can taste a lot like love sometimes.” Watch Lea’s full film video project <a href="https://www.youtube.com/watch?v=43frl9HZkEA&feature=youtu.be" target="_blank" rel="noopener noreferrer">here</a>. </p><p> Instead of a linguistic essay, students in WRIT 201 were asked to produce a piece that had the arc and depth of an essay in one or more of the following modes: spatial, aural, visual, or gestural.</p></div>
  • <span class="lw_profiles_image" style="float: left;"><img align="left"><span class="lw_item_thumb"><a href="/live/profiles/2836-spanish-language-and-identity-multi-modial-project"><img src="/live/image/gid/126/width/120/height/120/crop/1/src_region/0,0,1018,1018/19216_Grace_photo.rev.1541183226.png" alt="Spanish Language and Identity Multi-Modial Project" title="Spanish Language and Identity Multi-Modial Project" class="lw_image" width="120" height="120" srcset="/live/image/scale/2x/gid/126/width/120/height/120/crop/1/src_region/0,0,1018,1018/19216_Grace_photo.rev.1541183226.png 2x, /live/image/scale/3x/gid/126/width/120/height/120/crop/1/src_region/0,0,1018,1018/19216_Grace_photo.rev.1541183226.png 3x" data-max-w="1018" data-max-h="1018"/></a></span></img></span><a href="/live/profiles/2836-spanish-language-and-identity-multi-modial-project"><div class="lw_profiles_name"><a href="/live/profiles/2836-spanish-language-and-identity-multi-modial-project">Spanish Language and Identity Multi-Modial Project</a></div></a><strong><div class="lw_profiles_216">Grace Sarzynski ’22, Politics and Human Rights</div></strong><div class="lw_profiles_description"><p> “When I switch back to English from Spanish, I lose all confidence and bravado that speaking Spanish brought me.” Listen to Grace’s full <a href="https://www.youtube.com/watch?v=35rj4i9DL2A" target="_blank" rel="noopener noreferrer">project</a> here. </p><p> Instead of a linguistic essay, students in WRIT 201 were asked to produce a piece that had the arc and depth of an essay in one or more of the following modes: spatial, aural, visual, or gestural.</p></div>
  • <span class="lw_profiles_image" style="float: left;"><img align="left"><span class="lw_item_thumb"><a href="/live/profiles/2842-a-friendly-guide-to-gender-inclusivity-project"><img src="/live/image/gid/126/width/120/height/120/crop/1/src_region/59,0,632,573/19264_Brighton_booklet.rev.1542055835.png" alt="A Friendly Guide to Gender Inclusivity Project" title="A Friendly Guide to Gender Inclusivity Project" class="lw_image" width="120" height="120" srcset="/live/image/scale/2x/gid/126/width/120/height/120/crop/1/src_region/59,0,632,573/19264_Brighton_booklet.rev.1542055835.png 2x, /live/image/scale/3x/gid/126/width/120/height/120/crop/1/src_region/59,0,632,573/19264_Brighton_booklet.rev.1542055835.png 3x" data-max-w="694" data-max-h="622"/></a></span></img></span><a href="/live/profiles/2842-a-friendly-guide-to-gender-inclusivity-project"><div class="lw_profiles_name"><a href="/live/profiles/2842-a-friendly-guide-to-gender-inclusivity-project">A Friendly Guide to Gender Inclusivity Project</a></div></a><strong><div class="lw_profiles_216">Brighton Horan ’22, Theater Directing Concentration</div></strong><div class="lw_profiles_description"><p> “One of the best things you can do is to keep on trying. Try to learn. Try to explore. Try to ask questions, even if it’s hard! Try to love, not just tolerate. Love the differences. Normalize the differences…” Read through Brighton’s project <strong><a class="file file_2388 lw_files_pdf" title="Brighton Horan MM Essay.pdf" href="/live/files/2388-brighton-horan-mm-essaypdf" target="_blank" rel="noopener noreferrer">here</a></strong>. </p></div>