University Writing : Contemporary Essays, the general, unthemed version of UW , is designed to help undergraduates read and write essays in order to participate in the academic conversations that form Columbia's intellectual community. The course gives special attention to the practices of close reading, rhetorical analysis, research, collaboration, and substantive revision. By writing multiple drafts of essays typically ranging from three to ten pages, students will learn that writing is a process of forming and refining their ideas and their prose. Rather than approaching writing as an innate talent, the course teaches writing as a unique skill that can be practiced and developed. These classes will have section numbers in the range of CC/ to CC/. Each semester approximately 30 sections are offered in the College/SEAS and 15 in General Studies.
Locke attacks both the view that we have any innate principles (for example, the whole is greater than the part, do unto others as you would have done unto you, etc.) as well as the view that there are any innate singular ideas (for example, God, identity, substance, and so forth). The main thrust of Locke’s argument lies in pointing out that none of the mental content alleged to be innate is universally shared by all humans. He notes that children and the mentally disabled, for example, do not have in their minds an allegedly innate complex thought like “equals taken from equals leave equals”. He also uses evidence from travel literature to point out that many non-Europeans deny what were taken to be innate moral maxims and that some groups even lack the idea of a God. Locke takes the fact that not all humans have these ideas as evidence that they were not implanted by God in humans minds, and that they are therefore acquired rather than innate.
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