fashion institute of technology essay examples

"Fashion and writing"- The Fashion Institute of Technology Admissions Essay

nmchale 2 / 3   Dec 4, 2010   #2 The writing is extremely well done! Your essay is wonderful. However taking a more creative approach to answering the question would make you stand out even more. Many people trying to get into FIT probably have similar essays, explaining how they are the perfect candidates, you should take it one step ahead and show them how your a perfect candidate. Tell them a personal story and connect it to the question, it is something that will make you unique and rememberable.

OP nick92 1 / 3   Dec 4, 2010   #3 Thank you so much for your feedback! I was a little afraid that you might bring this up. I wish I could add a personal story into the essay, but as you can tell, my essay consists of over a hundred words over the specified limit - so I'm trying to expunge some areas out, instead of adding more to it. What do you think I should do? Perhaps, rewrite the essay again?

EF_Kevin 8 / 13253   Dec 17, 2010   #4 If I could combine these two areas together , as s done in the "name of major" program at the Fashion Institute of Technol ogy, I would be able to pursue ... You can make a list of all ideas expressed in the 2nd and 3rd paragraph and write a story that shares some of those ideas. The story can comprise paragraph 2. Then, whatever ideas were not covered in the story can be covered in the revised paragraph 3. So, it is all about rearranging. In the process of rearranging you can "say it in fewer words." I like the intro a lot!

OP nick92 1 / 3   Dec 17, 2010   #5 Thank you so much EF_Kevin! I greatly appreciate you taking the time to review my essay.

Home — Application Essay — Architecture & Design School — My Motivation to Study at the Fashion Institute of Technology

My Motivation to Study at the Fashion Institute of Technology

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Updated: Nov 30, 2023

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Reflecting on my childhood, it's clear that my passion for fashion and design, a seed that would eventually lead me towards the Fashion Institute of Technology, was evident from an early age. I spent countless hours in the world of dress-up, effortlessly shifting roles from a princess to a doctor, a chef, or a model. My dolls, the first recipients of my budding design instincts, were never left in their original state. They underwent dramatic makeovers - a snip here, a new outfit there - ultimately culminating in fashion shows to showcase their fresh, innovative looks. At the time, this was more than play; it was the beginning of a lifelong journey in fashion.

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As I got older, fashion began to interest me even more and eventually became an addiction. I would spend hours looking through fashion blogs, and reading through stacks of fashion magazines. By the time I reached my freshman year of high school, I knew the fashion industry was where I wanted to be in life. I was hooked.

Entering high school with the goal of being in the fashion industry one day, I took as many fashion related classes that I could. In 10th grade, I was able to take the first one of these classes, which was an introductory course to fashion. This was one of my favorite classes of the entire year and through this class, I was able to put the skills that I learned to use and participate in a service project for sewing tote bags for the homeless. It was great using fashion to not only help someone in the practical way of them having something to carry their things in, but also in the sense that it would be something new for them, something that could make them feel stylish in what would be a very difficult time in their life. After having such a good experience in this class, I wanted to take another. My junior year of high school, I was able to take Fashion Merchandising. I looked forward to going to this class every day as what we were learning, and the projects that we did were so enjoyable. This is where I realized that I wanted a job specifically in fashion merchandising.

The Fashion Merchandising Management program at Fashion Institude of Technology is a very rigorous program, requiring a variety of different characteristics to succeed in the program, with one of them being a strong work ethic, which I have prepared myself for through my challenging course load that I have had throughout high school. Beginning during my freshman year of high school, I have always taken the most difficult classes that were available to me. My junior year, I was able to take 3 Advanced Placement classes and I am taking 7 Advanced Placement classes currently, during my senior year. One of the Advanced Placement classes that I am taking this year is AP French. I am not only taking this class because of my love of the French language, but also because I believe that it will be a beneficial skill to be able to speak another language in the fashion industry. I hope to be fluent in French by the end of this course and it will help me to be able to understand not only the language, but the culture of a variety of different people and potential employers throughout the fashion industry and to not be disrespectful in expecting them to already know English. I have also been a part of the French Club at my high school, taking on different leadership roles such as Secretary and Vice President. This characteristic of leadership will help me to better succeed in this program, especially when working with a group. I also believe that my years in gymnastics have contributed to my strong work ethic and team work skills. Being a competitive gymnast for 4 years, I would have to train in the gym for hours to perfect the skills I was working on for meets. At meets my teammates and I would support each other, so that we would be able to perform to the best of our abilities. This has shown me that any goal in achievable, as long as you put in the time and effort needed to get there.

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To conclude the essay, the admission to the Fashion Merchandising Management program will offer me countless opportunities to be prepared for a career in fashion merchandising through networking with industry executives, the invaluable skills that I will learn about the industry, and the amazing study abroad opportunities. Eventually, I dream of being able to be a top executive in the fashion merchandising field, and being a part of this program at FIT is a crucial step in this process.

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My last semester:.

Where do I even begin… As my last semester , I look back on my time here, and from where it really all began. A boy, lost in his fashion dreams, taking a risk to move across the country to pursue his dreams. Here’s some excerpts of my application essay to FIT. Reading it again …

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Preparing for FIT’s Application

As a new school school year approaches, Class of 2017 is preparing to apply to colleges across the nation. If you are interested in applying to FIT, here are some helpful tips to speed up your admissions process!1. CHOOSE A MAJOR! – The most important step of the process when applying to FIT, since you’ll begin studying …

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What Makes You A Perfect Candidate For Fit Why Are You Interested In The Major Essay

Type of paper: Essay

Topic: Business , Education , Technology , Workplace , Marketing , Advertising , Fashion , Job

Published: 02/17/2020

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Oscar Wilde once said: ”You can never be overdressed or overeducated.” This is what I have realized at my present job, when, coming to work as a nutritionist, I soon understood that my real passion was for marketing and advertising. Having successfully graduated from Bachelor program in Nutrition as one of the Dean List students, I soon began working at Women, Infants and Children program, being mainly responsible for education and counseling. Still, I quickly realized that I also enjoyed other aspects of the program, such as developing marketing materials to increase the number of attendees for nutrition classes. So, during the next months I dedicated extra time and effort to creating newsletters, brochures, and flyers, as well as representing the program at health fairs and other community activities. Consequently, after 2 years program enrollment rates increased from 1,800 families to 2,500. While at WIC, I have also observed 5 sports marketing executives at NBC Universal, which has further increased my interest and confirmed my decision to pursue an education in marketing. I have realized that I want not just to “sell” a product to clients, but to be able to advertise and market it. So, I have decided to apply to the Fashion Institute of Technology. At this point in my life, I am a confident and competent individual who would prove very successful at the Fashion Institute of Technology. I am naturally very detail oriented and organized. Also, at my current job I have learned to work hard, motivate myself, and efficiently manage my time, so I feel driven to return to education. As my professional work background has given me confidence interacting with people from different cultures, I feel ready to bring new prospective to FIT and to share my industry experience with other students. Currently I aim for a degree in marketing and advertising in a fashion setting. This field offers numerous job opportunities and is constantly evolving, adapting to consumer tastes and the changing world we live in. It keeps you on your toes, and I love that feeling of continuous challenge and the opportunity to affect the entire business dynamics with several innovative ideas. Advertising is also a perfect area to apply my creativity, molding my own beliefs with product features to create a campaign that is appealing and intriguing, moving people to action and changing their buying habits. My long-term goal is working for a major brand stating its mission beyond just selling the products. I like the example of Dove: while branding themselves as a company supporting women, they do an exceptional job promoting women's beauty and confidence. I would be glad to work for a company that motivates people to love themselves and see the world differently. I selected the Fashion Institute of Technology as a perfect place to develop the knowledge and skills in fashion, advertising and marketing business. I am excited to enter the institution where I can further improve my artistic and creative abilities, think out of the box, and interact with other students, professors, and business professionals. Also, I consider the last-semester internship at FIT as a great possibility to learn from hands-on experience of market leaders. Moreover, I am sure that FIT’s location, outstanding reputation and high amount of successful students would help me to communicate with people having first-hand knowledge in marketing, and quickly build professional contacts. My father has also graduated from FIT, and has been an accomplished fine jewelry photographer in NYC for over 30 years. Finally, with my love of fashion and high interest in business, I feel there is no better place for me to study than the Fashion Institute of Technology. Therefore, I would be sincerely honored to be admitted to the Fashion Institute of Technology. I believe that studying at FIT would open a lot of doors to my future, and help me to reach my long-term goal.

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Your chance of acceptance, your chancing factors, extracurriculars, advice on writing the fit essay.

I'm working on my application to the Fashion Institute of Technology, and I'm a bit stuck on the essay part. Can anyone offer tips or suggestions on how to write a strong essay for FIT? I'm feeling a little bit stressed about it. Thanks!

Hey there! I understand how stressful writing college application essays can be. For your FIT essay, make sure to focus on your passion for fashion and how studying at FIT will help you achieve your goals. Begin by brainstorming experiences or moments that inspired your interest in fashion, whether it's a favorite designer, a personal project, or a challenge you faced. Really delve into your specific experience and show the reader how it encapsulates your love for fashion. Be descriptive and detailed, telling a complete story.

Next, consider how FIT's programs, extracurricular activities, and resources align with your career aspirations and personal growth goals. Be specific about how you plan to make the most of these opportunities to show how seriously you're taking your commitment to fashion and FIT. Go beyond basics like FIT's location in NYC and pick 3-5 unique classes, clubs, professors, programs, and internship programs and explain not only what the resource is, but how you will engage with it.

Lastly, don't forget to proofread and seek feedback from others like friends, family, or even teachers to polish your essay. Remember, authentic and personal essays that demonstrate your passion, drive, and understanding of FIT's offerings will make a strong impression on the admissions team. Best of luck with your essay and application!

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Home » Education » FIT Admissions Essay Tips – How to Write a Better Fashion Institute of Technology Admission Essay

FIT Admissions Essay Tips – How to Write a Better Fashion Institute of Technology Admission Essay

When applying to the Fashion Institute of Technology, there are some important facts that you should consider. Your admission essay is your chance to make a statement about who you are and how your fashion career has affected you. It’s your chance to show that you’re not afraid to take the next step in achieving your goal.

You want your admissions essay to be compelling and unique. You want it to capture your reader’s attention. You want it to grab their attention and convince them to want to come to FIT as an alumni. You want it to show your personality.

The fashion industry is constantly changing. The latest fashions come out and the older ones fall out of favor. There are always new trends and new fads, so you need to be aware of this.

The fashion world is extremely competitive. Many schools offer scholarships to help students from low-income families afford to go to school and earn their degree. This is an advantage for you because FIT may not be able to afford to pay all of your costs if you’re going to attend.

The admissions essay also has the potential to turn away other prospective students. It is your chance to show that you’re not afraid to challenge yourself and do whatever it takes to succeed in school. The admissions essay is where you tell people what you’ve been through and what you’ve achieved. It’s your chance to prove that you are an exceptional student and a valuable member of the FIT community.

Your essay can also show you’re a good fit for the School of Design at the Fashion Institute of Technology. They have a reputation for having an exceptionally well-rounded and diverse student body. In fact, FIT is one of the most diverse colleges in the U.S. It offers many majors that will meet your needs while at the school.

You should also expect some form of review of your admission essays. This is not done in an insulting way, but with an unbiased attitude. The admissions committee looks for certain things and will check every single one of your essays to make sure they’re written in a professional manner.

Once you are admitted to the Fashion Institute of Technology, it’s your chance to create a career that will change your life forever. Make the most of this opportunity.

Admissions essays are an excellent way to show that you are capable of going through college and being successful. They give you a chance to show how your achievements will help others. They also give you the chance to show that you are an exceptional person that can change the world.

The Fashion Institute of Technology is an outstanding institution in terms of scholarship availability and diversity. If you are looking to get into a top college, take full advantage of what this great university has to offer.

FIT admissions essays are a big part of the interview process for many students, so make sure you research the schools before committing to attend. the school. You can make an impressive impression on them by presenting yourself well.

Don’t put your best foot forward in any interview, even if you know that you’re good at the things you’ve studied. Just be honest and be confident about your talents.

Writing an admissions essays doesn’t have to be intimidating. FIT offers a variety of materials that will help you get prepared. Don’t give up, though.

Don’t make a half-hearted attempt to write my essay , either. Instead, have someone help you prepare it. They’ll be able to make sure that all of your information flows well and they can also point out any gaps in your knowledge that could potentially hurt your application.

FIT admissions essays require you to be precise. They want the information to match what the school needs, and that is why they are looking for clear writing skills. as well as grammar and spelling errors. You’ll also need to be able to explain your reasons for why you chose a particular program.

If you’re ready for this opportunity, you’ll do just fine writing your FIT admissions essays. You just need to have the right mindset. to see it as a challenge instead of a burden.

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Fashion institute of technology Fall 2019 essay

Hello! i am applying to the fashion institute of technology for menswear, for fall 2019. I wrote my essay which is 400 words (750 words needed) which i’m working on but i just need some advice on my essay. is it good so far? what should i add? obviously i have to fix grammar and capitalization. thanks!!!

“Ashley, Faites Attention! Pay attention please!” My french teacher had yelled at me for the third time. so many thoughts were racing in my head. it was impossible to pay attention when i had been thinking about this one particular thing, college. growing up with a learning disability always made me feel secluded, but on top with many other things. “in what though?” you may be asking, well linguistically and creatively. in middle school i tried to challenge and my thought racing brain with languages. i was able to teach myself spanish, italian, esperanto, and with much help from online and teachers, french and russian. i have always been intrigued with the history of countries and their languages. But how did i have the idea to get into the fashion industry? i had been doing much research on colleges from all over the united states, even including ones from around the globe. I used to believe that all anyone could ever do in college is study law, medical or work in an office or become a teacher. but i was definitely convinced that there was no such thing as studying fashion, but finding out that there are many opportunities to study fashion, it intrigued me greatly. so i did much research on the fashion industry and what it had to offer, especially in the men’s fashion industry. growing up my mind was simply bored and tired of trying to comprehend math and the sciences. i have always had much knowledge about fashion, linguistics and art. wanting to style myself, family and friends. photographing my garments and styles to compile a “magazine” to showcase my personal vision. being a young woman with many aspirations for men’s clothing and the world, i would love to execute my talents and ideas into a reality through attending the fashion institute of technology. i know this will give me the opportunity to design, travel, and strengthen my linguistics since there are minor language opportunities that the fashion institute of technology has to offer. Most importantly, being a perfect candidate. a perfect candidate to me is being a well rounded student. having multiple abilities and talents, as a student should have. i believe i will be able to execute my abilities like designing and creating many quality balanced clothing line while using my linguistic ability. since as we all know, fashion doesn’t speak just one language.

here’s the essay prompt if anyone is wondering:

What makes you a perfect candidate for FIT? Why are you interested in the major you are applying to? The essay is also your chance to tell us more about your experiences, activities and accomplishments. (No more than 750 words, please.

Hi Ashyrest! My son is a junior at FIT and here’s my feedback for what it’s worth:

• Love the opening line - it’s attention-getting.
• Eliminate the parts about how you don’t like math and science. There will be a good bit of both in menswear at FIT (calculating fabric pricing/margins/statistics for math and things like textile manufacturing for science) and they want to see that you can do these
• I would make it more of a story. After the part about how the French teacher asks you to pay attention, I would then go into perhaps some information about how you were busy thinking about French fashion phrases and lost track of the grammar she was discussing. Maybe then talk about the first time you noticed a well-cut men’s suit and started sketching menswear thereafter, and then you started a fashion club at school, etc. Show the progression of your interest from day one and how FIT will help you nail down that interest more
• A “perfect candidate” at FIT is someone who lives and breathes fashion and is open to new and innovative ideas, so mention that there’s really nowhere else you could see yourself that will allow you to collaborate with other fashion-minded people and where you can share and test ideas, etc. That you want to see how other people think and learn from their ideas just as much as you want to share your own. Good luck to you!

It doesn’t speak to any experience that makes you a good fit. I agree that saying math and science don’t interest you (and the sidetrack intolanguages) doesn’t show how you “live and breathe” fashion, which includes creating, not just enjoying. You do make this interest sound like an alternative to conventional academics, not a true drive. It’s also tricky to admit you didn’t know one could study fashion.

The college wants to know how you’re the right choice for their program, what you bring. Not why you feel this could be interesting. Do you have experience designing or making men’s fashion? In fact, have you ever actually crafted a piece or done a sketchbook? That doesn’t show.

@CCEdit_Torrey Thank you!! this has helped me a lot and will definelty use your sons and your advice

@lookingforward hey! thank you so much for your feedback. yes u have made many sketches and have made garmets. i didn’t really realize how i haven’t even wrote about that. thanks for your advice and i will definelty use it

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My name is Sandy Cheng and I have been planning and hoping to join your school of fashion way before I graduated from college. Fashion Institute of Technology has always been my school of choice and I am very excited to be on the cusp of making my dream a reality. Fashion is my passion, since I was a small boy growing around people who valued fashion and even lived it. Florence in Italy is my birth place and where I spent the better half of my life, a city full of history, art, culture, fun, and most importantly fashion, this couple with my family history became a beacon of inspiration towards the fashion world. I am a fresh graduate with an associate degree in business administration and I just graduated last summer with first class honors. My path to reach where I am has not been easy since I have had to go through some very tough times. However, through the many challenges, I have been able to set clear goals that have seen me mature and grow into a confident, tolerant, innovative, and focused individual and it is my believe that these will serve me well as I embark on my next scholastic challenge and my career choice.

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My family background revolved around fashion, my grand farther was a renowned fashion designers way back in the early 80's and my father followed suit in the same business. I was fortunate to grow around such an environment since we had several work shops and distribution stores around and outside the city of Florence. Since I was eight my father taught me the basics of sewing and making new designs. He always told me the secret to a successful business has to start with the designs; a good design will always sell. With this mindset, I grew with interest in fashion and involved myself in the family business. Unfortunately, my parents divorced when I was 15 and still in high school, this family tragedy affected me a great deal because family meant the world to me.

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In my heart I had a strong desire to continue with the family business since before my grandfather passed away, he left a stake of it under my name. The divorce however did cause a lot of dispute in the family that I had to move away with my mother and relocate to another country, the US. I have had my challenges through college since I had to work so as to supplement my college fees. My mother did not have a stable job but she toiled to see me through college. After reaching 18, I was able to access the fortune left to me by my grandfather and using some of it I have been able to open a small fashion store here in the New York. Realization of dreams comes with a lot of effort, stress, creativity and failings and through this does one achieve. I have business to expand and joining your school to major in International Trade and Marketing for the Fashion Industries is the right career move for me.

What I bring to the table at FIT is not only my educational background and experience, but my great passion for marketing and fashion, a step further towards my self actualization. Fit will offer me the opportunity to enhance my skills and develop my intellect, analytical, and technological abilities through the integrated theories and practice. Your reputation to offer the best and rigorous innovative curriculum coupled by a faculty with outstanding academic performance and industry performance is just what I need. New York also offers an urban setting for multifaceted fashion experience and diversity in terms of fashion. I hope to incorporate all these as I gear towards the realization of an expansive business in modern fashion (FIT).

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I am proud of what I have so far accomplished to this point in my life and I see much of as a stepping stone to greater things ahead in the future of fashion business. Admission into FIT and joining the long line of ambitious and energetic pacesetters is the way to expand on what I have beyond the current level and into a wider world of opportunity (FIT).

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Fashion Istitute of Technology - Essay Example

• Subject: Design & Technology
• Type: Essay
• Level: Masters
• Pages: 2 (500 words)
• Downloads: 4
• Author: cicerobogisich

Extract of sample "Fashion Istitute of Technology"

Seeking an admission in Fashion Merchandising Management in the Fashion Institute of Technology (FIT) I consider people who have an interest in arts to be the most blessed as they possess a creative urge which is quite unlikely in many other fields of study. Creativity brings out the hidden emotions and talents in people and hence a career in fashion would not only be a lucrative career option but also a fulfilling one. I strongly believe that creativity combined with the right form of education would ensure a bright future to any artisan.

I have had the opportunity to study art since my age of 8 and continued it up to my senior year in high school. Undoubtedly, those were my most memorable and cherished years as I got to study the history of various art forms, paintings, drawings and craft work. The use of the right colors and sketching has since been my passion. The details involved in every art work amazed me and that sowed the initial seeds of my interest in the field of fashion. Thus it was this interest in fine arts and detailing, which I had acquired at a very early age that instilled a sense of fashion within me.

It subsequently urged me in my later years to take up designing as my field of study in my university study programme. I successfully completed a four year major course in interior design at the Udmurtskij State University, which is in my home town Izhevsk, Russia. This course helped me to study the detailing and finer aspects of fashion. Though it was pertaining to interior design the course however, gave me a broader perspective about fashion designing. Additionally, the course also included management concepts and helped me realize the importance of management in the fashion industry.

Later on, when I moved to the US and took up a bartending job initially, I got the opportunity to mingle with people and improve my basic communication skills. It was then I realized that I had a flair for communication and an interest to work with people. The job taught me people management and the different ways to interact with people. Though I had deviated from my interest of work, the bartending job gave me a first course in management. My decision to take up a course in fashion merchandising management was based on the experience I had gained in both my degree programme and the bartending job that I took up.

My interest in art coupled with an inclination to work with people provides the initial impetus. However, I also have an interest to become an entrepreneur and to establish my own business in the fashion industry which has witnessed a major boom in the recent years. The fashion sense of the general public has increased tremendously as seen by the growing number of brands all over the world. However, creation alone will not help in selling and good merchandising ability alone will help to create a strong customer base.

Fashion merchandising has become an integral part of the fashion industry. Hence I believe that this course in fashion merchandising management will help me to create my niche in the fashion world as I would be able to acquire the skills of both fashion and management. While my basic interest lies in designing I also do have the realization that good marketing will alone help to sell my brand. If given an opportunity to study this course, I would prove to be a capable and hardworking student.

I believe that I possess the right aptitude and interest to pursue this course. I wish to continue my passion for arts and explore a lot more in the fashion industry. In addition, this course would also help me to enhance my career prospects and become a successful entrepreneur in the near future.

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Fashion Business Management

Behind every fashion purchase, there’s a multibillion-dollar global industry influencing what’s for sale. As a professional in the field, you’ll choose the best looks and trends, in the right colors, sizes, and silhouettes, to create a merchandise mix that keeps your customer coming back for more.

This prestigious program is closely connected with industry, providing real-world experience, networking opportunities, and insider insights. The fashion business is both creative and analytical, and you’ll learn the skills and innovative thinking you need in product development, merchandising, styling, e-commerce, and much more. You’ll graduate prepared to succeed in this rapidly changing industry, now and in the future.

Fashion Business Management AAS

This industry-driven program focuses on the skills and knowledge you need to succeed in the fashion business: research, technology, analytics, teamwork, ethics, critical thinking, and more. A two-semester “First-Year Experience” exposes you to all segments of the industry, from concept to consumer, enabling you to plan your academic path to suit your career goals. You’ll learn presentation and merchandising skills, and explore issues important to consumers, such as sustainability and corporate social responsibility. While building the foundation you need to apply to the bachelor’s degree program, you’ll create a digital portfolio you can show when applying for internships or jobs.

Fashion Business Management BS

In the largest and oldest degree program of its kind in the country, you’ll study fashion business, marketing, product development, buying, planning, fashion forecasting, sourcing, styling, management, artificial intelligence, social media, and analytics. New York City serves as your extended classroom as you visit flagship stores, unique pop-up shops, fashion exhibitions at renowned museums, and even go behind the scenes at New York Fashion Week. You’ll have the option to take an internship at a leading company, providing real-world experience.

If you have an AAS in Fashion Business Management from FIT, you may apply to this program. You may also be eligible if you have an AAS from other programs in the Jay and Patty Baker School of Business and Technology.  Learn more about eligibility for this program.

Our faculty, students, and alumni combine creativity, business skills, and analytical thinking to bring the best ideas to market.

Maria Barraza, Fashion Buying and Merchandising ’77, has been supporting emerging designers since 2016. She and her husband founded the Brooklyn Fashion Incubator (BFI) , working with four or five people at a time.

Two Fashion Business Management students were among four FIT students who won the 2016 Retail Futures Challenge by developing a concept designed to disrupt Nordstrom’s dominance in the retail space .

Annie’s Blue Ribbon General Store, owned by Ann Cantrell, who teaches Fashion Business Management, was selected by the National Retail Federation Foundation for a partnership with Qurate Retail Group.

First-year student Muskan Manzoor , studying at home in Houston during the first year of the pandemic, got herself some real-world business experience as a social media manager for a jewelry store while also writing for FIT’s Blush magazine.

Business matters … Management skills, market insights, and effective leadership enable companies to operate profitably, ethically, and responsibly .

Outside the Classroom

Internships are required for the bachelor's degree, and you may find yourself at Macy’s, Kohl’s, Bloomingdale’s, Rent the Runway, Stitch Fix, ThredUp, Tory Burch, Michael Kors, Ross Stores, Nordstrom, Saks Off Fifth, TJX, or fashion forecasting firms. You may also be eligible to apply to a five-week summer internship in London. Graduates have worked at Kohl’s, Lululemon, The Gap, J. Crew, Nike, and Macy’s. They work as account managers, buyers, product developers, marketing consultants, store managers, visual and e-commerce merchandisers, social media content developers, and fashion stylists.

Triple Threat

Triplets Grace, Kacie, and Madison Lacadie, Fashion Business Management ’27, dreamed of going to FIT together, starting in their sophmore year, because they find that togetherness helps them motivate each other to produce their best work.

Explore More

Some related minors.

• Asian Studies
• Creative Entrepreneurship
• Design Thinking
• Ethics and Sustainability
• International Trade and Marketing
• Mandarin Chinese
• Mathematics

other degree programs

• Cosmetics and Fragrance Marketing BS
• Direct and Interactive Marketing BS
• Home Products Development BS
• International Trade and Marketing for the Fashion Industries BS
• Production Management: Fashion and Related Industries BS
• Textile Development and Marketing BS

Learn From the Best

Vincent Quan

Specializing in retailing and merchandise planning, Quan is an associate professor in the Fashion Business Management Department. He attended New York University, where he received a Bachelor of Science degree in finance and marketing. He received an MBA in managerial reasoning and decision-making from Empire State College.

Shawn Grain Carter

Initially a Bloomingdale’s executive, Carter subsequently worked as a buyer at Bergdorf Goodman, where she launched "The Home on Seven," and as merchandising director at MCM. In 1997, Macy’s hired Carter to launch Macys.com. She is an associate professor of Fashion Business Management. She earned her BA in African American Studies and Women's Studies at the University of Virginia.

Laticha Brown

Jennifer bentivegna, catherine geib.

Christine Stragazzi International Coordinator [email protected]

Let's Make It Happen

We see the world unconventionally, let us know if you do, too..

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Fashion Institute of Technology

I've found my calling kayla contee, why do you want to go to fit.

As a child, I would enjoy playing dress-up for hours. One moment I would be a princess, and the next I would have transformed into a doctor, a chef, or a model. The dolls that I played with could never stay the way they originally looked, always ending up with a makeover (me cutting their hair and giving them completely different clothes) and then put into a fashion show to debut their new look. At the time, I did not realize why I enjoyed playing with clothes so much; it was just something that I did.

As I got older, fashion began to interest me even more and eventually became an addiction. I would spend hours looking through fashion blogs, and reading through stacks of fashion magazines. By the time I reached my freshman year of high school, I knew the fashion industry was where I wanted to be in life. I was hooked.

Entering high school with the goal of being in the fashion industry one day, I took as many fashion related classes that I could. In 10th grade, I was able to take the first one of these classes, which was an introductory course to fashion. This was one of my favorite classes of the entire year and through this class, I was able to put the skills that I learned to use and participate in a service project for...

GradeSaver provides access to 2312 study guide PDFs and quizzes, 10989 literature essays, 2751 sample college application essays, 911 lesson plans, and ad-free surfing in this premium content, “Members Only” section of the site! Membership includes a 10% discount on all editing orders.

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EN: English and Communication Studies

EN 121 — English Composition

3 credits; 3 lecture hours

Students learn rhetorical concepts and apply them to produce various genres of writing appropriate to different rhetorical situations. They will use revision to develop texts through multiple drafts, edit work to produce polished texts, and reflect upon their writing process. Students will practice reading complex texts and using information technologies. (G1: Basic Communication) Prerequisite(s): college-level English proficiency as demonstrated by placement test or completion of appropriate ES course(s).

EN 131 — English Composition and Rhetoric

Students learn rhetorical concepts and apply them to produce various genres of writing appropriate to different rhetorical situations. They will use revision to develop texts through multiple drafts, edit work to produce polished texts, and reflect upon their writing process. Students will practice reading complex texts and using information technologies. Prerequisite(s): college-level English proficiency as demonstrated by placement test or completion of appropriate ES course(s).

EN 141 — Fundamentals of Communication

This course examines principles associated with the field of human communication, focusing on its use of symbols and signs. Additionally, students gain exposure to research within the communication studies discipline, including public speaking, rhetoric, interpersonal, intercultural, organizational, small group, and conflict management. Both theoretical concepts and practical applications are addressed.

EN 142 — Presidential Scholars Composition and Rhetoric (Honors)

Students learn rhetorical concepts and apply them to produce various genres of writing appropriate to different rhetorical situations, with a focus on public writing. They use revision to develop texts through drafts, edit work to polish writing, and reflect upon writing processes. Students examine complex texts and use information technologies. Prerequisite(s): Qualification for Presidential Scholars Program and English Placement Exam or equivalent.

EN 200 — Digital Writing

Investigates digital writing, ranging from individual artifacts such as memes to complex digital environments such as websites. Students explore digital identity, “slactivism,” remix culture, and other topics through course readings, discussions, and digital composition projects ranging from text-driven blogs to truly multimodal animations, infographics, and videos. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 201 — Organizational Communication

Organizational communication examines the channels and forms organizations utilize to communicate with multiple audiences. This course examines traditional organizational theories and concepts, including group dynamics and group roles, conflict, and organizational culture. Additional components include interpersonal behavior in groups, maintaining ethical values, and developing empathetic manager and leadership skills. Prerequisite(s): EN 131 or equivalent.

EN 202 — Women Write New York City

This course examines women’s contributions to the creation of NYC as literary construct through analysis of their writings on literature, art and activism. Students will engage the city as literary landscape by visiting spaces and attending events in correlation with the works we study to create their own writing. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 203 — Your Digital Life: Online Literacies for a Networked World

Explores the intersection between the disciplines of the humanities and emerging digital technologies. Students will conceptualize and develop digital projects to promote their progress as digital scholars and critical thinkers, and situate their digital identity within a larger social context. Prerequisite(s): EN 131 or equivalent.

EN 204 — Contemporary US Immigrant Literature and History

This course on contemporary works from the mid-1900s to the present, focuses on history and narratives of U.S. immigrant experience and border crossing. Students consider how migration is reflected in literary and historical narratives among overlapping discourses of place, nation, family, gender roles, cultural hybridity, transnationalism, history and ethnicity. Prerequisite(s): EN 131 or equivalent.

EN 230 — Martial Arts Cinema and its Global Impact

3 credits; 2 lecture and 2 lab hours

This course introduces representational martial arts films, directors and stars from around the world to investigate the transformation, diversification, ongoing appeal and globalization of this evolving genre. Close attention will be paid to formal and stylistic aspects of films in terms of their historical, transnational, and socio-cultural contexts. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 231 — Short Fiction

Students read and analyze stories by authors from around the world. They consider various aspects of narrative and explore different modes of storytelling. The study of short fiction prepares students to read more widely on their own in the future. (G7: Humanities) Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 232 — Perspectives on American Literature

Through readings from major authors and literary movements, students will examine the values and contradictions within American heritage, and its ideals and mythologies. Works from a diverse group of authors will be read and discussed for what they reflect and reveal about the evolving American experience and character. Prerequisite(s): EN 121 or EN 131 or ES 129 or equivalent.

EN 233 — Poetry

Students are introduced to the techniques of reading and writing about poetry from different times and cultures. By examining diction, figures of speech, rhyme, meter, free verse, translation, and other poetic strategies within the context of culture and history, students develop an understanding of the poet’s craft and vision. Prerequisite(s): EN 131 or equivalent.

EN 234 — Gay and Lesbian Literature

Students read a selection of fiction, poetry, and drama from the mid-19th and 20th centuries and analyze how the texts make use of themes and images such as race, class, gender, sexuality, same-sex desire, homosociality, and the trope of the closet. The construction of, and criteria for, a canon of gay and lesbian literature are considered. Readings are chosen from such authors as Wilde, Whitman, Freud, Hughes, Baldwin, and Rich. Prerequisite(s): EN 131 or equivalent.

EN 235 — African American Literature

This course surveys African American literature from the colonial period to the present. Through reading and analyzing literature in various genres, and presenting their responses orally and in writing, students will identify the social, economic, and political forces that have influenced African American writers from the past to present day. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 236 — Major Writers of the Western World

Studies major themes in the cultural heritage of the Western world from Greek tragedy to the modern novel. Readings are from such representative writers as Plato, Sophocles, Euripides, Dante, Shakespeare, Austen, Flaubert, Tolstoy, Ibsen, Chekhov, Mann, and Sartre. Prerequisite(s): EN 131 or equivalent.

EN 241 — Professional Speech Communication

Examines communication skills in and for professional settings. Communication theory is discussed and applied to various professional areas such as verbal and nonverbal communication and listening in professional contexts. Among the activities the course focuses on interviewing for a job, interpersonal and small group communication, and professional presentations. Prerequisite(s): EN 131 or equivalent.

EN 242 — Public Speaking

Examines the skills needed to deliver effective, audience-centered presentations. Foundational concepts, such as determining your speaking purpose, assessing evidence and reasoning, audience adaptation, and delivery, are practiced in informative, persuasive, and special-occasion speeches. Students will evaluate their verbal and nonverbal communication by analyzing their speaking performances. Prerequisite(s): EN 131 or equivalent.

EN 243 — Voice and Articulation: Theory and Practice

Students learn to apply theories of speech perception and production in order to analyze, modify, and control their voices and articulation so they can communicate more effectively. Exercises in listening, voice, and speech are conducted. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 244 — Speech Dynamics in Group Communication

Studies techniques of effective communication in the group process. Students learn to become more skillful communicators through the use of speech dynamics as applied to the psychology of communication. Group members are involved in controversial discussions as participants and group leaders. Emphasis is placed on the enlightenment and problem-solving types of discussion. Prerequisite(s): EN 121 or or ES 129 equivalent.

EN 245 — Intercultural Communication

This course is designed to examine the relationship between culture and communication. Students will explore cultural patterns, social power dynamics, verbal and nonverbal communication, and cultural expressions in intercultural interactions. Course content will balance theory and application to examine inclusive and equitable intercultural interactions. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 246 — Interpersonal Communication

The course examines interpersonal communication processes that shape human interaction to help students learn to become more effective communicators. Students will learn about foundational Interpersonal Communication theories; explore application of these theories in personal, professional, and social contexts; and reflect on their own communication patterns. Prerequisite(s): EN 131 or equivalent.

EN 251 — Theater Arts

Focuses on appreciation of the theater through the study of dramatic art as it evolves from page to stage. Students study the relationship of drama text to performance through reading, acting exercises, and theater attendance. Prerequisite(s): EN 131 or equivalent.

EN 253 — Dramatic Literature

Surveys dramatic literature and the development of theatrical performance. Focuses on the evolution of the use of theatrical space in the history of theater. Students read representative plays and documents of Greek, Roman, medieval, Elizabethan, Restoration, and 19th- and 20th-century drama. Prerequisite(s): EN 131 or equivalent.

EN 257 — Major Movements in Chinese, Japanese, and Korean Film

This course is cross-listed with FI 244 . This course is an introduction to major film directors, movements, and genres from China, Taiwan, Hong Kong, Japan, and South Korea. Formal and stylistic aspects of films as well as their historical, transnational, and sociocultural contexts are addressed. Students discuss and write critically about East Asian film. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 258 — Introduction to Performance Studies

This course provides an overview of the field of performance studies, studying its interdisciplinary history (ethnography, queer theory, visual art) through analysis of societal structures and enactment in performance-based activities. By analyzing, attending, and creating performance, students come to understand how performance constructs spectacle and everyday life. Prerequisite(s): EN 131 or equivalent.

EN 266 — Screenwriting I

This course is cross-listed with FI 256 . This course introduces the practice of writing fiction for the screen, focusing on the short film. In a workshop setting, students explore a range of approaches to the short screenplay, from traditional to innovative, and use examples from a variety of genres and geographical origins. Prerequisite(s): EN 131 or equivalent.

EN 271 — Literature and History: The Development of American Culture to 1865

Students examine the role of literature in America’s cultural development before 1865. The course surveys a wide range of texts, from philosophical sources of the U.S. Constitution to slave narratives and documents in the debate over the role of women in society. Prerequisite(s): EN 121 or EN 131 or ES 129 or equivalent.

EN 272 — Identity in America: History and Literature, 1865 to Present

The course examines the role of literature in highlighting cultural diversity in America after 1865. Students read a comprehensive selection of American literature written after 1865 while interrogating the social, political, and cultural forces that shaped what we see as American identities through a close analysis of major historical developments. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 273 — Literature of India

Students examine selected texts from major periods of Indian literature with a focus on the historical context. Throughout the readings, they consider how the interactions of mythical ancient stories, history, culture, and religion are represented. Prerequisite(s): EN 131 or equivalent.

EN 274 — Voices of Civil Rights in American History

An examination of the evolution of civil rights rhetoric in U.S. history. Students study civil rights speeches and texts to learn about political, social, and cultural events. Using traditional and contemporary rhetorical theory, civil rights movements and activism by Black/African Americans, women, and the LGBTQIA community are analyzed. Prerequisite(s): EN 131 or equivalent.

EN 275 — Literature of the Sixties

This course is an introduction to the literature of the cultural and social revolution that took place in the U.S. during the 1960s and early 1970s. Students read a range of fiction, nonfiction, and poetry, and consider aspects of music, film, fashion, and art, focusing on themes and images that reflect this period. Prerequisite(s): EN 131 or equivalent.

EN 278 — Science Fiction

The course introduces the genre of literature known as science fiction (SF) and the ways SF addresses human responses to changing technologies and complex cultural issues. The course includes global works of SF that address themes of gender, ethnicity, class, sexuality, feminism, nationalism, migration, history, technology, AI, and ecological humanities. Prerequisite(s): EN 131 or equivalent.

EN 279 — Women's Writing: 1900 - Present

This course examines how women writers construct and analyze their identity through literature. The impact of gender, race, class, sexuality, culture, and other aspects of identity are considered by close reading of a selection of writings by women in the 20th and 21st centuries. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 280 — Special Topics in English and Communication Studies

EN 280A — Special Topics in English – Creativity: Theory and Practice

Students discover practices useful in producing innovative work in multiple disciplines through readings, discussion, activities, journal entries, and study of creative achievers. Students will review historical and current theories of creativity, learn to articulate their own processes, consider how identity affects creative practices, and develop strategies for enhancing creative output. Prerequisite(s): EN 131 or equivalent.

EN 281 — Chinese Cinema

This course is cross-listed with FI 245 . Students are introduced to major film directors, movements, and genres from China, Taiwan, and Hong Kong. They discuss and write critically about Chinese film, with close attention paid to the formal and stylistic aspects of film, and their historical, transnational, and sociocultural contexts. Prerequisite(s): EN 131 or equivalent.

EN 299 — Independent Study in English or Speech

Prerequisite(s): a minimum 3.5 GPA and approval of instructor, chairperson, and dean for Liberal Arts.

EN 301 — Imaginative Worlds

This writing course focuses on fictional world-building, of special interest to creative writers, comics illustrators, filmmakers, animators, and game designers. Inspired by literature and other narrative media, students conceptualize aspects of an imagined world, from its geography to its history to its society as a platform for storytelling. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 302 — Gender and Nationalism in World Fiction (Honors)

This course explores how gender and nationalism are constructed and reflected in modern and contemporary works of world fiction from the 1900s to the present; focusing on Asia, Asia-Pacific, Middle East, Africa and Latin America. It includes a basic introduction to literary criticism and theories of nationalism, sexuality and gender. Prerequisite(s): Qualification for Presidential Scholars Program, or 3.5 GPA with approval of Dean of Liberal Arts.

EN 303 — Writing Mystery and Crime Fiction

This course is designed to examine the craft of crime fiction writing. Students read and analyze short stories in the mystery genre and create a portfolio of their own works. They critique each other’s works-in-progress and explore structure, plot, characterization, point of view, atmosphere, and dialogue. Prerequisite(s): EN 131 or equivalent.

EN 304 — Writing as Activism (Honors)

This course will engage critical analysis of literature and creative nonfiction practice to understand the strategies of a diverse range of authors who use writing as a method of activism. Students will use research, creative expression and analysis through writing to consider their own position on causes relevant to them. Prerequisite(s): Qualification for Presidential Scholars Program, or 3.5 GPA with approval of Dean of Liberal Arts.

EN 306 — Conflict Management and Negotiation

This course examines conflict in an intercultural context. Students will analyze the relationship between conflict and communication from an intercultural perspective and explore conflict in interpersonal, professional, and intercultural contexts. Students will learn how conflicts emerge, are managed, and how they can be resolved in an equitable and inclusive way. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 307 — Think Global, Write Global (Honors)

Uncovers the joys, paradoxes, and pitfalls of globalization through literature and writing. Students read diverse texts from the 20th and 21st centuries that construct and negotiate the idea of “global,” and use writing as a tool to explore and articulate individual, cultural, and political dynamics as evidenced in world literature. Prerequisite(s): Qualification for Presidential Scholars Program, or 3.5 GPA with approval of the Dean of Liberal Arts and Sciences.

EN 321 — Strategies of Business Communication

Students analyze and critically evaluate business situations, learning to think strategically about professional issues, to make sound judgments and decisions, and to articulate them efficiently. Students will learn informative and persuasive communication strategies for professional contexts, and will practice writing, oral and visual presentations, and digital communication. Prerequisite(s): EN 121 or ES 129 or equivalent, and any additional EN course.

EN 322 — Writing for Art and Design Professions

Students explore writing as an essential component of professional practice in creative industries. Students engage with writing to share their artistic vision / design philosophy, to realize collaborative projects, and to create social impact within and beyond the field(s) of art and design. Prerequisite(s): EN 121 or ES 129 or equivalent, and any additional EN course.

EN 324 — Writing on The Arts

Students learn to think and write critically about the primarily non-verbal arts, such as sculpture, painting, architecture and dance. Students learn to place a given art form in a cultural context that interacts meaningfully with their own analysis and insight. Renowned and ground-breaking critics will serve as models for student’s work. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 325 — Playwriting

Students learn the major elements of playwriting through a variety of exercises and examples. In a workshop environment, they read published plays, and discuss and respond constructively to each other’s works-in-progress. Plays are revised and performed at the end of the semester. Prerequisite(s): EN 131 or equivalent.

EN 331 — Introduction to Shakespeare

Selected poetry and plays are presented from a variety of historical, theatrical, and critical perspectives. Students explore Shakespeare's works in relation to the Elizabethan and Jacobean times in which they were produced. They also consider the works' continuing appeal to readers and audiences of theater and film. Prerequisite(s): EN 131 or equivalent.

EN 333 — Modern Literature: The Spirit of the 20th Century

Emphasizes innovative literary techniques and themes of alienation and social criticism in works by such modern authors as Dostoyevsky, Kafka, T.S. Eliot, Ellison, Sartre, Camus, and Beckett, and by authors from Latin America, Africa, and Asia. (G7: Humanities) Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 335 — Working Women in the United States: 1865 to Present

A survey of U.S. history and literature through the lens of working women’s lives and experiences. Students learn the contexts of women's struggle—as well as their contributions—in shaping America as they fought for social and economic justice. Class and racial differences along with political, social, cultural, and technological changes will be examined. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 336 — From Gothic to Horror: Literature of Fear

Students are introduced to the related aesthetics of Gothic and horror literature. The first third of the course focuses on the rise of the Gothic during the Romantic and Victorian periods; the remaining two thirds identifies how dominant motifs in Gothic and horror literature speak to larger societal concerns. Prerequisite(s): EN 131 or equivalent.

EN 337 — Poetry in a Global Society

By reading and responding to poetry from a range of social and historical contexts, students discover how poetry helps us understand, develop, repair, and sustain human community. Activities include close reading, critical writing, and a creative project proposing ways that poetry can be used in the service of social justice. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 338 — Introduction to Asian American History and Literature

This course examines Asian-American literary and historical works by immigrant and U.S.-born authors (1800s to the present). Students examine the role of important socio-political events shaping Asian-American literature, history, and culture in terms of racial difference, ethnicity, gender, sexuality, and class. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 342 — Argumentation and Persuasion

Examines the strategies and techniques used to influence the decision-making processes. Students prepare and present persuasive speeches based on principles of argumentation and persuasion. Exercises in debate are also included. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 343 — Advanced Public Speaking

Taught from a mulicultural perspective, this course advances students' ability to create and deliver informative and persuasive presentations adapting to a wide range of audiences and speaking contexts. Focus is placed on research, organization, argumentation, use of multimedia and speaking practice. Presentations are recorded for self-evaluation. Prerequisite(s): EN 242 .

EN 353 — Theater of the Americas

This course is an introduction to the theater of the Americas. Students read and discuss U.S. and Latina/o and Latin American theater, its continuities and divergences since the 1960's. Themes studied include trauma, gender violence, and performance, censorship and self-censorship, and the impact of globalization on national identities. Prerequisite(s): EN 131 or equivalent.

EN 361 — Creative Writing

In a workshop environment, students prepare a portfolio of works from one or more of the following genres: fiction, poetry, or drama. Structure, plot, characterization, point of view, theme, and metaphoric language are explored, and works-in-progress are critiqued by faculty and fellow students. Through the processes of writing, critiquing, and revising, ideas are shaped into imaginative form. (G6: Arts) Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 362 — Creative Nonfiction

In this advanced writing course, students are taught the skills needed to produce informal essays or chapters of nonfiction books of high quality. Drawing upon observation, experience, and research, they create works of intellectual substance that reveal carefully shaped structure. Students develop ease and efficiency in their writing processes and work toward clarity, grace, and individual style. Prerequisite(s): EN 131 or equivalent.

EN 363 — Fiction Writing

“Fiction Writing” is a course in imaginative storytelling. Students read short stories and novel excerpts by established writers and create their own fictions, beginning with craft exercises and evolving toward polished stories as the semester progresses. In a workshop environment, students discuss and respond constructively to each other’s works-in-progress. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 364 — Poetry Writing

Students learn the major elements of writing poetry through a variety of exercises and examples. Works-in-progress are critiqued by fellow students in a rigorous yet supportive environment. Poems are revised and collected in a portfolio at the end of the semester. Prerequisite(s): EN 131 or equivalent.

EN 365 — Research Writing

In this course, students will develop a research project of their own choosing. They will find, collect and analyze data using primary and secondary research methods, ultimately communicating their findings to their intended audience. Students will develop the critical thinking skills necessary for their academic careers and professional lives. Prerequisite(s): EN 131 or equivalent.

EN 366 — Screenwriting II

This course is cross-listed with FI 356 . This course focuses on elements of screenwriting for feature-length films, including story concept, three-act structure, the world of the story, protagonist and antagonist, conflict, characterization, scene development, and dialogue. Students formulate individual projects, from pitching a story to presenting a synopsis, preparing an outline, and writing a screenplay. The business end of screenwriting is discussed and students meet film industry professionals. Prerequisite(s): EN 266 or FI 256 .

EN 368 — Intentional Objects: Writing About Things

People are obsessed with things. Special objects inspire imagination and evoke admiration. Common objects contain memories and showcase identities. What is collected, valued, and discarded is culturally and personally significant. Together we will explore the power of objects for creative writing using personal, archival and autoethnographic experiences. Prerequisite(s): EN 131 or equivalent.

EN 371 — Chinese Odyssey: Introduction to Chinese Literature

Students study Chinese literature by reading and examining a variety of literary forms from a range of historical periods. The course focuses on relationships between the self, the nation, gender roles, and modernity and how the influence of local and global histories has shaped the focus and reception of each work. All readings are in English. Prerequisite(s): EN 131 or equivalent.

EN 372 — Rhetoric in Popular Culture

This course examines popular culture as a form of communication, and the tools used to analyze it. Using theories of rhetoric, communication, and social criticism, students unravel popular cultural artifacts and examine how dominant societal discourses, cultural myths, individual identities, and institutional ideologies are reified and subverted. Prerequisite(s): EN 121 or ES 129 or equivalent.

EN 373 — The Graphic Novel

Students are introduced to the literary field of graphic novels. The course surveys the evolution of comics' form and content from the 'Golden Age' through the Underground Comix Revolution to today's graphic novels. Themes including war and survival, religious and cultural identity, sexuality, and memory and consciousness are explored. Prerequisite(s): EN 131 or equivalent.

EN 381 — Asian Fiction: Regional Selections (Honors)

An introduction to East Asian fiction. This course focuses on literature from China, Taiwan, Hong Kong, Japan, and Korea from a transnational perspective. Through a range of contemporary to classical canonical fiction, students will investigate various literary genres and explore critical concepts of literary and cultural identity studies. All readings are in English. Prerequisite(s): qualification for Presidential Scholars Program, or 3.5 GPA with approval of dean for Liberal Arts.

EN 382 — Contemporary Chinese Cinema (Honors)

This course is cross-listed with FI 343 . An introduction to the contemporary cinemas of Mainland China, Taiwan, Hong Kong, and the Chinese Diaspora, this course focuses on selected major directors, movements, and genres from the 1990s to the present. Students study the formal and stylistic aspects of films as well as their historical, transnational, and sociocultural contexts. Prerequisite(s): qualification for Presidential Scholars Program, or 3.5 GPA with approval of dean for Liberal Arts.

EN 390 — The Uncanny (Honors)

This dual literature and writing course pursues Sigmund Freud’s notion of the uncanny in literature. Readings highlight texts that seek to subvert the familiar, drawing on Gothic, horror, Surrealist, and fantastic literary traditions, and students will apply techniques studied in class to producing their own literature of the strange. Prerequisite(s): Qualification for Presidential Scholars Program, or 3.5 GPA with approval of Dean of Liberal Arts.

EN 391 — The Creative Imagination: Theory and Process (Honors)

Theories of the creative process and the nature of creativity are explored. Through readings, journal entries, and case studies of writers, painters, and other artists, students discover practices useful in producing creative works. Particular attention is paid to the creative work of artists traditionally marginalized by gender, race, ethnicity, or socioeconomic class. (G6: Arts; G7: Humanities) Prerequisite(s): qualification for Presidential Scholars Program, or 3.5 GPA with approval of dean for Liberal Arts.

EN 394 — American Lives (Honors)

This literature seminar presents the opportunity to explore the autobiographical impulse in American writing, past and present, through full-scale biographies, works of fiction, drama, and poetry, and in the memoirs so popular today. Students write an autobiographical essay on an aspect of their lives. (G7: Humanities) Prerequisite(s): qualification for Presidential Scholars Program, or 3.5 GPA with approval of dean for Liberal Arts.

EN 399 — The Craft of Writing Poetry (Honors)

Students immerse themselves in writing poems while they examine the technical and historical aspects of poetry. They study basic elements of poetry such as image, figurative language, rhythm, diction, and form to develop the potential of those elements in their own writing. In order to understand their own creative processes, students read essays about craft and process. (G6: Arts) Prerequisite(s): qualification for Presidential Scholars Program, or 3.5 GPA with approval of dean for Liberal Arts.

EN 480 — Special Topics in English and Communication Studies

EN 480A — Special Topics in English: Advanced Creative Writing – Poetry and Hybrid Forms

In this advanced creative writing course students cultivate attention to language, literary community, and the possibilities of creating with words. Readings and writing workshops will explore approaches including the lyric sequence, prose poetry, documentary poetics, verse drama and narratives, and multimodal forms incorporating video, visual images, sound, and/or performance. Prerequisite(s): EN 361 or EN 362 or EN 363 or EN 364 or EN 399 .

EN 499 — Independent Study in English or Speech

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