<p>Maybe, it’s because how some teachers approach teaching science at Emory (since NU is a top school ranked higher than us, I expect them to have several prof’s w/similar philosophy), but surprisingly, many of them try to integrate creativity into the design and often try to integrate real life into the curriculum and this may involve writing assignments similar to those in English. For example, one professor who teaches a case based intro. course in biology sometimes integrates questions of bio and research ethics into his case studies on top of the biological stuff. Also, even his more science based questions were kind of open ended. They only needed to make sense in context of what you learned (often you are told to prove connection of two loosely connected concepts which you have never even seen in class. You have to use what you learned and extrapolate a lot). This prof. also runs his Cell Biology course this way (and there are several other profs. with a more inquiry and problem based approach). I know at least 2 organic chemistry professors that use an approach requiring creativity and extrapolation as well.
Basically, point is, unlike in HS, you may see some of the things you don’t like about your English course creeping into some science courses. It’ll make them more challenging (as it puts linear thinking on a level playing field w/creativity. Something many aren’t used to seeing in a science course), but more worthwhile as you learn to think like and communicate more effectively as a scientist as opposed to merely putting together or regurgitating formulas and facts. You won’t be able to understand how this makes sense now, but trust me, professors who make courses like this are among the best (they are usually more closely engaged w/students b/c they demand more than normal. Meaning that more effort is needed on both ends to ensure success of students). It’s a very effective and holistic approach to teaching science I have found. After a while, typical science lecture courses get old, and you perhaps forget info. right afterwards and don’t develop as much problem solving skills as anticipated (the types I mention seem more effective at retention of info. and sharpening of skills)</p>
<p>Also: I did some research. Since you seem as if you’ll be in Weinberg, the 2 frosh seminars you take are apparently going to be writing intensive (and perhaps not science related): [Writing</a> Proficiency - Undergraduate Advising – Weinberg College of Arts and Sciences, Northwestern University](<a href=“http://www.weinberg.northwestern.edu/advising/degree/writing.html]Writing”>http://www.weinberg.northwestern.edu/advising/degree/writing.html)</p>
<p>There are other distribution requirements that may involve it (Overall, it seems like our GERs are much more intense than NU for some reason. Lucky you). Just choose your courses wisely. I have a good feeling, you’ll get in. Get ready to push yourself and successfully step outside of your comfort zone (trust me, by the end of NU, your writing ability will get better and diversify). But of course, enjoy it. It’s a great, vibrant campus. Good luck!</p>