My Courses

First Year Writing Seminar: Thinking Earth

Course: Government 1101
Term: Fall 2025
Location: White Hall
Time: M/W 2:55–4:10

Instructor: Sjors Verhaak, Government Department
Office: White Hall
Email: sfv7@cornell.edu
Office Hours: Wednesdays, 4:15–5:15

Course Description

Earth is often seen as stabilizing politics by providing a shared and common ground. This course aims to unsettle that assumption by exploring diverse approaches to planetary thinking in politics. Readings will include geographical, theological, eco-feminist, and scientific perspectives, among others. By engaging with these distinct “Earths,” students will gain a deeper understanding of the assumptions embedded in a wide range of global political issues such as migration, governance, and climate change. Writing assignments in the course will focus on interpreting the meaning of texts, evaluating their persuasiveness, and applying these ideas to contemporary challenges ranging from the ecological crisis to the rise of artificial intelligence.

FWS Learning Outcomes

Learning how to actively read a text, which entails thinking critically about the arguments of a text including: thinking about the arguments a text claims to make, how these arguments are presented (including form, structure, and content), and the assumptions of these arguments.
Critically thinking about a text’s arguments, and the evidence employed in service of those arguments, through students writing about these arguments in their own words as well as reflecting on what makes the writing of others successful.
Seeing the practice of reading and writing about texts as a way to enter into the “academic conversation.” Specifically, this means introducing the practice of reading and writing about texts as a way to enter into a conversation, dialogue, or debate that spans across time and beyond academia.

Course Requirements

Readings: Each week about 15–30 pages of readings will be assigned, which you will be responsible for reading before our discussion on the day the readings are assigned. In addition, some of the weeks have some audio and/or visual content assigned.

Participation (25%): Participation is 25% of your total grade for the course. Your participation grade will be determined by your attendance and active participation in small group activities and class discussions. Please come to section prepared with comments and questions related to the readings in order to actively participate in class discussions. Note that when evaluating participation, I am not primarily concerned with the frequency of your comments, but rather with their thoughtfulness. As you participate, think critically about the underlying assumptions, missing points, evidentiary strength, and conclusions and implications of the readings and your peers’ and your own arguments.

Paper Assignments (75% total): Written work will constitute 75% of your final grade which will be broken down as follows:

Ungraded Diagnostic Essay (500 words): 5%
A brief essay about a contemporary event that exemplifies the theme of the relationship between politics and nature.
2 Response Papers (250 words): 2.5% each
A brief summary of one text.
Interpretation and Evaluation Essay (1000 words): 10% (2.5% draft; 7.5% final)
An essay where you will give an interpretation of a text and offer an evaluation of the authors argument.
Comparative Evaluation Essay (2000 words): 20% total (5% draft; 15% final)
An essay where you will give an interpretation of two texts and offer a comparative evaluation of the authors arguments.
Case Study Essay (1000 words): 10% (2.5% Case Selection; 7.5% final)
An essay where you will discuss a case of your choice in light of one of course’s thinkers.
Final Essay (2500 words): 25% total (5% draft; 20% final)
The final essay of the course, where you will respond to a prompt to develop an argumentative essay that draws on at least three separate texts.

Grading Scale:
A+ (100–97); A (96–93); A- (92–90) | B+ (89–87); B (86–83); B- (82–80) | C+ (79–77); C (76–73); C- (72–70) | D+ (69–67); D (66–63); D- (62–60) | F (59–0) | S = C- or above

Course Policies

Canvas: Canvas will be where you can find all course materials including the syllabus, readings, and important class announcements. In addition, all assignments will be uploaded to Canvas.
Absence Policy: It is vital that you attend every class in order to participate actively in classroom discussions and activities. Any more than two unexcused absences will result in the lowering of your participation grade by one grade level per absence (e.g., B to C). I will excuse absences that occur for legitimate reasons including, but not limited to sickness or family emergencies if the student informs me in advance of our section’s meeting time.
Communication: I can be best reached by email. On weekdays, you should hear back from me within 48 hours. Over email, I will not respond to questions that necessitate answers more than a few lines long. Any questions about topics such as grades and course materials – which I’m more than happy to answer – should take place in-person or via Zoom.
Late Policy: Everyone has two no-questions-asked 24-hour extensions on any assignment (except for your diagnostic essay). Please clearly state at the top of your assignment submission that you are taking the extension. In all other cases, for every 24 hours an assignment is turned in late, your final assignment grade will be lowered by one grade level (e.g., B to C).
Classroom Climate: In this course, we will be tackling challenging questions and there will be a variety of perspectives and views one may take in response to these questions. I ask that you treat everyone’s views with respect and generosity. That said, if at any point, you feel uncomfortable with any aspect of the course please let me know and we can work together to address any concerns you may have.
Academic Integrity: Your work in this course should be your own. All sources you use should be cited clearly, and plagiarism of any kind will not be tolerated. You are expected to abide by Cornell’s Code of Academic Integrity. If you are unsure about how and when to cite sources, please be in touch with me. That said, generally, if you’re unsure if you should be citing a source, you should probably cite the source. If you have concerns about writing generally or citing sources, you may find it helpful to visit the Knight Institute for Writing (http://knight.as.cornell.edu).
Disabilities Statement: It is Cornell policy to provide reasonable accommodations to students who have a documented disability (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact Student Disability Services and their instructors for a confidential discussion of their individual need for academic accommodations.

First Year Writing Seminar: Politics and Nature

Course: Government 1101
Term: Spring 2023
Location: White Hall B04
Time: T/Th 9:40–10:55

Instructor: Sjors Verhaak, Government Department
Office: B11 White Hall
Email: sfv7@cornell.edu
Office Hours: Thurs. 11:00–12:00

Course Description

What is nature? Who speaks for nature? And how should humans relate to nature? In this course, we will explore the theme of the relationship between politics and nature through thinking about answers to questions like these in light of both anthropogenic climate change and enduring questions of power, freedom, and what it means to be human. We will read a variety of perspectives including ancient Greek philosophy; 17th & 18th century political theory; and contemporary indigenous, feminist, and environmental thought. This course will teach you how to enter this conversation, spanning from ancient times to today, through a series of writing assignments where you will interpret the meaning of texts, evaluate their persuasiveness, and apply these arguments to issues today.

FWS Learning Outcomes

Learning how to actively read a text, which entails thinking critically about the arguments of a text including: thinking about the arguments a text claims to make, how these arguments are presented (including form, structure, and content), and the assumptions of these arguments.
Critically thinking about a text’s arguments, and the evidence employed in service of those arguments, through students writing about these arguments in their own words as well as reflecting on what makes the writing of others successful.
Seeing the practice of reading and writing about texts as a way to enter into the “academic conversation.” Specifically, this means introducing the practice of reading and writing about texts as a way to enter into a conversation, dialogue, or debate that spans across time and beyond academia.

Course Requirements

Readings: Each week about 40–60 pages of readings will be assigned, which you will be responsible for reading before our discussion on the day the readings are assigned. In addition, some of the weeks have some audio and/or visual content assigned.

Paper Assignments (75% total): Written work will constitute 75% of your final grade which will be broken down as follows:

Ungraded Diagnostic Essay (500 words): 5%
A brief essay about a contemporary event that exemplifies the theme of the relationship between politics and nature.
2 Response Papers (250 words): 2.5% each
A brief summary of one text.
Interpretation and Evaluation Essay (1000 words): 10% (2.5% draft; 7.5% final)
An essay where you will give an interpretation of a text and offer an evaluation of the authors argument.
Comparative Evaluation Essay (2000 words): 20% total (5% draft; 15% final)
An essay where you will give an interpretation of two texts and offer a comparative evaluation of the authors arguments.
Case Study Essay (1000 words): 10% (2.5% Case Selection; 7.5% final)
An essay where you will discuss a case of your choice in light of one of course’s thinkers.
Final Essay (2500 words): 25% total (5% draft; 20% final)
The final essay of the course, where you will respond to a prompt to develop an argumentative essay that draws on at least three separate texts.

Course Policies

Canvas: Canvas will be where you can find all course materials including the syllabus, readings, and important class announcements. In addition, all assignments will be uploaded to Canvas.
Absence Policy: It is vital that you attend every class in order to participate actively in classroom discussions and activities. Any more than two unexcused absences will result in the lowering of your participation grade by one grade level per absence (e.g., B to C). I will excuse absences that occur for legitimate reasons including, but not limited to sickness or family emergencies if the student informs me in advance of our section’s meeting time.
Communication: I can be best reached by email. On weekdays, you should hear back from me within 48 hours. Over email, I will not respond to questions that necessitate answers more than a few lines long. Any questions about topics such as grades and course materials – which I’m more than happy to answer – should take place in-person or via Zoom.
Late Policy: Everyone has two no-questions-asked 24-hour extensions on any assignment (except for your diagnostic essay). Please clearly state at the top of your assignment submission that you are taking the extension. In all other cases, for every 24 hours an assignment is turned in late, your final assignment grade will be lowered by one grade level (e.g., B to C).
Classroom Climate: In this course, we will be tackling challenging questions and there will be a variety of perspectives and views one may take in response to these questions. I ask that you treat everyone’s views with respect and generosity. That said, if at any point, you feel uncomfortable with any aspect of the course please let me know and we can work together to address any concerns you may have.
Academic Integrity: Your work in this course should be your own. All sources you use should be cited clearly, and plagiarism of any kind will not be tolerated. You are expected to abide by Cornell’s Code of Academic Integrity. If you are unsure about how and when to cite sources, please be in touch with me. That said, generally, if you’re unsure if you should be citing a source, you should probably cite the source. If you have concerns about writing generally or citing sources, you may find it helpful to visit the Knight Institute for Writing (http://knight.as.cornell.edu).
Disabilities Statement: It is Cornell policy to provide reasonable accommodations to students who have a documented disability (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact Student Disability Services and their instructors for a confidential discussion of their individual need for academic accommodations.

Weekly Schedule

Introduction

Week 1: Politics and Nature?

Jan 24: Syllabus
Jan 26: Andrew Dobson, “Nature (and Politics)”

Ungraded Diagnostic Essay due Friday, January 27th at 5pm

Part 1: Central Concepts and Ideas

Week 2: Nature, I

Jan 31: Aristotle, Politics, selections
Feb 2: Jill Frank, “Citizens, Slaves, and Foreigners: Aristotle on Human Nature”

Writing Goals: Diagnostic Essays and Summarization
Response Paper 1 due Friday, February 3rd at 5:00 pm

Week 3: Nature, II

Feb 7: Bruno Latour, “First Lecture: On the instability of the (notion of) nature” in Facing Gaia: Eight Lectures on The New Climatic Regime
Feb 9: Jonathan Schell, “Nature and Value” and “The Human Shadow” in Nature and Value

Writing Goals: Reading for the Structure of an Argument
Response Paper #2 due Friday, February 10th at 5:00 pm

Week 4: Climate Change and Climate Futures

Feb 14: Joel Wainwright and Geoff Mann, “Climate Leviathan”
Recommended: IPCC, 2021: Summary for Policymakers (Sixth Assessment Report, WG1); Kurzgesagt—In a Nutshell, “Is It Too Late To Stop Climate Change? Well, it’s Complicated.” https://youtu.be/wbR-5mHI6bo
Feb 16: James Tully, “Sustainable Democratic Constitutionalism and Climate Crises”

Writing Goals: Developing an Interpretation
Interpretation and Evaluation Draft due Friday, February 17th at 5:00 pm

Week 5: Anthropocene?

Feb 21: Steffen et al., “The Anthropocene: Conceptual and Historical Perspectives”
Feb 23: Donna Haraway, “Anthropocene, Capitalocene, Plantationocene, Chthulucene: Making Kin”; Davis et al., “Anthropocene, Capitalocene, … Plantationocene? A Manifesto for Ecological Justice in an Age of Global Crises”

Writing Goals: Evaluating an Argument
Interpretation and Evaluation Essay due Friday, February 24th at 5:00 pm

Part 2: Nature and Rights

Week 6: States of Nature, I

Feb 28: February Break
Mar 2: Thomas Hobbes, Leviathan, selections

Writing Goals: None

Week 7: States of Nature, II

Mar 7: Jean-Jacques Rousseau, Discourse on Inequality, Preface and First Part
Mar 9: Jean-Jacques Rousseau, Discourse on Inequality, Second Part

Writing Goals: Developing a Thesis
Comparative Evaluation Draft due Friday, March 10th at 5 pm
Sign up for Individual Conferences

Week 8: Conferences and Peer Review

Mar 14: NO CLASS; Individual Conferences
Mar 16: In-Class Peer Review

Writing Goals: Framing and Structuring an Argument

Week 9: Rights of Nature, I

Mar 21: Essay Revision
Comparative Evaluation Essay due Wednesday, March 22nd at noon
Mar 23: Christopher Stone, “Should Trees Have Standing? –Towards Legal Rights for Natural Objects”; The Climate Question, “Could giving nature rights help fight climate change?” https://www.bbc.co.uk/programmes/w3ct2drg

Writing Goals: Entering into the Conversation, I

Week 10: Rights of Nature, II

Mar 28: Craig M. Kauffman and Pamela L. Martin, “Rights of Nature for 2030 and Beyond” in The Politics of the Rights of Nature: Strategies for Building a More Sustainable Future; Thomas Berry, “Legal Conditions for Earth Survival” in Evening Thoughts; Universal Declaration of the Rights of Mother Earth
Mar 30: Invisible Hand

Writing Goals: Entering into the Conversation, II
Case Study Selection due Friday, March 31st at 5 pm

Part 3: Politics and Nature Beyond Rights

Week 11: Spring Break

Apr 4: NO CLASS
Apr 6: NO CLASS

Week 12: Settler Colonialism and Indigenous Knowledges

Apr 11: Kyle Whyte, “Settler Colonialism, Ecology, and Environmental Injustice”
Apr 13: Robin Wall Kimmerer, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants, selections

Writing Goals: TBA

Week 13: Eco-Feminism

Apr 18: Val Plumwood, “Feminism and ecofeminism” in Feminism and the Mastery of Nature
Apr 20: Val Plumwood, “Nature as Agency and the Prospects for a Progressive Naturalism,” selections

Writing Goals: TBA

Week 14: Ecologies, I

Apr 25: Arne Naess, “The Deep Ecology Movement: Some Philosophical Aspects”
Apr 27: Rachel Carson, Silent Spring, selections

Case Study Essay due Friday, April 28th 5:00 pm
Writing Goals: TBA

Week 15: Ecologies, II

May 2: Bruno Latour, Politics of Nature: How to Bring the Sciences into Democracy
May 4: Bruno Latour, Politics of Nature: How to Bring the Sciences into Democracy, cont.

Writing Goals: TBA

Week 16: Wrapping Up

Final Draft due Monday, May 8th at 11:59 pm

May 9: Final Paper Workshop

Final Essay Due Tuesday, May 16th at 4:30 pm