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Abstract
This paper examines a first-year composition course that began with a unit considering the 9/11 tragedy and the arts. The course then moved to consider western and multicultural perspectives on the arts. The paper argues that instructors should be cautious about designing courses that focus on a particular tragedy or even on the theme of tragedies in general. Many students in this course tired of discussing 9/11 (or already had even before the course began), while others were only willing or able to discuss the tragedy in superficial terms. Based on student evaluations, class discussions, and writing assignments, I assert that students in my course were ...