General Education Requirements for Traditional Undergraduate Students
APU’s General Education program comprises five major outcome areas, and all of these requirements must be met by approved courses:
- Intellectual and Practical Skills
- Biblical, Theological, and Philosophical Formation
- Knowledge of Human Cultures and the Physical and Natural World
- Personal and Social Responsibility
- Integrative and Applied Learning
All courses approved to satisfy General Education requirements are identified in the class schedule and are included on the list of approved General Education courses; this list can be found below on this page, as well as at the Student Services Center and at the Academic Success Center. Additional courses may be approved in the future, or some current courses may be removed in the future. Students are encouraged to take their General Education courses throughout all their years at APU.
Even though students work closely with a faculty advisor in determining their General Education requirements, the responsibility for fulfilling these requirements is solely that of the student. For more information, contact the Academic Success Center.
All students are required to access their Web-based Academic Requirements Report (through home.apu.edu) under the Academics section for information regarding their major and General Education requirements and fulfillment of these requirements. Any questions about the application of transfer courses for course requirements should be directed to the Academic Success Center.
For additional information regarding the General Education program, visit either General Education for APU Students, or the General Education website tailored for faculty and staff.
Note: Bachelor of Music majors are not required to take the Fitness for Life, Oral Communication, Foreign Language, Math, or Humanities: Fine Arts requirements. This statement does NOT apply to Bachelor of Arts music majors.
Courses listed in 2 categories cannot satisfy both requirements; students must choose which category the course will fulfill. The sole exception to this rule is UNRS 386, a 6-unit course course that is a combination of two other GE courses that meets the Intercultural Competence and the Civic Knowledge and Engagement categories.
Intellectual and Practical Skills
Inquiry and Analysis, Critical and Creative Thinking, Written and Oral Communication, Personal Wellness, Quantitative Literacy, Information Literacy, and Teamwork and Problem Solving.
| Code | Title | Units |
|---|---|---|
| GE 100 | First-Year Seminar 1 | 3 |
| WRIT 110 | Writing 1: The Art and Craft of Writing | 3 |
| Writing 2 | 3 | |
| Select one of the following: | ||
| Writing 2: Writing for Christian Practice | ||
| Writing 2: Philosophy of Math, Logic, and Language | ||
| Writing 2: Philosophical Writing in C. S. Lewis | ||
| Writing 2: Writing in Religion, Cinema, and Popular Culture | ||
| Writing 2: Writing for the Humanities in Spanish | ||
| Writing 2: Writing in the Humanities | ||
| Writing 2: Film Analysis and Criticism | ||
| Writing 2: Writing for Visual Thinkers | ||
| Writing 2: Writing about Music | ||
| Writing 2: Scientific Writing | ||
| Writing 2: Physical Activity and Health Promotion | ||
| Writing 2: Entrepreneurial Tech Start-ups | ||
| Writing 2: Mathematical Careers and Callings | ||
| Writing 2: Psychology Subdisciplines and Career Trajectories | ||
| Writing 2: Writing in Business | ||
| Writing 2: Criminal Justice Research Methods | ||
| Writing 2: Writing Ethnography in the Social Sciences | ||
| Writing 2: Theoretical Frameworks in Nursing | ||
| Writing 3 | 3 | |
| Select one of the following: | ||
| Writing 3: Accounting Ethics | ||
| Writing 3: History of Modern Art and Architecture | ||
| Writing 3: Ethics and the Sciences | ||
| Writing 3: Business Ethics | ||
| Writing 3: Screenwriting | ||
| Writing 3: Nonfiction Writing for Visual Media | ||
| Writing 3: Criminal Justice Research Design | ||
| Writing 3: Senior Capstone in Criminal Justice | ||
| Writing 3: Writing for Communication | ||
| Writing 3: Ethics in Computing and Engineering | ||
| Writing 3: Visual Storytelling and Design Identity | ||
| Writing 3: Education and Professional Ethics | ||
| Writing 3: Advanced Composition | ||
| Writing 3: Engineering Management, Economics, and Ethics | ||
| Writing 3: Global Study Project | ||
| Writing 3: Historical Research and Writing | ||
| Writing 3: Research Methods in Kinesiology | ||
| Writing 3: Mathematical Reading, Writing, and Presentation | ||
| Writing 3: Culture and Ministry | ||
| Writing 3: Baroque, Classical, and Early Romantic Music Literature | ||
| Writing 3: Concepts of Human Nature | ||
| Writing 3: Advanced Laboratory | ||
| Writing 3: Research and Writing | ||
| Writing 3: Senior Seminar in Psychology and Christian Integration | ||
| Writing 3: Public Relations Writing for Campaigns | ||
| Writing 3: Qualitative Social Research Methods | ||
| Writing 3: Quantitative Social Research Methods | ||
| Writing 3: Social Work Research Project | ||
| Writing 3: Survey of the Literature of the Spanish-Speaking World | ||
| Writing 3: The Formation of Early Christianity | ||
| Writing 3: American Christianity | ||
| Writing 3: The History of Christian Spirituality | ||
| Global Christianity | ||
| Writing 3: Playwriting | ||
| Writing 3: Ethics in Theater, Film, and Television | ||
| Writing 3: Women in the Biblical Tradition | ||
| Writing 3: Ethics and Issues in Health Care | ||
| Writing 3: Writing Within and Between Disciplines | ||
| Oral Communication 2 | 3 | |
| Select one of the following: | ||
| Business Communications | ||
| Public Communication | ||
| Introduction to Computer Science I and Database Management Systems and Senior Capstone Project | ||
| Introduction to Computer Science I and Digital Logic Systems and Senior Design Project II | ||
| Public Speaking in Spanish | ||
| Beginning Voice for the Actor and Intermediate Voice for the Actor | ||
| Personal Wellness 3 | 1 | |
| Select one of the following: | ||
| Varsity Baseball: Men | ||
| Varsity Basketball: Men | ||
| Varsity Track and Field: Men and Women | ||
| Varsity Cross Country: Men and Women | ||
| Varsity Tennis: Men and Women | ||
| Varsity Football: Men | ||
| Varsity Basketball: Women | ||
| Varsity Volleyball: Women | ||
| Varsity Soccer: Men | ||
| Varsity Soccer: Women | ||
| Varsity Softball: Women | ||
| Varsity Swimming and Diving: Women | ||
| Varsity Water Polo: Women | ||
| Varsity Acrobatics and Tumbling | ||
| Varsity Cheer | ||
| Fitness for Life: Walking/Jogging | ||
| Fitness for Life: Cycling | ||
| Fitness for Life: Basketball | ||
| Fitness for Life: Beginning Swimming and Conditioning | ||
| Fitness for Life: Ultimate Frisbee | ||
| Fitness for Life: Flag Football | ||
| Fitness for Life: Recreational Games | ||
| Fitness for Life: Weight Training | ||
| Fitness for Life: Cardio Strength Fusion | ||
| Fitness for Life: Triathlon | ||
| Fitness for Life: Dance for the Theater | ||
| Fitness for Life: Hiking | ||
| Fitness for Life: Yoga | ||
| Fitness for Life: Sand Volleyball | ||
| Fitness for Life: Soccer | ||
| Fitness for Life: 5K (Beginning) | ||
| Fitness for Life: 5k (Intermediate) | ||
| Fitness for Life: Zumba | ||
| Fitness for Life: Kinesiology | ||
| Quantitative Literacy | 3 | |
| Select one of the following: | ||
| Business Statistics | ||
| College Algebra | ||
| Mathematics in Society | ||
| Introduction to Statistics | ||
| Statistics and Data Management for Nursing and Health Care | ||
| Total Units | 19 | |
- 1
Due to the first-year focus of GE 100 (First-Year Seminar), students who fail this course in their first semester will be required to repeat the course during their next semester at APU.
- 2
ENGR 120 may be taken in place of CS 120, as these are crosslisted courses.
CS 242 may be taken in place of ENGR 240, as these are crosslisted courses.
- 3
The Personal Wellness General Education category is only required for traditional undergraduate students with less than 60 transfer units.
Knowledge of Human Cultures and the Physical and Natural World
| Code | Title | Units |
|---|---|---|
| History | 3 | |
| Select one of the following: | ||
| World Civilizations to 1648 | ||
| World Civilizations Since 1648 | ||
| United States History to 1877 | ||
| United States History Since 1877 | ||
| Core Texts in History | ||
or HUM 321 | Core Texts in History | |
| Late Romantic and 20th-Century Music Literature (Bachelor of Music Majors only) | ||
| Literature | 3 | |
| Select one of the following: | ||
| Studies in Literature | ||
| English Literature to 1789 | ||
| World Literature to the Renaissance | ||
| English Literature Since 1789 | ||
| World Literature Since the Renaissance | ||
| American Literature to 1865 | ||
| American Literature Since 1865 | ||
| Core Texts in Literature | ||
or HUM 322 | Core Texts in Literature | |
| Literary Masters | ||
| Fine Arts | 3 | |
| Select one of the following: | ||
| Ceramics I | ||
| Drawing I | ||
| Introduction to Art | ||
| Photography I | ||
| Fundamental Art Experiences | ||
| History of Ancient Art and Architecture | ||
| History of Contemporary Art and Architecture | ||
| History of Early Christian and Medieval Art and Architecture | ||
| History of Renaissance to Rococo Art and Architecture | ||
| Multicultural Art | ||
| Christianity and the Creative Process | ||
| Introduction to Digital Filmmaking | ||
| History of Television and Digital Media | ||
| History of Film | ||
| Using Digital Media in a Visual World | ||
| Core Texts in Aesthetics | ||
or HUM 323 | Core Texts in Aesthetics | |
| Music Fundamentals | ||
| Music Theory I | ||
| Christianity and the Creative Process | ||
| Introduction to Acting | ||
| Introduction to Theater | ||
| Acting Shakespeare | ||
| Social Sciences | 3 | |
| Select one of the following: | ||
| Introduction to Criminal Justice | ||
| Impact of Social Media | ||
| Survey of Economics | ||
| Principles of Macroeconomics | ||
| Globalization and Development | ||
| Organizational Leadership | ||
| Managing Diverse Teams and Groups | ||
| General Psychology | ||
| Human Growth and Development | ||
| Psychology of Child and Adolescent Development | ||
| Introduction to Sociology | ||
| Science of Teaching I: How Students Learn | ||
| Natural Sciences (with lab) | 4 | |
| Select one of the following: | ||
| Biology and Society † | ||
| General Biology I | ||
| Human Anatomy and Physiology II | ||
| Humans and the Environment | ||
| Chemistry and Society | ||
| General, Organic, and Biological Chemistry for the Health Sciences | ||
| General Chemistry I | ||
| Science and Technology for Everyday Applications | ||
| Earth Science | ||
| Introduction to Astronomy | ||
| Physics for Life Sciences I | ||
| Physics for Science and Engineering I | ||
| Ancient and Modern Languages 1 | ||
| American Sign Language I and American Sign Language II | ||
| Elementary Chinese I and Elementary Chinese II | ||
| Elementary French I and Elementary French II | ||
| Elementary German I and Elementary German II | ||
| Elementary Greek I and Elementary Greek II | ||
| Elementary Classical Greek I and Elementary Classical Greek II | ||
| Elementary Hebrew I and Elementary Hebrew II | ||
| Elementary Japanese I and Elementary Japanese II | ||
| Elementary Latin I and Elementary Latin II | ||
| Modern Language I and Modern Language II | ||
| Elementary Spanish I and Elementary Spanish II † | ||
| Elementary Spanish I for Healthcare Professionals and Elementary Spanish II for Healthcare Professionals | ||
| English for Academic Purposes I and English for Academic Purposes II | ||
| Total Units | 16 | |
- †
This course is available through one or more of the APU Study Away Semester programs. See full program options at: GE and Study Away.
- 1
Ancient and Modern Languages is a proficiency requirement that may be met by taking OPIc, SAT, AP, CLEP, or FLATS test score, or completion of an APU language course numbered 102 or higher. APU language courses are listed here for reference.
Biblical, Theological, and Philosophical Formation
Interpretation, analysis, and application of scriptural principles.
| Code | Title | Units |
|---|---|---|
| MIN 108 | Christian Life, Faith, and Ministry | 3 |
| UBBL 100 | Introduction to Biblical Literature: Exodus/Deuteronomy | 3 |
| UBBL 230 | Luke/Acts | 3 |
| or UBBL 235 | Luke/Acts through a Latinx Lens | |
| Philosophy | 3 | |
| Select one of the following: | ||
| Core Texts in Philosophy | ||
or HUM 324 | Core Texts in Philosophy | |
| Introduction to Philosophy | ||
| Theology | 3 | |
| Select one of the following: | ||
| Core Texts in Christianity | ||
| Theology and the Christian Life | ||
| Faith and the Arts | ||
| Church History: Apostolic Era to the Eve of the Reformation | ||
| Church History from the Eve of the Reformation to the Present | ||
| Upper-Division Bible | 3 | |
| Select one of the following: | ||
| The Rise of the King: I and II Samuel | ||
| Old Testament Prophets | ||
| Ruth and Esther | ||
| Psalms and Wisdom | ||
| Life and Teachings of Jesus | ||
| The Gospel and Letters of John | ||
| Romans and Galatians | ||
| Thessalonian and Corinthian Epistles | ||
| Biblical Lands and Cultures | ||
| Total Units | 18 | |
Personal and Social Responsibility
Civic Knowledge and Engagement (local and global), Intercultural Knowledge and Competence, Ethical Reasoning and Action, and Foundations and Skills for Lifelong Learning.
| Code | Title | Units |
|---|---|---|
| Civic Knowledge and Engagement | 3 | |
| Select one of the following: 1 | ||
| Ecology | ||
| Personal Finance | ||
| Business and Entrepreneurship | ||
| Civic Engagement Through Media | ||
| Criminal Justice, Civic Engagement and Social Responsibility | ||
| Applied Design | ||
| Urban and Regional Economics | ||
| Introduction to Teaching as a Profession K-12 | ||
| Introduction to Teaching as a Profession (7-12) | ||
| Introduction to Engineering and Computing | ||
| Civic Engagement Through Games | ||
| Contemporary Global Issues | ||
| Urban Society | ||
| Principles and Practice of Community Engagement | ||
| Civic Knowledge and Engagement | ||
| Press Theory and Democracy | ||
| Disability, Movement, and Inclusive Engagement | ||
| Organizational and Administrative Behavior | ||
| Consumer Behavior: An Applied Approach | ||
MUS XXX - 4 Semesters of Musical Ensembles | ||
| Urban and Regional Economics | ||
| Public Administration Practicum † | ||
| Practical Ethics | ||
| Science and Technology for Everyday Applications | ||
| American Government | ||
| Political Psychology | ||
| Introduction to Social Work | ||
| Politics and Society in Latin America | ||
| Schools and Educational Systems | ||
| Theater for Social Change | ||
| Community Health Nursing | ||
| Population and Community Health Nursing 2 | ||
| Exploring Vocation | ||
| Intercultural Competence | 3 | |
| Select one of the following: | ||
| International Business | ||
| Film and Social Issues | ||
| World Cinema | ||
| Intercultural Communication † | ||
| STEM as Vocation | ||
| Diversity in the Classroom | ||
| American Ethnic Literature | ||
| STEM as Vocation | ||
| Introduction to Ethnic Studies | ||
| The Asian American Experience | ||
| The African American Experience | ||
| The Chicano(a)/Latino(a) Experience | ||
| Native American/Indigenous Experience | ||
| Anthropology for Everyday Life | ||
| Intercultural Communication | ||
| Immigration and Integration | ||
| Cultural History/Travel Study † | ||
| History of American Immigration | ||
| Intercultural Knowledge and Competence | ||
| Intercultural Ministries | ||
| Race, Reconciliation, and Ministry | ||
| Principles of Marketing | ||
| Introduction to World Music | ||
| Soul Music | ||
| Classical Chinese Ethics | ||
| Race, Sex and Science | ||
| Classical Chinese Ethics | ||
| Multicultural Psychology | ||
| World Religions | ||
| Judaism: A Story of Hope | ||
| Islam: The Way of Submission | ||
| Hinduism: Karma, Dharma, and Yoga | ||
| East Asian Religions and Mindfulness | ||
| Race and Ethnicity | ||
| Human Diversity | ||
| Social Justice Foundations for Human Rights | ||
| Spanish Conversation and Community | ||
| The Soul of Teaching: Tapestry of American Education | ||
| Global Christianity | ||
| Theology from the Margins | ||
| History of Theater to the Nineteenth Century | ||
| Biblical Lands and Cultures | ||
| Global Biblical Interpretation | ||
| International Health Nursing † | ||
| Urban/Rural Health Nursing | ||
| Population and Community Health Nursing 2 | ||
| Total Units | 6 | |
- 1
The Civic Engagement requirement may also be met with 4 semesters of music performing ensembles and a civic engagement paper to be completed during the fourth semester. See the School of Music section of this catalog for a list of options.
- 2
UNRS 386 is a 6-unit course that combines content from UNRS 382 and UNRS 384. When completed, this course meets the General Education requirements for Civic Knowledge and Engagement, and for Intercultural Competence.
- †
This course is available through one or more of the APU Study Away Semester programs. See full program options at: GE and Study Away.
Integrative and Applied Learning*
| Code | Title | Units |
|---|---|---|
| Integrative and Applied Learning | 0-6 (3 average) | |
| Select one of the following: | ||
| Portfolio | ||
| Genetics | ||
| Neurobiology | ||
| Practicum and Topics in Allied Health | ||
| Instrumental Analysis: Theory and Instrumental Analysis - Lab | ||
| Capstone Project in Cinematic Arts | ||
| Production Capstone | ||
| Criminal Justice Internship | ||
| Senior Capstone in Criminal Justice | ||
| Communication Internship | ||
| Software Engineering | ||
| Computer Science Internship | ||
| Portfolio | ||
| Foundations of Education Capstone | ||
| Writing Internship | ||
| English and the Professions | ||
| Engineering Internship | ||
| Game Studio Capstone I | ||
| Game Studio Capstone II | ||
| Sustainable Societies | ||
| Senior Seminar in Faith and History | ||
| Internship in Exercise Science | ||
| Mathematics Senior Seminar | ||
| Principles of Management | ||
| Project Management | ||
| Business Management Internship | ||
| Strategic Management | ||
| Senior Seminar: Church and Society | ||
| Senior Recital | ||
| Senior Project in Commercial Music | ||
| Program Implementation and Evaluation † | ||
| Methods in Physical Education: 7-12 | ||
| Senior Seminar | ||
| Physics Research Seminar and Physics Thesis | ||
| Senior Seminar: Religion and Politics | ||
| Field Experience † | ||
| Research Experience | ||
| Field Internships | ||
| Senior Practicum Seminar I | ||
| Spanish Capstone Seminar | ||
| Clinical Practice I: Mild to Moderate Disabilities and Clinical Practice II: Mild to Moderate Disabilities | ||
| Clinical Practice I: Moderate to Severe Disabilities and Clinical Practice II: Moderate to Severe Disabilities | ||
| Clinical Practice I: Multiple Subject Credential and Clinical Practice II: Multiple Subject Credential | ||
| Clinical Practice I: Single Subject Credential and Clinical Practice II: Single Subject Credential | ||
| Senior Seminar: Theology and Social Issues | ||
| Business of Acting/Hollywood Showcase | ||
| Capstone Project in Theater Arts | ||
| Senior Seminar: Biblical Theology and Ethics | ||
| Clinical Residency Nursing | ||
| Advanced Nursing Care of Adults | ||
| Interdisciplinary Internship | ||
| Total Units | 0-6 | |
- †
This course is available through one or more of the APU Study Away Semester programs. See full program options at: GE and Study Away.
- *
Integrative and Applied Learning options vary by department and range from 0-6 units.
| Code | Title | Units |
|---|---|---|
| Intellectual and Practical Skills | 19 | |
| Knowledge of Human Cultures and the Physical and Natural World | 16 | |
| Biblical, Theological, and Philosophical Formation | 18 | |
| Personal and Social Responsibility | 6 | |
| Integrative and Applied Learning | 3 | |
| Average Total Units: | 62 | |
Program Learning Outcomes
Students who successfully complete this program shall be able to:- Analyze the interactions of specific disciplines (e.g., science, mathematics, social science, humanities, history, language, or arts) with human culture.
- Apply scientific vocabulary, data, methods, and/or principles to explain natural or human phenomena.
- Critically analyze arguments (e.g., for assumptions, presumptions, alternative viewpoints, and logical consistency) to draw reasoned conclusions.
- Communicate in writing effectively (e.g., fluent use of thesis, argumentation, support, source materials, organization, language, diction, grammar, syntax, and formatting).
- Communicate orally effectively (e.g., strong organization, central message, language choice, supporting materials, and delivery techniques such as posture, gesture, eye contact, vocal expressiveness).
- Demonstrate information literacy competencies by accessing information and evaluating its reliability and value, as well as collaboratively producing and sharing information ethically.
- Demonstrate quantitative reasoning skills by applying mathematical and/or statistical concepts and techniques to analyze data in order to draw insightful conclusions within a wide variety of personal, professional, and public contexts.
- Apply disciplinary knowledge in order to evaluate principles and practices of civic engagement and make informed decisions.
- Engage with people and ideas from their own and other cultures (e.g., by seeking to understanding with curiosity, grace, humility, respect, and compassion).
- Identify, analyze, and evaluate complex ethical issues within distinct ethical frameworks.
- Interact with the breadth of Christian thought and practice by integrating at least two of the following: biblical texts, philosophical ideas, and theological traditions.
- Synthesize and apply learning from multiple contexts including classroom and non-classroom experiences.
- Utilize appropriate creative techniques or analytical constructs to examine, demonstrate, explain, interpret, or present artistic works in various settings and platforms.
- Articulate best practices for improved personal wellness.
GE 100, First-Year Seminar, 3 Units
First-Year Seminar is designed to introduce students to academic success strategies and foster a sense of belonging at the university through engagement in the curricular and cocurricular life on campus. These small, seminar-style classes form around a broad, interdisciplinary topic or question and are taught by experienced faculty focused on students' critical thinking and communication skills, information literacy, spiritual formation, diversity competency, and wellness. The course helps students clarify their purpose, meaning, and direction, and promotes campus engagement and utilization of campus resources. Meets the General Education Requirement: First Year Seminar.
Corequisite: MATH 90, MATH 99, or ALEKS 30-100 or satisfaction of GE Quantitative Literacy requirement.
GE 101, Academic Success Lab, 1 Unit
The Academic Success Lab is designed to support student admitted to the University in the Academic Success Launch Program. Through this course students will gain an increased awareness of on campus resources, create personal and academic goals and will be able to implement success strategies to maintain good academic standing at APU.
Prerequisite: Admission into the Academic Success Launch Program
WRIT 101, Writing Lab, 1 Unit
WRIT 101 is a one-unit course designed to support students currently enrolled in any course at APU where assistance is needed to meet college-level writing expectations. The Lab will provide a space for students to engage with the foundational concepts introduced in APU's writing program, such as developing a writing process, understanding rhetorical situations, and crafting sound arguments. Within a casual, interactive workshop format that is practical and tailored to the unique needs of the group members, students meet four times weekly to further develop their writing skills and their individual writing processes. Students should expect to bring assignments or projects from their class to each Lab meeting.
Prerequisite: Students must be enrolled at APU.
WRIT 110, Writing 1: The Art and Craft of Writing, 3 Units
Writing is a skill that can be practiced and improved. In this course, students learn about writing by approaching it from theoretical, historical, pedagogical, and practical perspectives. Students engage with writing processes, literacies, and genres by reading and writing about research and arguments dealing with all aspects of writing. Students also craft arguments of their own based on their research on the art and craft of writing. *Students must earn a C- or higher in Writing 1 in order to register for Writing 2. Meets the General Education Requirement: Writing 1: The Art Craft of Writing.
Prerequisite: Completion of The Writing Class Placement Questionnaire.
WRIT 120, Writing 1 Lab, 1 Unit
For students who have chosen through advising and self-placement to receive the extra support that will encourage success in their Writing 1 course, the Writing 1 Lab provides weekly tutorials on Writing 1 assignments and brief assignments that provide enrichment in reading/writing/rhetoric/grammar in ways that support their work as writers in Writing 1. During weekly one hour sessions, students will work with a writing coach to further develop their writing processes, their handling of language conventions at the sentence and paragraph level, and deepen their reading and writing through peer editing sessions with a writing coach. Work will include tutoring on Writing 1 assignments, including rough drafts for Writing 1, and additional small assignments designed for the lab to link reading, writing, logic, and grammar. Students should expect to work two additional hours outside of the session. 1 unit course.
Prerequisite: Co-requisite: WRIT 110
WRIT 200, Writing 2: Writing for Christian Practice, 3 Units
In this course, students will critically assess the writing styles, questions, and arguments of one or more disciplines in order to better understand what is considered persuasive and effective writing in those fields. Students will respond to and evaluate writing, methodologies, ideas, and arguments and practice rhetorical strategies being employed in their own field. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
Prerequisite: GE 100, MIN 108; HON 101 or C- or Better in WRIT 110
WRIT 201, Writing 2: Philosophy of Math, Logic, and Language, 3 Units
Why is mathematics so effective in describing the physical universe? What happens when ordinary reasoning and languages are translated into more abstract mathematical and logical symbolism? Is anything lost in translation? This course introduces students to these and other questions on the nature of mathematics, logic, and language. Students evaluate the arguments, writing styles, rhetorical strategies, and types of evidence employed by the mathematicians, scientists, and philosophers addressing these questions. By critically thinking about formal logical and mathematical discourse, students become better writers in and about that discourse. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
Prerequisite: GE 100, HON 101, or C- or better in WRIT 110; PHIL 310 or MATH 280 or instructor's consent.
WRIT 202, Writing 2: Philosophical Writing in C. S. Lewis, 3 Units
C. S. Lewis was one of the most influential public Christian intellectuals of the 20th century. One of the reasons for this is that he wrote clearly and persuasively about the perennial questions of philosophy but for the common person. In this course, we will study and practice the art of writing well on philosophical matters for a broad audience. Students will critically assess the writing styles, questions, and arguments of philosophical writing for a general audience and will contrast what it takes to do such writing well with related forms of writing such as philosophical writing for a specialist audience and philosophical writing in fictional form. We will do so by analyzing, emulating, and critiquing the work of C. S. Lewis from the standpoint of philosophy. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
WRIT 203, Writing 2: Writing in Religion, Cinema, and Popular Culture, 3 Units
In this course, students critically assess the writing styles, questions, and arguments in the discipline of religious studies, with special focus on the study of religion and visual studies in order to better understand what is considered persuasive and effective writing in religious studies. Students respond to and evaluate writing, methodologies, ideas, arguments, and genres, and practice rhetorical strategies employed in the field. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
WRIT 204, Writing 2: Writing for the Humanities in Spanish, 3 Units
Students in this course critically assess writing styles, questions, and arguments important to the humanities through a study of great works and life's enduring questions. In order to understand better what is considered persuasive and effective writing in the humanities, students respond to and evaluate writing, methodologies, ideas, and arguments, and practice rhetorical strategies employed in the liberal arts. The entire course, including all assignments, is in Spanish. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
Prerequisite: GE 100, HON 101 or C- or better in WRIT 110, and SPAN 202
WRIT 210, Writing 2: Writing in the Humanities, 3 Units
In this course, students will critically assess writing styles, questions, and arguments important to the humanities through a study of great works and life's enduring questions. In order to understand better what is considered persuasive and effective writing in the humanities, students will respond to and evaluate writing, methodologies, ideas, and arguments, and practice rhetorical strategies being employed in the liberal arts. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
WRIT 220, Writing 2: Film Analysis and Criticism, 3 Units
This course is an introduction to film as a narrative and visual medium, emphasizing the terms, methods, and techniques of film analysis. Students view and discuss films in terms of formal elements - plot structure, character development, themes, genres, and literary sources. Some attention is given to the history of cinema, film criticism and theory, as well as film production from development through distribution. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
Prerequisite: GE 100, HON 101 or C- or better in WRIT 110, and department consent.
WRIT 221, Writing 2: Writing for Visual Thinkers, 3 Units
In this course, students examine writing styles as expressed in the studio arts and design, whether as criticism, analysis, personal expression, persuasion, or artist and designer statements. Students will learn how to translate their visual world into words, and to evaluate visual ideas, both their own and others; as those gifted for visual expression are able. In order to understand how to write persuasively and effectively, students will examine theoretical approaches that are employed as conceptual frameworks in making art and design. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
WRIT 222, Writing 2: Writing about Music, 3 Units
In this course, students examine methods and tools of research and writing in music. They assess and practice various writing styles, as well as questions and arguments associated with (1) the historical fields of research (e.g., musicology, ethnomusicology, music education, music criticism, music analysis, program notes) and (2) music entrepreneurship (e.g., music business, production, marketing, artist management). Students also become familiar with online and hard copy music resources available in Marshburn Memorial Library. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
WRIT 240, Writing 2: Scientific Writing, 3 Units
In this course, students critically assess genres of scientific writing, including scientific journal articles, grant proposals, and writing for popular audiences, examining writing styles and forms of argument that are considered persuasive in the sciences. Students also evaluate writing samples, methodologies, ideas, and arguments, and practice writing in scientific genres. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
Prerequisite: GE 100, HON 101 or C- or better in WRIT 110; and BIOL 152, BIOL 250, CHEM 152, PHYC 152, or PHYC 162.
WRIT 241, Writing 2: Physical Activity and Health Promotion, 3 Units
Students in this course have multiple opportunities to share knowledge through written assignments and brief verbal responses. The course activities challenge the student to consider the audience and platform for communication, develop a concise argument, persuade readers, and critically evaluate research articles. Students also enhance their skills in literature searches using the APU library databases, and gain proficiency in citing sources using APA formatting. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
Prerequisite: GE 100; HON 101 or C- or better in WRIT 110; C- or higher in BIOL 230 or BIOL 250; and students must be applied exercise science, kinesiology, or physical education majors.
WRIT 242, Writing 2: Entrepreneurial Tech Start-ups, 3 Units
In this course, students critically assess the writing styles, questions, and arguments of business, computer science, and technology in order to better understand what is considered persuasive and effective writing in these fields. Students respond to and evaluate writing, methodologies, ideas, and arguments, and practice rhetorical strategies being employed in their own field while analyzing and contributing to current trends in the field through the creation of relevant business-tech documents. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
WRIT 243, Writing 2: Mathematical Careers and Callings, 3 Units
In this course, students explore a variety of mathematical careers, assess writings from subdisciplines of mathematics, evaluate arguments regarding the purpose or value of mathematics, and explore the value of mathematical work in their individual contexts. Students critically assess the writing styles, questions, and arguments of mathematicians in a variety of careers in order to better understand what is considered persuasive and effective writing in those fields, and also practice rhetorical strategies. Course material includes Christian perspectives on the value of work and culture in general and the value and purpose of mathematical work in particular. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
WRIT 260, Writing 2: Psychology Subdisciplines and Career Trajectories, 3 Units
This course provides a foundation for students to think, write, and communicate as psychological scientists. The specific style of writing is based on the American Psychological Association (APA) format, which reflects the precepts of the discipline. The course focuses on the general writing process as well as the particular writing conventions in the social sciences to build critical skills in communication. As students learn to write thoughtfully and persuasively, they also engage in a comprehensive overview of the major subfields in the discipline of psychology and the variety of career trajectories that students may consider in behavioral settings. In the process of career exploration as it relates to central concerns, themes, and professional trajectories, students critically assess the writing style, questions, and arguments from multiple subdisciplines. Students also develop skill in formatting written work utilizing APA style, in order to develop skills in effective writing, researching, and identifying credible sources in the field. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
WRIT 261, Writing 2: Writing in Business, 3 Units
In this course, students critically assess the writing styles, questions, and arguments found in the organizational environment in order to better understand what is considered persuasive and effective writing in business and management. Students respond to and evaluate writing, methodologies, ideas, and arguments, and practice rhetorical strategies being employed in their own field. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
WRIT 262, Writing 2: Criminal Justice Research Methods, 3 Units
This course introduces students to research writing in the social and behavioral sciences, including the basic methods of research design, measurement, and data collection in criminology and criminal justice. Students compare research writing to other genres of writing, taking into account audience and rhetorical situation (as learned in Writing 1). Students also learn the techniques used to define research problems, select and appropriately measure variables, state hypotheses, and select experimental methods, culminating in each student completing a research proposal on a topic of their own choosing. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.
Prerequisite: GE 100, HON 101 or C- or better in WRIT 110; MATH 115 or MATH 130; and CJ 110
WRIT 263, Writing 2: Writing Ethnography in the Social Sciences, 3 Units
Ethnography is a research methodology used in business, education, health care, and ministry. In this course, students critically assess genres of ethnographic writing in the social sciences, including analytical journals, journal articles, and writing for popular audiences. Students examine writing styles and forms of argument that are considered persuasive in the social sciences. Students evaluate writing samples, methodologies, ideas, and arguments, and practice writing in social scientific genres. Meets the General Education Requirement: Writing 2: Genre, Evidence, and Persuasion.