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2019-20 Calendar

Visit this link for the updated calendar description and list of courses.


This course will bring rhetorical thought into important dialogue with health research and medical practices. Since its inception, rhetoric has been concerned with persuasion and its relationship to human flourishing. With this in mind, contemporary rhetorical scholars have interrogated the role rhetoric plays in matters pertaining to health and wellness. Medicalized phenomena—like hypochondria, depression, sexual dysfunction, and death & dying—are all bound up with influence. A rhetorical perspective on health and wellness tracks this influence through the networks of individuals, institutions, texts, media forms, genres, narratives, opinions, and identifications that constitute the interpenetrating worlds of health care consumers, medical practitioners, and researchers.

Prerequisite: Completion of 4.0 full-course equivalents. 

Distribution Requirements: Humanities 

Breadth Requirements: Thought, Belief and Behaviour (2)

Lecture: Tuesdays 1-4

Instructor: Daniel Adleman

Room: TBA


Summer Courses 2019

Good writing happens only through revision. But before you can revise, you need to see your writing afresh. How can you escape the "intractable subjectivity" (Joseph Williams) of composition? How can you learn to edit yourself? This course teaches ways to detach from a draft, review it on different levels, identify possible issues, and strengthen weak spots. We will draw on both professional editorial strategies and long-standing writing advice to help us evaluate both content and expression. Writers in different genres (scholarship, journalism, fiction) will visit the class to share their revision strategies. Each student will need a piece of writing to work on, one that the student wants to improve. It could be an essay or report from an earlier term, a short story, a personal statement, or a media article. Course assignments will include applying self-editing strategies to this text.

Prerequisite: Completion of 4.0 FCEs
Distribution Requirement Status: This is a Humanities course
Breadth Requirement: Creative and Cultural Representations (1)


Lecture: Tuesdays and Thursdays 1-4

Instructor: Rebecca Vogan

Room: 204


INI 211H1F

This introductory course focuses on the process and craft of creative writing. Students will study short fiction, creative nonfiction and poetry by established writers, and learn to respond to works-in-progress by their peers. A variety of activities will help students generate, develop, and revise a portfolio of original creative work.

Prerequisite: Completion of 4.0 full-course equivalents.
Distribution Requirement Status: This is a Humanities or Social Science course
Breadth Requirement: Creative and Cultural Representations (1)
Method of instruction: lecture/discussion

May-June 2019

Lecture: Tuesdays and Thursdays 1-4

Location: Roswell Stafford


INI 300H1F

Aims to teach students to recognize the rhetoric of the professional workplace and to communicate strategically and ethically using written and oral discourse appropriate to business, government, and not-for-profit organizations. Case study analysis using ethical reasoning models is a central component of the course.

Prerequisite: Completion of 4.0 full-course equivalents.
Exclusion: INI300Y1
Distribution Requirement Status: This is a Humanities or Social Science course
Breadth Requirement: Creative and Cultural Representations (1)
Method of instruction: lecture/discussion

May-June 2019

Lecture: Tuesdays and Thursdays 10-1

Location: Viktoria Jovanovic-Krstic





Program Enrolment

The Writing and Rhetoric Minor is now a Type 1 program. You may sign up for the program directly through ROSI.

Students may take INI courses even if they do not wish to enrol in the Writing and Rhetoric Program.


First Year Courses

INI 103H and 104H count toward Writing and Rhetoric Minor requirements, whether or not they are taken in first year.

First-year students who are interested in enrolling in the program in second year (or a later year) should take one or both of these courses in first year. (Upper-level students are also welcome to take first-year courses.) Any course that counts toward program requirements may be taken before a student formally enrols in the program.



Faculty News

Rebecca Vogan wins the Margaret Procter Award for Excellence in Writing Instruction

Procter Award

Writing Centre Directors at the University of Toronto have initiated a new award to recognize the teaching excellence of instructors in our writing centres. Beginning in 2018–2019, the Margaret Procter Award for Excellence in Writing Instruction will be awarded annually through a nomination and committee selection process. The award is open to any non-appointed writing centre instructor who has worked in a U of T writing centre for two years. Instructors must be nominated by a faculty member.

Margaret Procter coordinated writing instruction at U of T for over 25 years, during which time she established a robust culture of professional development and community building across the writing centres at all three campuses. In her honour, this award acknowledges writing centre instructors’ ability to impact students’ sense of personal agency in improving their writing. As well, the award aims to draw attention in the U of T community to the importance of excellence in writing instruction. Such instruction often happens one-on-one and can be overlooked as great teaching—though many students regard writing instruction sessions as some of the most powerfully facilitating instruction they receive.

The nominees were assessed based on four criteria: student evaluations describing the impact of the instruction given; evidence of initiative in pedagogical strategy-building and development; alignment between teaching philosophy and demonstrated strategies in writing instruction; and a nomination package, including a letter written by the nominator, CV, and portfolio.
The Selection Committee is very pleased to present this year’s inaugural award to two instructors: Rebecca Vogan (Innis and University Colleges) and Georgia Wilder (New College, ELL Program). As a poet and director of English Testing Canada, Georgia Wilder brings a wide range of rhetorical and linguistic knowledge to sessions with students. Students noted Georgia’s skillful assessment of their work on multiple levels, and her ability to involve them in various kinds of productive rereading and rethinking. Students evaluating Rebecca Vogan consistently commented on her passion and solicitude: her ability to understand students’ thinking, to develop long-term relationships with them as writers, and to bring them into lively engagement with their work, leading to increased confidence and motivation to improve. The committee felt strongly that each recipient demonstrated very different—yet superlative—strengths in service of the same goal.
The award was formally presented to the instructors on April 23, 2019, at a writing instructors’ PD event.



Writing & Rhetoric

@ Innis College

The Writing and Rhetoric minor reflects the belief that strong skills in critical thinking and written communication are central to a liberal education. The mission of this unique minor is to facilitate the intellectual and academic development of undergraduate students and to provide them with a powerful tool that will prove useful in graduate schools, professional schools, and the workplace. This non-remedial program responds to the University's repeated calls for initiatives that address the written communication skills of students from across the disciplines.

Innis College has played a leading role in providing writing instruction at the University of Toronto for over thirty-five years. Innis College's Writing and Rhetoric Program is built on a foundation of long-standing Innis courses in academic and creative writing and on more recently mounted courses in professional writing, rhetoric, and media. The Writing and Rhetoric Program draws on relevant U of T courses in a range of disciplines. The program's design reflects three interrelated themes.


Writing Studies as a discipline involves more than instruction in composition skills. Writing is related to rhetoric, logic, reasoning, and critical thinking. Writing is therefore most fruitfully studied, not in isolation, but in a multidisciplinary program such as the one Innis has designed. One of the main goals of the program is to ensure that students graduate with exposure to various modes of writing and with well-developed written communication skills. (Graduates of the new program could pursue postgraduate degrees in rhetoric, professional writing, medicine, law, communications, management, creative writing, journalism, and media studies, to name several possibilities.)


One of the oldest disciplines in the liberal arts, rhetoric is an evolving area of scholarship that has illuminated the making of meaning in a large number of academic fields. Today's "rhetoric" reaches well beyond notions related to the art of persuasion. Contemporary definitions of rhetoric focus on the relationship between discourse and social forces. For the purposes of the program, rhetoric will signify the patterns of communication identifiable in a variety of disciplines and environments. Students will be taught to recognize and use rhetorical strategies in their written work. The program is committed to the ethical use of rhetorical strategies, and therefore ethical decision-making is a component of program offerings.

Critical Thinking:

Innis writing and rhetoric courses all strive to teach students that good writers have learned to read and think critically. One of the tenets of the Writing and Rhetoric Program is shared by many of the University's Arts and Science disciplines: that problem-solving and creative, persuasive, and effective writing depend on the ability to analyze discourse critically. Students in the program will learn to identify strengths and weaknesses in the texts they study. They will learn that the critical analysis they engage in when they write is intimately connected to the rhetorical strategies they adopt, the emphases they impose, the tone they create, and the organizational plan they choose.


Innis College Awards