ENWR 1506 - Writing and Critical Inquiry: The Stretch Sequence

Offers a two-semester approach to the First Writing Requirement. This sequence allows students to take more time, in smaller sections and with support from the Writing Center, practicing and reinforcing the activities that are central to the first-year writing course. Like ENWR 1510, ENWR 1505-06 approaches writing as a way of generating, representing, and reflecting on critical inquiry. Students contribute to an academic conversation about a specific subject of inquiry and learn to position their ideas and research in relation to the ideas and research of others.  Instructors place student writing at the center of course, encourage students to think on the page, and prepare them to reflect on contemporary forms of expression.  Students read and respond to each other’s writing in class regularly, and they engage in thoughtful reflection on their own rhetorical choices as well as those of peers and published writers.  Additionally, the course requires students to give an oral presentation on their research and to assemble a digital portfolio of their writing.

Spring 2020 Sections:

001 - Writing about Identities - Collaborative Inquiry in Race & Identity
TR 930-1045 (New Cabell 038)
Kate Kostelnik

002 - Writing about Identities - Advertising Culture
TR 1230-145 (Bryan 312)
Claire Chantell

003 - Writing about Identities - Advertising Culture
TR 1100-1215 (Bryan 312)
Claire Chantell

004 - Writing about Culture/Society
MWF 1200-1250 (Bryan 203)
Patricia Sullivan

006 - Writing about Identities
MWF 100-150 (Bryan 203)
Patricia Sullivan

007 - Writing about Identities - Sports & Society
TR 930-1045 (Ruffner 125)
Marcus Meade

008 - Writing about Identities - Collaborative Inquiry in Race & Identity
TR 1100-1215 (New Cabell 038)
Kate Kostelnik

ENWR 1508 - Writing & Critical Inquiry Stretch Sequence for Multilingual Writers

Offers instruction in academic writing, critical inquiry, and the conventions of American English for non-native speakers of English. Space is limited, and priority is given to students who are required to take the sequence by recommendation of the admissions office, the transition program, or the writing program.

001
TR 1100-1215 (Ruffner 125)
Mahmoud Abdi Tabari

002
TR 330-445 (New Cabell 038)
Mahmoud Abdi Tabari

ENWR 1510 - Writing and Critical Inquiry (70 sections)

Approaches writing as a way of generating, representing, and reflecting on critical inquiry. Students contribute to an academic conversation about a specific subject of inquiry and learn to position their ideas and research in relation to the ideas and research of others.  Instructors place student writing at the center of course, encourage students to think on the page, and prepare them to reflect on contemporary forms of expression.  Students read and respond to each other’s writing in class regularly, and they engage in thoughtful reflection on their own rhetorical choices as well as those of peers and published writers.  Additionally, the course requires students to give an oral presentation on their research and to assemble a digital portfolio of their writing.

Spring 2020 Sections:

002 - Writing about Culture/Society - Writing about Food
MW 500-615 (New Cabell 132)
Katherine Rice

004 - Writing about Culture/Society - Disasters
TR 930-1045 (Shannon 109)
Emily Nason

005 - Writing about the Arts - This is America
TR 330-445 (New Cabell 168)
Megan Haury

In “This is America” we consider a variety of texts, including songs, music videos, movies and movie clips, documentary photographs, speeches, essays, poems, and short stories that explore America as a space and as an idea. As we learn to attend to our own rhetorical choices as writers, we will consider the unique role of the arts in presenting, interrogating, questioning, constructing, and critiquing American national identity. We will ask questions about the power of writing, the meaning of national identity itself, and the act of artistic representation in fiction, poetry, film, photography, essay, and other forms.

006 - Writing about Culture/Society - Harry Potter and the Ethical Imagination
MWF 1200-1250 (Bryan 334)
Emily Lawson

The Harry Potter books have exploded into a global phenomenon with massive contemporary influence. In this class, the wizarding world of Harry Potter and the ethical questions explored in the books will be the hearth around which we gather to hone our writing, critical thinking, and discussion skills. Whether you’ve never read the series or you’ve been re-reading it every summer since you were a child, taking a critical lens to J.K. Rowling’s modern-day classics can expand your cultural literacy, moral reasoning, and literary analysis skills.

008 - Writing about the Arts
TR 330-445 (New Cabell 132)
Charity Fowler

009 - Writing about the Arts - Re-writing Shakespeare
TR 500-615 (Bryan 312)
Gretchen York

This section of ENWR will investigate twentieth- and twenty-first-century adaptations of Shakespeare’s The Merchant of Venice in order to better understand how the play has been translated and transformed in response to its antisemitic and xenophobic elements. By asking what it means to be “faithful” to a troubling text, we will come to a deeper understanding of the way that theater-makers and artists recreate the works that they engage with—and will, I hope, come to see critical writing (particularly our own!) as part of this creative endeavor.

012 - Writing about Identities - Immigrant Narratives
MWF 1100-1150 (Bryan 235)
Tracey Wang

013 - Writing about Culture/Society - Writing and Community Action
MWF 1100-1150 (Bryan 334)
John Modica

014 - Writing about the Arts - Writing about Monstrosity
MWF 1200-1250 (Bryan 332)
Kelli Shermeyer

016 - Writing about the Arts
TR 500-615 (Bryan 330)
Alex Buckley

017 - Writing about Digital Media - Writing about Digital Forms: Instagram, Wikipedia, and Podcasts
MWF 1100-1150 (Bryan 330)
Cherrie Kwok

018 - Writing about Culture/Society
MWF 1200-1250 (Bryan 312)
John Thomas Casteen IV

019 - Writing about Science & Tech - Writing Material: A Scientific Approach to Artful Communication 
MWF 1200-1250 (Bryan 310)
Heidi Nobles

This 1510 section emphasizes material research and writing methods, including bibliographic, field, and empirical techniques. Students study draft and published material by prominent science writers and employ a combination of scientific and humanities research and writing approaches, with the goal of creating original research projects that prioritize substance and aim for elegance.

020 - Writing about Culture/Society - Writing about the Environment
MWF 100-150(Bryan 310)
Emily Lawson

022 - Writing about the Arts - Writing about Television
TR 330-445 (Bryan 310)
Sarah O'Brien

023 - Writing about Culture/Society - Assessing Risk, Reward, and Performance
MWF 100-150 (Bryan 330)
Jon D'Errico

025 - Writing about the Arts
MW 500-615 (New Cabell 064)
Anna Martin-Beecher

026 - Writing about the Arts
MW 330-445 (Astronomgy Building 265)
Anna Fleming

027 - Writing about Culture/Society - Writing Crime
MWF 1000-1050 (Bryan 334)
Rebecca Foote

028 - Writing about the Arts - Writing the Body
TR 500-615 (Bryan 310)
Kelly Fleming

031 - Writing about the Arts - Science & Wonder
MW 500-615 (New Cabell 183)
Lara Musser

032 - Writing about the Arts - High Class, Low Class, No Class: Defining and Defending Personal Taste
MW 500-615 (New Cabell 315)
Jessica Walker

034 - Writing about Culture/Society - Writing about Food
MW 200-315 (Shannon 111)
Helena Chung

036 - Writing about Culture/Society
MWF 900-950 (Bryan 310)
Sarah Storti

038 - Writing about Culture/Society - Where to Find Your Voic
TR 1230-145 (Bryan 332)
Michael VanHoose

This course inquires after the elusive concept of literary voice, both in the writing of others and in your own scholarly prose. Where do our voices as writers come from, and how can we develop and refine them? How does voice differ from such related concepts as style, perspective, subjectivity, and ethos? What responsibilities do we take on by having a voice, to ourselves and our communities? Readings include scholarly articles, journalism, poetry, and fiction. Assignments place emphasis on peer review and revision.

039 - Writing about the Arts - Writing about Television
TR 1230-145 (Bryan 310)
Sarah O'Brien

040 - Writing about Culture/Society - Writing about American Roots Music
TR 930-1045 (Bryan 310)
Sophie Abramowitz

This section of ENWR will engage in the joys and challenges of writing about American “roots” music. The goal of this course is neither to define and give a totalizing history of American roots music nor to listen exclusively to the genre; instead, we’ll use ideas, questions, and sounds of the genre as an entryway to help us engage with the ways that we can write about music. (You’ll get to write about music of your choice throughout the semester.)

Throughout the semester, we’ll look at songs and albums engaging with the concepts of authenticity, community, capitalism, race, gender, class, region, and nation—from blues and country to rock ’n’ roll, hip hop, soul, indie, and pop—which will serve as jumping-off points for our writing. Additionally, we will read a variety of writers who thoughtfully analyze music, and we will join the conversation that those writers have started by adding our own voices and perspectives to it.

041 - Writing about Culture/Society - How Where We Are Changes Who We Are
MW 500-615 (New Cabell 044)
Matthew Martello

042 - Writing about Culture/Society
MW 500-615 (Bryan 310)
Caleb Nolen

043 - Writing about Culture/Society
MWF 1100-1150 (Shannon 109)
Sarah Storti

044 - Writing about Culture/Society - Assessing Risk, Reward, and Performance
MWF 1200-1250 (Bryan 330)
Jon D'Errico

047 - Writing about Identities
MW 330-445 (New Cabell 027)
Cassie Davies

049 - Writing about Science & Tech - Citizen Science
TR 1230-145 (Shannon 109)
Cory Shaman

051 - Writing about Culture/Society - Writing about Animals & the Sacred
TR 1100-1215 (Shannon 111)
Lindgren Johnson

053 - Writing about the Arts - Transatlantic Women’s Literature and Theory
MWF 1100-1150 (New Cabell 383)
Indu Ohri

This course will investigate the political, cultural, and historical contexts of transatlantic women writers and activists as well as their roles in different feminist movements, from the late eighteenth century to the modern day. In particular, you will look at the relationship between these women’s fictional texts and their nonfictional works on feminism, literature, and authorship. You will read and watch materials that illustrate various feminist methodologies and key moments in the first, second, third, and fourth waves of feminism. These women’s nonfictional essays will also offer inspiring templates that model different rhetorical moves for you, including how to engage in debates, devise persuasive arguments, and write with passion to empower yourself and others.

056 - Writing about the Arts - Adaptation: From Short Story to Feature Length Film
TR 330-445 (Shannon 111)
Nathan Frank

057 - Writing about Science & Tech - Citizen Science
TR 200-315 (Nau 141)
Cory Shaman

061 - Writing about the Arts - Transatlantic Women’s Literature and Theory
MWF 900-950 (Bryan 330)
Indu Ohri

This course will investigate the political, cultural, and historical contexts of transatlantic women writers and activists as well as their roles in different feminist movements, from the late eighteenth century to the modern day. In particular, you will look at the relationship between these women’s fictional texts and their nonfictional works on feminism, literature, and authorship. You will read and watch materials that illustrate various feminist methodologies and key moments in the first, second, third, and fourth waves of feminism. These women’s nonfictional essays will also offer inspiring templates that model different rhetorical moves for you, including how to engage in debates, devise persuasive arguments, and write with passion to empower yourself and others.

064 - Writing about Culture/Society - Writing about American Roots Music
TR 500-615 (Bryan 334)
Sophie Abramowitz

This section of ENWR will engage in the joys and challenges of writing about American “roots” music. The goal of this course is neither to define and give a totalizing history of American roots music nor to listen exclusively to the genre; instead, we’ll use ideas, questions, and sounds of the genre as an entryway to help us engage with the ways that we can write about music. (You’ll get to write about music of your choice throughout the semester.)

Throughout the semester, we’ll look at songs and albums engaging with the concepts of authenticity, community, capitalism, race, gender, class, region, and nation—from blues and country to rock ’n’ roll, hip hop, soul, indie, and pop—which will serve as jumping-off points for our writing. Additionally, we will read a variety of writers who thoughtfully analyze music, and we will join the conversation that those writers have started by adding our own voices and perspectives to it.

065 - Writing about the Arts - Forgiving & Forgetting
TR 500-615 (Bryan 332)
Thomas Berenato

Reading, writing, discussing the dangers and promises of memory. The syllabus includes selections from the King James Bible, memoirs of the Holocaust and Jim Crow, two novels (from 1959 and 2019 respectively), a short story, some essays, and a handful of poems. In-class participation feeds the lion's share of your final grade.

066
TR 800-915 (Bryan 310)
James Ascher

068 - Writing about the Arts - Re-writing Shakespeare
TR 330-445 (Bryan 312)
Gretchen York

This section of ENWR will investigate twentieth- and twenty-first-century adaptations of Shakespeare’s The Merchant of Venice in order to better understand how the play has been translated and transformed in response to its antisemitic and xenophobic elements. By asking what it means to be “faithful” to a troubling text, we will come to a deeper understanding of the way that theater-makers and artists recreate the works that they engage with—and will, I hope, come to see critical writing (particularly our own!) as part of this creative endeavor.

069 - Writing about Culture/Society
TR 800-915 (Bryan 330)
DeVan Ard

070 - Writing about the Arts - Dealing with Rhetoric
MWF 1100-1150 (Mechanical Engineering 305)
S. Fain Riopelle

071 - Writing about Culture/Society - Writing about Food
MW 630-745 (Bryan 332)
Katherine Rice

072 - Writing about Culture/Society - The US in Three Albums
TR 330-445 (New Cabell 411)
Lucas Morel

074 - Writing about Science & Tech - Writing Material: A Scientific Approach to Artful Communication
MWF 1100-1150 (Bryan 310)
Heidi Nobles

This 1510 section emphasizes material research and writing methods, including bibliographic, field, and empirical techniques. Students study draft and published material by prominent science writers and employ a combination of scientific and humanities research and writing approaches, with the goal of creating original research projects that prioritize substance and aim for elegance.

076 - Writing about the Arts - Writing about Music
MW 500-615 (New Cabell 407)
Aimee Seu

079 - Writing about Culture/Society - Writing Utopia
MW 500-615 (Bryan 332)
Emelye Keyser

082 - Writing about the Arts - Adaptations: Exploring Genres and Media
TR 800-915 (Bryan 332)
Leah Putnam

084 - Writing about Identities - Writing Migration
MW 500-615 (New Cabell 191)
Shalmi Barman

085 - Writing about the Arts -This is America
TR 930-1045 (Shannon 108)
Megan Haury

In “This is America” we consider a variety of texts, including songs, music videos, movies and movie clips, documentary photographs, speeches, essays, poems, and short stories that explore America as a space and as an idea. As we learn to attend to our own rhetorical choices as writers, we will consider the unique role of the arts in presenting, interrogating, questioning, constructing, and critiquing American national identity. We will ask questions about the power of writing, the meaning of national identity itself, and the act of artistic representation in fiction, poetry, film, photography, essay, and other forms.

087 - Writing about the Arts -Points of View
TR 800-915 (Bryan 334)
Matthew Davis

This course is intended to help you develop writing skills that will help you succeed while you are at UVA and also after you graduate. The theme for this section will be “points of view” in fiction.  We will read and write about short stories, with a special focus on different ways of narrating a story. The fiction readings will be taken from a classic but rather unusual anthology, Points of View, in which the stories are classified according to the mode of narration used in the story. One section of the anthology contains “interior monologues,” in which we seem to be inside the main character’s head, hearing his or her thoughts in “live time”; another section contains “dramatic monologues,” in which we overhear the narrator speaking aloud to another character; a third, letters written by the characters; a fourth, diary entries; and so on.  We will look at eleven modes of narration and study two examples of most modes, reading about twenty stories in all.  You will complete six substantial written assignments -- three narratives and three argumentative essays. For the narratives, you will be asked to use one of the modes of narration we have studied to tell a story. The narratives should be appx. 3-6 pages in length. (Longer is not necessarily better.) Each narrative will be written once, without opportunity for revision. For the argumentative essays, you will be asked to write an essay with a thesis and supporting textual evidence. Each essay should be appx. 3-6 pages long, but quality of writing, thinking, and argumentation are more important than length. The argumentative essays will be drafted, workshopped, and revised. In addition, you will learn some principles of composition, complete some exercises related to writing, and complete a library assignment.

088 - Writing about Identities - Self-Writing Across Genre and Media
TR 800-915 (New Cabell 044)
Justin Stec

089 - Writing about Culture/Society - Mixed Media & Digital Literacy
MWF 900-950 (Bryan 332)
Grace Vasington

This course moves us from the prehistory of digital media to the evolving platforms and modes of communication of the internet age. How have platforms like Instagram and Twitter forged new communities of people? How has the internet changed our attention spans, from the way we listen to music to the way we read the news? How has it shaped our ethical, political, and social commitments, and empowered new voices? Along the way we will ask ourselves what it means to be “digitally literate”: to exist as writers, readers, photographers, and documentarians amid our global turn toward the digital.

090 - Writing about Culture/Society - Mixed Media & Digital Literacy
MWF 1100-1150 (New Cabell 485)
Grace Vasington

This course moves us from the prehistory of digital media to the evolving platforms and modes of communication of the internet age. How have platforms like Instagram and Twitter forged new communities of people? How has the internet changed our attention spans, from the way we listen to music to the way we read the news? How has it shaped our ethical, political, and social commitments, and empowered new voices? Along the way we will ask ourselves what it means to be “digitally literate”: to exist as writers, readers, photographers, and documentarians amid our global turn toward the digital.

092 - Writing about Culture/Society - Writing about Monstrosity
MWF 1100-1150 (Bryan 332)
Kelli Shermeyer

095 - Writing about Culture/Society - Speeches in Film and Politics 
TR 930-1045 (Astronomgy Building 265)
Lucia Alden

This ENWR will analyze the effect of words on the reader (in our case, the listener) by analyzing speeches from across disciplines, history, film, and various real-life settings. How does a writer adjust his or her tone for an intended audience? When writing for the nation, does Obama’s speechwriter write differently than President Ryan writes when speaking to a UVA-only audience? How do the structure – the literary and rhetorical elements – and general tone of the writing shift to accommodate the speaker’s goals? What do speeches have in common with other genres like stand-up comedy, news stories, film, or even academic writing?

096 - Writing about Culture/Society - Rhetoric of the Supernatural
MWF 1000-1050 (Mechanical Engineering 305)
Alexandra Kennedy

In this ENWR class, we will explore literary, cinematic, and audio renderings of supernatural stories. Several central questions will drive our line of inquiry. Because the supernatural as a category pushes against the bounds of what is readily explainable, how can we communicate clearly about supernatural topics? What grains of truth lie at the root of supernatural tales? How have creators experimented with supernatural representation? What can the style of different supernatural stories teach us about the composition process itself? During our first unit, "The Supernatural in Writing," you will closely read and analyze short stories and creative non-fiction – including works by Shirley Jackson, Edgar Allan Poe, and Zora Neale Hurston. In the second unit, "The Supernatural on Film," you will examine recent superhero films Wonder Woman and Black Panther, and draw connections among the movies and broader social, historical, and cultural contexts. For the final unit, "The Supernatural in Audio Storytelling," you will listen to popular podcasts like Lore and This American Life, before producing your own 10 minute podcast episode. Enthusiastic, engaged, and constructive class participation; weekly responses; two essays; and the abovementioned final podcast assignment (with technical training and equipment provided) are required. 

097 - Writing about Culture/Society
TR 930-1045 (New Cabell 389)
DeVan Ard

098 - Writing about Culture/Society - Medievalism Across Media
TR 930-1045 (New Cabell 315)
Stephen Hoyle

100 - Writing about Culture/Society - Writing about Animals & the Sacred
TR 930-1045 (Shannon 111)
Lindgren Johnson

101 - Writing about Culture/Society - Science & Wonder
MW 630-745 (New Cabell 183)
Lara Musser

102 - Writing about Culture/Society
MW 630-745 (Bryan 310)
Anna Martin-Beecher

104 - Writing about Culture/Society - Writing Utopia
MW 630-745 (Bryan 334)
Emelye Keyser

105 - Writing about Culture/Society
MW 630-745 (New Cabell 044)
Maayan Ornath

106 - Writing about the Arts - Writing the Body
TR 630-745 (Bryan 310)
Kelly Fleming

109 - Writing about the Arts - Forgiving & Forgetting
TR 630-745 (Bryan 332)
Thomas Berenato

Reading, writing, discussing the dangers and promises of memory. The syllabus includes selections from the King James Bible, memoirs of the Holocaust and Jim Crow, two novels (from 1959 and 2019 respectively), a short story, some essays, and a handful of poems. In-class participation feeds the lion's share of your final grade.

110 - Writing about Culture/Society - Trash
TR 1100-1215 (Shannon 109)
Emily Nason

ENWR 1520-001 - Writing and Community Engagement: Food Justice

TR 1230-145 (New Cabell 211)
Kate Stephenson

Why do we eat what we eat? Do poor people eat more fast food than wealthy people? Why do men like to eat steak more than women? Why are Cheetos cheaper than cherries? Do you have to be skinny to be hungry? By volunteering at Loaves and Fishes or The Haven and using different types of writing, including journal entries, forum posts, peer reviews, and formal papers, we will explore topics like hunger stereotypes, privilege, food insecurity, food production, and community engagement.

In this course, I will encourage you to think critically, see writing as an act of discovery, and realize that writing matters beyond the classroom. By the end of the course you will be able to…

• identify the parts of an argument in different writing genres.
• incorporate foundational knowledge about both writing and food insecurity to compose clear, effective arguments.
• generate, refine, and share your own questions about readings, service experiences, and writing topics.
• connect and apply academic course content to service experiences.
• articulate an awareness of social justice issues in Charlottesville and beyond.
• interact in the community with compassion, empathy, humility, and respect.
• design and create a final project in collaboration with a community partner that can be used by Loaves and Fishes, The Haven, or Madison House.
• reflect on your own learning to develop a sense of civic responsibility and a writing personality you can take with you beyond the classroom.

Community Partners—Loaves and Fishes or The Haven

All students will have the opportunity to volunteer weekly with Loaves and Fishes (LF) or The Haven (H). Scheduling, including time slots and transportation, will be coordinated with the help of the professor and Madison House.

ENWR 1520-002 - Writing and Community Engagement: Food Justice

TR 200-315 (New Cabell 211)
Kate Stephenson

Why do we eat what we eat? Do poor people eat more fast food than wealthy people? Why do men like to eat steak more than women? Why are Cheetos cheaper than cherries? Do you have to be skinny to be hungry? By volunteering at PB&J Fund or PVCC Community Garden and using different types of writing, including journal entries, forum posts, peer reviews, and formal papers, we will explore topics like hunger stereotypes, privilege, food insecurity, food production, and community engagement.

In this course, I will encourage you to think critically, see writing as an act of discovery, and realize that writing matters beyond the classroom. By the end of the course you will be able to…

• identify the parts of an argument in different writing genres.
• incorporate foundational knowledge about both writing and food insecurity to compose clear, effective arguments.
• generate, refine, and share your own questions about readings, service experiences, and writing topics.
• connect and apply academic course content to service experiences.
• articulate an awareness of social justice issues in Charlottesville and beyond.
• interact in the community with compassion, empathy, humility, and respect.
• design and create a final project in collaboration with a community partner that can be used by PB&J Fund, PVCC Community Garden, or Madison House.
• reflect on your own learning to develop a sense of civic responsibility and a writing personality you can take with you beyond the classroom.

Community Partners—PB&J Fund or PVCC Community Garden

All students will have the opportunity to volunteer weekly with PB&J Fund (PBJ) or PVCC Community Garden (CG). Scheduling, including time slots and transportation, will be coordinated with the help of the professor and Madison House.

ENWR 2510 - Advanced Writing Seminar (5 Sections)

001 - Writing about the Arts
TR 1100-1215 (Cocke Hall 101)
Charity Fowler

002 - Writing about Science and Technology - Writing About Scientific Practices
MW 500-615 (New Cabell 187)
Kenny Fountain

003 - Writing about Culture and Society - Writing Charlottesville
MW 200-315 (Bryan 312)
Kevin Smith

005 - Writing about Culture and Society - Writing Charlottesville
MW 330-445 (Bryan 312)
Kevin Smith

006
M 600-830 (New Cabell 036)
Stephen Parks

ENWR 2520-001 - Special Topics in Writing

MW 330-445 (Bryan 203) - Writing about the Nonhuman: Animals & Artificial Intelligence
Patricia Sullivan

ENWR 2520-007 - Special Topics in Writing

MW 330-445 (Bryan 310) - Writing about & with Film
Sarah O'Brien

ENWR 2520-009 - Special Topics in Writing

MWF 100-150 (Bryan 332) - Science Communications
Kiera Allison

An advanced writing and speaking course for students with interests in the STEM and premed fields. We will cover the practices, principles, conventions, and ethics of written and spoken communication in the sciences, while exploring the challenges—as well as the creative opportunities—of presenting your research to various publics across and beyond the scientific community. How do you translate a complex idea for a general audience? How do you sell a project to a granting committee? How will you navigate the tides of social awareness and mis/information? What are the risks, and the potential opportunities, of going public with your research? How does science “speak” in the era of social media?

Expect a steady pace of reading, writing, live and recorded performance, workshopping, and in-class technical exercises. Projects include a short-essay collection, a spoken introduction, a video teaching demonstration, and a culminating “public” science talk. Lectures and essays by a variety of academic and popular writers in biology, geochemistry, math, physics, and science education will round out our syllabus.

ENWR 2520-010 - Special Topics in Writing

TR 330-445 (New Cabell 283) - Writing Across Cultures
Kate Kostelnik

ENWR 2700 - News Writing

Section 001
TR 800-915 (The Rotunda 152)
Instructor: Brian Kelly

Development of basic writing skills, with craftsmanship the emphasis. Study, discussion and rewrite of old and new media stories. Workshop setting. Readings from texts and various other sources. Progress from short hard-news pieces through speech stories, legislative and political coverage, to use of narrative and on to features in general. Repeated writing drills. Essential to follow current events as well. Satisfies second writing requirement.

Section 002
TR 930-1045 (The Rotunda 152)
Instructor: Brian Kelly

Development of basic writing skills, with craftsmanship the emphasis. Study, discussion and rewrite of old and new media stories. Workshop setting. Readings from texts and various other sources. Progress from short hard-news pieces through speech stories, legislative and political coverage, to use of narrative and on to features in general. Repeated writing drills. Essential to follow current events as well. Satisfies second writing requirement.

ENWR 2800 - Public Speaking (3 sections)

An inquiry-based approach to the development of a confident, engaging, and ethical public speaking style. Beyond practical skills, this course emphasizes rhetorical thinking: what are the conventions of public speaking? Where are there opportunities to deviate from convention in ways that might serve a speech's purpose? How might we construct an audience through the ways we craft language and plan the delivery of our speech?

Section 001
MWF 900-950 (Bryan 312)
Instructor: Kiera Allison

Section 002
MWF 1000-1050 (Bryan 312)
Instructor: Kiera Allison

Section 003
TR 1100-1215 (Shannon 108)
Instructor: Megan Haury

ENWR 3500-001 - Black Women's Writing and Rhetoric

TR 1230-145 (New Cabell 042)
Tamika Carey

This class is a chronological survey of the persuasive strategies Black women have used for the project of empowerment and activism in their speeches, essays, poetry, drama, novels, and other writings. Students will learn rhetorical theory from writers such as Jacqueline Jones Royster, Gwendolyn Pough, and Elaine Richardson and apply these theories to the political writings of figures such as Ida B. Wells-Barnett and Fannie Lou Hamer and book-length works such as Alice Walker’s The Color Purple, Ntozake Shange’s For Colored Girls, and Brittney Cooper’s Eloquent Rag: A Black Feminist Discovers Her Superpower. Assignments include: an essay exam, a rhetorical analysis paper, a class presentation, and a final project.

ENWR 3500-002 - Writing about Climate: Climate Swerve

TR 930-1045 (Shannon 107)
Cory Shaman, Jennifer Moody

ENWR 3660 - Travel Writing

TR 930-1045 (New Cabell 489)
Instructor: Kate Stephenson

Why is everyone suddenly going to Iceland? Why do we travel? What is the difference between a traveler and a tourist?  Using different types of writing, including journal entries, forum posts, peer reviews, and formal papers, we will explore the world of travel writing.  Since we all write best about subjects and ideas we are passionate about, we will work together to generate interesting questions about the role of travel in our culture, as well as about specific books and essays. We will also investigate the world of tourism and consider the many ethical issues that arise in the exploration of our modern world. Throughout the course, we will ponder questions like:

• What is the relationship between travel writer, reader, and inhabitant? How can we use writing to navigate the relationship between writer, reader, inhabitant, and place?
• What is the role of “outsider” in travel writing?
• How does travel writing encourage us to see ourselves differently?
• How can we use the very best of travel writing—the sense of discovery, voice, narrative suspense—in other forms of writing, including academic essays?
• Can travel writing evoke political and social change?

As the semester unfolds, I hope we will revise and refine our views, paying close attention to how we put words together to write powerfully and engagingly about travel.

ENWR 3900 - Career-Based Writing and Rhetoric

MW 200-315 (Ruffner 125)
John Casteen

Develops proficiency in a range of stylistic and persuasive effects. The course is designed for students who want to hone their writing skills, as well as for students preparing for careers in which they will write documents for public circulation. Students explore recent research in writing studies. In the workshop-based studio sessions, students propose, write, and edit projects of their own design. (Meets second writing requirement.)

ENWR 1505 - Writing and Critical Inquiry: The Stretch Sequence

Offers a two-semester approach to the First Writing Requirement. This sequence allows students to take more time, in smaller sections and with support from the Writing Center, practicing and reinforcing the activities that are central to the first-year writing course. Like ENWR 1510, ENWR 1505-06 approaches writing as a way of generating, representing, and reflecting on critical inquiry. Students contribute to an academic conversation about a specific subject of inquiry and learn to position their ideas and research in relation to the ideas and research of others.  Instructors place student writing at the center of course, encourage students to think on the page, and prepare them to reflect on contemporary forms of expression.  Students read and respond to each other’s writing in class regularly, and they engage in thoughtful reflection on their own rhetorical choices as well as those of peers and published writers.  Additionally, the course requires students to give an oral presentation on their research and to assemble a digital portfolio of their writing.

Fall 2020 Sections:

001 - Writing about Culture/Society -
TR 1100-1215
Claire Chantell

002 - Writing about Culture/Society -
TR 1230-145
Claire Chantell

003 - Writing about Culture/Society - Place & Belonging
MWF 100-150
Patricia Sullivan

004 - Writing about Culture/Society - Place & Belonging
MWF 1200-1250
Patricia Sullivan

007 - Writing about Identities - Literacy Narratives
TR 1100-1215 
Kate Kostelnik

008 - Writing about Culture/Society - Sports & Society
TR 1100-1215 
Marcus Meade

009 - Writing about Identities - Literacy Narratives
TR 930-1045 
Kate Kostelnik

ENWR 1507 - Writing & Critical Inquiry Stretch Sequence for Multilingual Writers

Offers instruction in academic writing, critical inquiry, and the conventions of American English for non-native speakers of English. Space is limited, and priority is given to students who are required to take the sequence by recommendation of the admissions office, the transition program, or the writing program.

001
TR 930-1045 
Mahmoud Abdi Tabari

ENWR 1510 - Writing and Critical Inquiry (90 sections)

Approaches writing as a way of generating, representing, and reflecting on critical inquiry. Students contribute to an academic conversation about a specific subject of inquiry and learn to position their ideas and research in relation to the ideas and research of others.  Instructors place student writing at the center of course, encourage students to think on the page, and prepare them to reflect on contemporary forms of expression.  Students read and respond to each other’s writing in class regularly, and they engage in thoughtful reflection on their own rhetorical choices as well as those of peers and published writers.  Additionally, the course requires students to give an oral presentation on their research and to assemble a digital portfolio of their writing.

Fall 2020 Sections:

001 - Writing about Culture/Society - Documentary Nonfiction
MWF 900-950

Cassie Davies

002 - Writing about Culture/Society
MWF 100-150

Amber McBride 

003 - Writing about Culture/Society - (Reserved for Transfer Students) 
TR 1100-1215 (online)
Keith Driver

004 - Writing about Culture/Society -
MWF 900-950 
Richard Milby

005 - Writing about Identities
TR 500-615 
Elisabeth Blair

006 - Writing about Culture/Society - Monstrous Bodies
MWF 1100-1150 
Kaylee Lamb

007 - Writing about Culture/Society
MWF 1100-1150 

Amber McBride

008 - Writing about the Arts - Literary Frames and Intertextuality
MWF 800-850

Zheng-Liann Kateri Schuster 

009 - Writing about Identities
MW 630-745 
Emelye Keyser

010 - Writing about Science & Tech - Citizen Science
TR 930-1045 
Cory Shaman

011 - Writing about Culture/Society
MWF 1100-1150

Indu Ohri

012 - Writing about Culture/Society - Solving Local Problems
MWF 1000-1050
Jon D'Errico

013 - Writing about Culture/Society
MWF 1000-1050
Ankita Chakrabarti

014 - Writing about Culture/Society
MW 500-615 

Sarah Storti

015 - Writing about Science & Tech - Writing Material: A Scientific Approach to Artful Communication
MWF 1200-1250
Heidi Nobles

016 - Writing about Culture/Society - Storytelling: How Narrative Shapes Culture and Experience
TR 930-1045 

Anna Martin-Beecher

017 - Writing about Identities - Writing to Learn about Learning (Reserved for Transfer Students) 
MW 200-315 
Devin Donovan

018 - Writing about the Arts - Imitation and the Apprenticeship of Writing
MWF 900-950
Catherine Blume

019 - Writing about Culture/Society
TR 500-615
Suzie Eckl

020 - Writing about the Arts - Academic Writing and Modernist Thinking
MWF 100-150 
Andrew Chen

021 - Writing about Culture/Society - Religion in America
MWF 1100-1150 

DeVan Ard

022 - Writing about Culture/Society - Strategic Rhetoric and Persuasive Effect
MWF 1200-1250 
Robert Zenz

023 - Writing about the Arts - Reimagining Shakespeare's The Tempest
MW 500-615 
Mary Ruth Robinson

024 - Writing about Culture/Society
MWF 1200-1250
Ankita Chakrabarti

025 - Writing about the Arts - Points of View
TR 800-915 
Matt Davis

026 - Writing about Culture/Society - Documentary Nonfiction
MWF 1200-1250 

Cassie Davies

027 - Writing about Culture/Society - Is Chivalry Dead: From Knights and Ladies to Incels and Reality TV
MW 500-615 
Katherine Churchill

028 - Writing about Culture/Society - Documentary Nonfiction
MWF 100-150 

Cassie Davies

029 - Writing about the Arts -
MW 330-445 
Charity Fowler

030 - Writing about Culture/Society - Attention, Distraction, and the World Beyond Your Head.
MW 500-615 
Anne Marie Thompson

031 - Writing about Culture/Society
MWF 900-950 

Indu Ohri

032 - Writing about Culture/Society -
TR 930-1045 
Lindgren Johnson

033 - Writing about the Arts - Contemporary Art
TR 800-915 
Annyston Pennington

034 - Writing about Culture/Society
MWF 100-150 

Indu Ohri

035 - Writing about Culture/Society - Solving Local Problems
MWF 1100-1150 
Jon D'Errico

036 - Writing about Culture/Society - Documentary Nonfiction
TR 330-445 

Piers Gelly

037 - Writing about the Arts
MWF 1000-1050 

Jessica Walker

038 - Writing about Culture/Society- The Talk of the Town
TR 800-915 

Tom Berenato

039 - Writing about Culture/Society - Storytelling: How Narrative Shapes Culture and Experience
TR 500-615

Anna Martin-Beecher

040 - Writing about Culture/Society -
TR 600-715 
Keith Driver

041 - Writing about Culture/Society - Place
MWF 100-150
Andrew Eaton

042 - Writing about Culture/Society - Writing the Ethical Life
MWF 100-150 

Derek Cavens

043 - Writing about Identities
TR 800-915 
Fina Mbabazi

044 - Writing about the Arts
MWF 100-150 

Jessica Walker

045 - Writing about Culture/Society - Religion in America
MWF 100-150

DeVan Ard 

046 - Writing about Culture/Society - Religion in America
MWF 1000-1050 

DeVan Ard

047 - Writing about Culture/Society - Place
MWF 200-250
Andrew Eaton

048 - Writing about Culture/Society - Writing the 2020 Election
MWF 300-350 
Hannah Loeb

049 - Writing about Culture/Society - Taste: Bad Poetry
TR 800-915 
Annie Persons

050 - Writing about Culture/Society
TR 800-915
Eva Latterner

051 - Writing about Culture/Society - Mysteries
TR 500-615 
Julianne McCobin

052 - Writing about Culture/Society - The Art of Learning
TR 1230-145 
Lisa Aguirre

053 - Writing about Culture/Society
MWF 900-950 

Amber McBride

054 - Writing about Culture/Society -
TR 1100-1215 
Lindgren Johnson

055 - Topic TBD -
TR 800-915 

056 - Writing about Culture/Society - Documentary Nonfiction
TR 800-915 

Piers Gelly

057 - Writing about Identities
TR 930-1045 
Fina Mbabazi

058 - Writing about Culture/Society - Documentary Nonfiction
TR 930-1045 

Piers Gelly

059 - Writing about Culture/Society - Writing the Ethical Life
MWF 1200-1250 

Derek Cavens

061 - Writing about Science & Tech - Citizen Science
TR 1230-145 
Cory Shaman

062 - Writing about Culture/Society - Hip Hop
TR 200-315 
David Coyoca

063 - Writing about Culture/Society -
TR 200-315 
Anastatia Curley

064 - Writing about Identities
MW 500-615
Emelye Keyser

065 - Writing about Identities
MW 500-615
Miriam Grossman

066 - Writing about Culture/Society - Storytelling: How Narrative Shapes Culture and Experience
TR 330-445 

Anna Martin-Beecher

067 - Writing about Digital Media - Algorithms and Advertising - Digital Influences
TR 600-715
Sebastian Corrales

068 - Writing about Culture/Society - Music, Writing, Identity. 
TR 1100-1215 
Steph Ceraso

This writing-intensive seminar will focus on the connection between music and identity. We will explore our relationships to a wide range of music—from rap to indie rock—examining questions such as: How does music influence the ways we make sense of our personal and cultural histories? In what ways do our identities (race, gender, class, ethnicity, sexuality, etc.) inform our musical tastes and distastes? What does music have to do with writing? In addition to reading and writing about music, students in this class will learn to write with music. In other words, you will be incorporating music into some of the course projects, such as an autobiographical playlist and a podcast about the development of musical tastes. No previous experience with digital audio editing is necessary.

069 - Writing about the Arts
MWF 1200-1250 

Jessica Walker

070 - Writing and Community Engagement - Writing Power: Language Politics in Communities and Controversies
TR 630-745 
Tarushi Sonthalia

071 - Writing about the Arts
MW 630-745 

Mary Clare Agnew

072 - Writing about the Arts - Writing about Shadows
TR 1230-145
Zoe Kempf-Harris

074 - Writing about Digital Media - (Reserved for Transfer Students) 
MW 330-445 
Patricia Sullivan

075 - Writing about Digital Media - Writing about Multiple Literacies: Digital News, Commencement Speeches, and Social Media
TR 1230-145 
Katie Campbell

076 - Writing about Culture/Society - The Talk of the Town
TR 200-315

Tom Berenato

077 - Writing about Culture/Society - The Talk of the Town
TR 330-445

Tom Berenato

078 - Writing about Identities - Illness
TR 630-745 
Sarah Berkowitz

079 - Writing about Culture/Society - Imprisonment
TR 630-745 

Hallie Richmond

080 - Writing about Culture/Society
MW 630-745

Sarah Storti

081 - Writin about Culture/Society
MW 630-745 
Evan Cheney

082 - Writing about Culture/Society
MW 200-315

Sarah Storti

083 - Writing about the Arts - Form and Function in Fiction and Argument
TR 500-615
Grant King

084 - Writing about Culture/Society - Writing for Social Justice
TR 800-915 

085 - Writing about Culture/Society
MW 500-615
Samantha Wallace

086 - Writing and Community Engagement
MW 630-745

Michelle Gottschlich

087 - Writing and Community Engagement
MW 500-615
Michelle Gottschlich

088 - Writing about Culture/Society - Poetry, Chatting and Prose
MW 630-745
James Ascher

089 - Writing about Culture/Society - Poetry, Chatting and Prose
MW 500-615 
James Ascher

090 - Writing as Multilingual Writers
TR 200-315 
Mahmoud Abdi Tabari

This course will be a single-semester option for multilingual writers looking to fulfill the first writing requirement. This section will focus on the writing process in terms of the challenges and opportunities faced by multilingual writers writing academic prose in English. 

091 - Writing about Culture/Society - Writing Social (In)Justice
MW 330-445 
Eyal Handelsman Katz

Imagine this: it’s Thanksgiving (or Hanukkah, or any social gathering with people who might not share your ideas). It’s perfectly pleasant (or not) and then – GASP! – someone brings up that topic. The one that always leads to an argument. And it does, and you argue but, afterwards, you are disappointed with how it turned out; perhaps you forgot to say something (or said too much). In this class we will endeavor to not be disappointed. To do so we will learn how to argue but, more importantly, how to think. Our writing will be a vehicle to our thinking. But how does writing relate to social justice? How can we use our writing to enact or advocate for social justice in our community? Since social justice is such a broad concept, in this course we will learn about it through the frame of critical race theory (CRT) and discover how activists, scholars, artists and more engage with racial justice, exploring issues like systemic racism, privilege, and intersectionality. This course will give you opportunities to think and write about the social justice issues you care about so that, when it ends, you are empowered to fight for the causes you believe in and never feel unprepared to discuss the topics that matter to you.

ENWR 1520 - Writing and Community Engagement (2 sections)

001 - Writing about Food Equity 
TR 1230-145 (Bryan 310)
Kate Stephenson

002 - Writing about Food Equity
TR 200-315 (Bryan 310)
Kate Stephenson

ENWR 2510 - Advanced Writing Seminar (5 sections)

001 - Writing about the Arts - Writing for Life
TR 330-445 (New Cabell 036)
Jim Seitz

In what ways can writing assist us in living our lives with passion and insight? How might writing help make us more observant, thoughtful, and curious? What qualities do we find in writing we most admire—and why? In what ways can the act of writing become more enjoyable and instructive? These are some of the questions we’ll address in this course. Be ready to share your writing with your classmates and to comment on what they share with you: student work will be at the center of our attention. We’ll read some published writers, but this is a course in which the writing produced by you and your classmates is what matters most. Writing assignments will be frequent, brief, and experimental. If you’d like to break away from the five-paragraph, intro-body-conclusion formula, you may find this course appealing.

003 - Writing about Identities - Writing Remorse and Repair
TR 1100-1215 (Bryan 334)
Tamika Carey

If the old saying is true and everyone actually make mistakes, then why are apologies so hard to write and why are some apologies more easily dismissed than others? This section of ENWR 2510 explores these questions about remorse and regret from an identity-based perspective to strengthen your methods for writing. Said differently, we will consider how class, race, gender, and other identity markers influence public perceptions of error and we will investigate how social expectations of the way regret should be expressed. By doing so, we will pursue the goal of this course, which is to cultivate and refine your analytical reading techniques, invention processes, composing practices, and strategies for revision and publication. Possible projects include short essays and a digital tracking project. 

005 - Writing about the Arts -
MW 500-615 (Bryan 310)
Charity Fowler

010 - Writing about Culture/Society -
M 600-830 (Bryan 334)
Stephen Parks

011 - Writing about Identities - Contemplative Writing
MW 330-445 (Bryan 330)
Devin Donovan

ENWR 2520 - Special Topics in Writing (4 sections)

001 - Rewriting Yourself: Literacy & the Brain - (This section is reserved for Echols scholars)
MWF 100-150 (Bryan 310)
Heidi Nobles

What do we know and what are we still learning about writing and the human brain? Literacy has dramatically reshaped the human brain over millennia. Yet as literacy itself evolves, we still lack satisfactory data on how writing (and its counterpart, reading) affects our neurology and cognition--and therefore, how literacy affects who we are as humans. In this reading- and writing-intensive course, we will read a range of work on literacy and cognition, including technical and popular treatments of issues such as reading and neural development, brain function during writing tasks, brain activity connected to other creative tasks, and more. We’ll read work from creativity experts, neurologists and cognitive scientists, psychologists, mental health practitioners, computer scientists, and professional writers and editors, all in trying to understand the relationship between literacy and our minds. Reading assignments will include 1-4 extended “read-in” activities; writing assignments will include a combination of creative, reflective, and research-based projects. By the term’s end, you should have an enriched sense of yourself as a reader and writer, and how your literacy practices play into your larger identity.

Note: This class welcomes students with multiple interests and backgrounds for interdisciplinary discussions about how reading and writing affect us all. Students with prior experience in or specialized interest in the brain will be able to dive deeper; students who are more inclined toward the arts and humanities can also expect engaging readings and lively writing assignments. 

002 - New Media Sports Writing -
TR 1230-145 (Bryan 332)
Marcus Meade

This course is designed to help you practice (yeah, I’m talkin’ ’bout practice) rich, revelatory, and engaging sports writing utilizing digital platforms and technologies. Because sports media has become more expansive and complex over time, a wide-range of ways to do it exist. As part of this course, we will discuss different approaches to new media sports writing, their advantages and drawbacks, and we’ll practice with diverse genres and modes. Hopefully, this will provide you with some sense of the variety of ways good sports writing is done and provide you with a critical eye toward sports media.

But mostly, we’re going to have fun making cool stuff.

005 - Writing and Tutoring Across Cultures -
TR 330-445 (New Cabell 107)
Kate Kostelnik

In this course, we’ll look at a variety of texts from academic arguments, narratives, and pedagogies, to consider what it means to write, communicate, and learn across cultures.  Topics will include contrastive rhetorics, world Englishes, rhetorical listening, and tutoring multilingual writers.  A service learning component, in partnership with Madison House, will require students to volunteer in the C-ville Community.

008 - Science & Medical Communications - (This section is reserved for Echols Scholars)
MWF 100-150 (New Cabell 056)
Kiera Allison

An accelerated speaking and writing course for Echols Scholars on the premed or science track. We will read broadly across subjects and genres, covering a variety of academic and popular writings in the fields of biology, medicine, and the social and physical sciences; and we will study closely the rhetorical mechanics of syntax and style, inflection and intonation, paraphrase, translation, and vocal notation. Projects include a team-translation, a narrative interview, a video teaching demonstration, and an expository lecture. Expect a steady pace of reading, writing, workshopping, peer-review, technical exercises, and improvisation.

ENWR 2610 - Writing with Style

TR 200-315 (New Cabell 038)
Keith Driver

ENWR 2700 - News Writing

No fake news here, but rather progressive exercises in developing the news-writing style of writing from straight hard news to "soft" features. Satisfies Second Writing Requirement.

001
TR 930-1045 (Bryan 203)
Brian Kelly

002
TR 800-915 (Bryan 203)
Brian Kelly

ENWR 2800 - Public Speaking

001 - (This section is reserved for Echols Scholars)
MWF 1000-1050 (Bryan 310)
Kiera Allison

002
MWF 900-950 (Bryan 310)
Kiera Allison

ENWR 3640 - Writing with Sound

TR 200-315 (New Cabell 111)
Steph Ceraso

We are living in what the mainstream media has called “The Golden Age” of podcasts. Podcast listenership has almost doubled since 2008 and continues to grow steadily. But why? What is it about podcasts that makes people want to “binge listen”? What does audio offer listeners or creators that other modes of composition do not? This project-based course explores podcasting as a dynamic form of 21st century storytelling. Students will learn to script, edit, and produce their own compelling audio stories. In addition to reading about and practicing professional audio storytelling techniques (e.g. writing for the ear, serialized writing, sound and music design), students will collaboratively develop an original three-episode podcast series by the end of the semester. No experience with digital audio editing is necessary. Beginners welcome!

ENWR 3665 - Writing about the Environment

T 330-600 (Bryan 332)
Corey Shaman

ENWR 3900 - Career-Based Writing & Rhetoric

MW 330-445 (Bryan 312)
John Casteen IV

Develops proficiency in a range of stylistic and persuasive effects. The course is designed for students who want to hone their writing skills, as well as for students preparing for careers in which they will write documents for public circulation. Students explore recent research in writing studies. In the workshop-based studio sessions, students propose, write, and edit projects of their own design. (Meets second writing requirement.)

ENWR 1505 - Writing and Critical Inquiry: The Stretch Sequence

Offers a two-semester approach to the First Writing Requirement. This sequence allows students to take more time, in smaller sections and with support from the Writing Center, practicing and reinforcing the activities that are central to the first-year writing course. Like ENWR 1510, ENWR 1505-06 approaches writing as a way of generating, representing, and reflecting on critical inquiry. Students contribute to an academic conversation about a specific subject of inquiry and learn to position their ideas and research in relation to the ideas and research of others.  Instructors place student writing at the center of course, encourage students to think on the page, and prepare them to reflect on contemporary forms of expression.  Students read and respond to each other’s writing in class regularly, and they engage in thoughtful reflection on their own rhetorical choices as well as those of peers and published writers.  Additionally, the course requires students to give an oral presentation on their research and to assemble a digital portfolio of their writing.

001 - Writing about Culture/Society - Risk & Responsibility
TR 1230-145 (New Cabell 042)
Claire Chantell

002 - Writing about Culture/Society - Risk & Responsibility
TR 200-315 (New Cabell 042)
Claire Chantell

003 - Writing about Culture/Society - Place, Identity, and Community
MWF 100-150 (Bryan 203)
Patricia Sullivan

004 - Writing about Culture/Society - Place, Identity, and Community
MWF 1200-1250 (Bryan 203)
Patricia Sullivan

005 - Writing about Identities - Literacy Narratives
TR 1100-1215 (New Cabell 042)
Kate Kostelnik

006 - Writing about Culture/Society - Contemporary Pop Culture
TR 1100-1215 (Bryan 332)
David Coyoca

007 - Writing about Identities - Literacy Narratives
TR 930-1045 (New Cabell 042)
Kate Kostelnik

008 - Writing about Culture/Society - The Art of Protest; how protest music, film & literature influence society
MWF 1000-1050 (Bryan 330)
Amber McBride

009 - Writing about Culture/Society - The Art of Protest; how protest music, film & literature influence society
MWF 1100-1150 (Shannon 108)
Amber McBride

ENWR 1510 - Writing and Critical Inquiry (74 sections)

Approaches writing as a way of generating, representing, and reflecting on critical inquiry. Students contribute to an academic conversation about a specific subject of inquiry and learn to position their ideas and research in relation to the ideas and research of others.  Instructors place student writing at the center of course, encourage students to think on the page, and prepare them to reflect on contemporary forms of expression.  Students read and respond to each other’s writing in class regularly, and they engage in thoughtful reflection on their own rhetorical choices as well as those of peers and published writers.  Additionally, the course requires students to give an oral presentation on their research and to assemble a digital portfolio of their writing.

Fall 2021 Sections:

001 - Writing about Culture/Society - Writing About Dreams 
MWF 900-950 (Shannon 111)
Austin Benson

002 - Writing about Culture/Society - The Art of Protest; how protest music, film & literature influence society
MWF 100-150 (Bryan 332)
Amber McBride

003 - Multilingual Writers -
TR 1100-1215 (Bryan 310)
Derek Cavens

004 - Writing & Community Engagement - Writing Home 
MWF 900-950 (Bryan 334)
Rachel Retica

005 - Writing about Culture/Society - Writing Through the Body: Somatic Awareness and Creativity 
TR 500-615 (Bryan 332)
Raisa Tolchinsky

006 - Writing about Culture/Society- Women, Romance, & Writing
MWF 1100-1150 (Bryan 332)
Samantha Wallace

007 - Writing about Culture/Society - Trash Talk: Garbage and Guilty Pleasures 
MWF 1100-1150 (Bryan 330)
Kyle Marbut

008 - Writing about the Arts - Points of View in Short Fiction
MWF 900-950 (Shannon 108)
Matt Davis

This course is intended to help you develop writing skills that will help you succeed while you are at UVA and also after you graduate. The theme for this section will be "points of view" in fiction. We will read and write about short stories, with a special focus on different ways of narrating a story. The fiction readings will be taken from a classic but rather unusual anthology, Points of View, in which the stories are classified according to the mode of narration used in the story. One section of the anthology contains "interior monologues," in which we seem to be inside the main character's head, hearing his or her thoughts in live time; another section contains "dramatic monologues,"in which we seem to overhear the narrator speaking aloud to another character; a third, letters written by the characters; a fourth, diary entries; and so on. We will look at eleven modes of narration and study two examples of most modes, reading about twenty stories in all.

You will complete six substantial written assignments -- three narratives and three argumentative essays. For the narratives, you will be asked to use one of the modes of narration we have studied to tell a story. The narratives should be appx. 3-6 pages in length. (Longer is not necessarily better.) Each narrative will be written once, without opportunity for revision. For the argumentative essays, you will be asked to write an essay with a thesis and supporting textual evidence. Each essay should be appx. 4-7 pages long, but quality of writing, thinking, and argumentation are more important than length. The argumentative essays will be drafted, workshopped, and revised. In addition, you will learn some principles of composition, complete some exercises related to writing, and complete a library assignment.

009 - Writing about Identities -
MW 330-445 (Bryan 310)
devin donovan

010 - Writing about Science & Tech - Citizen Science
TR 930-1045 (Bryan 312)
Cory Shaman

011 - Writing & Community Engagement - D.I.Y. Art, Writing, & Community
MWF 1100-1150 (Bryan 334)
Michelle Gottschlich

D.I.Y. (or “Do It Yourself”) as it's known today, has existed for nearly a century. Taking hold in the post-war American suburbs, it has shifted dramatically through time—entering the iconoclastic punk era, Etsy mood boards, Soundcloud rap, Tik Tok videos, and more. What do these materials, scenes, makers, and movements have in common? Rhetorically rich and culturally fraught, studying D.I.Y. will get us thinking about how identities & ideas are baked into the “language” of things. Through reading, writing, analysis, and discussion, we will carefully reverse-bake these out to see what we really make of them. We’ll also practice what we study as artists and writers, and chat with visiting artists and writers about their craft. But perhaps most importantly, we’ll learn from D.I.Y. communities how to build supportive, inclusive, and non-judgmental creative spaces in which we can share our work (and ourselves) with one another.

012 - Writing about Culture/Society - Assessing Risk, Reward, Performance
MWF 1000-1050 (Maury 104)
Jon D'Errico

014 - Writing about Culture/Society - Dropouts
MW 330-445 (Bryan 332)
Jordan Burke

015 - Writing about Culture/Society - Experimenting with the Essay 
MWF 1200-1250 (Bryan 332)
Ian Jayne

016 - Multilingual Writers -
TR 930-1045 (Bryan 310)
Derek Cavens

017 - Writing about Identities -
MW 200-315 (Bryan 310)
devin donovan

018 - Writing about Culture/Society - Genealogies of Modernity: How the World Became Modern 
MWF 900-950 (Bryan 330)
Daniel Zimmerman

019 - Writing & Community Engagement - Writing about Work
TR 500-615 (Bryan 330)
Piers Gelly

020 - Writing about Identities -
MWF 100-150 (Shannon 108)

Rebecca Thomas

022 - Writing about Identities - Writing about Horror through Identity & Social Justice 
MWF 1200-1250 (Bryan 334)
Seanna Viechweg

023 - Writing about Culture/Society - Dropouts
MW 500-615 (Bryan 310)
Jordan Burke

024 - Writing about Culture/Society - Writing about Place 
MWF 1200-1250 (Bryan 330)
Peyton Davis

What makes a place memorable? What meaning do we give to particular places? Whether they are familiar or foreign, places affect who and where we are. We share our location in messages and over social media with our family, friends, and the world to connect with others. We get homesick, missing people and even places; we get wanderlust and want to see the world beyond our little corner of home. In this writing course, we will explore the importance of the physical world around us: what makes a place important to us? How do we shape the environment and how does it shape us? How do places influence what we think about other people and ourselves? How does the language we use about a place affect our experiences of it? We will read, watch, and listen to how others describe places, we will discuss why those descriptions are important in each of those texts, and we will use those descriptions as models for our own writing. While the course materials will model effective communication, improving your writing will be our primary focus.

Over the course of the semester, we will look at representations of real and fictional places in text, in images, and on screen. We will explore how our cultures, identities, and technologies influence how we see the world and how the world affects us. Through writing about places, we will develop strategies for sharing our ideas in effective ways.

025 - Writing about Culture/Society - The Almighty Dollar: The Culture of Money, Mobility & the American Dream
TR 800-915 (Bryan 330)
Jessica Walker

026 - Writing about Digital Media -
MW 200-315 (New Cabell 315)
Samantha Stephens

027 - Writing about Culture/Society - History and the Self 
MW 500-615 (Bryan 332)
Jeddie Sophronius

028 - Writing about Culture/Society - Women, Romance, & Writing
MWF 100-150 (Bryan 330)
Samantha Wallace

029 - Writing about the Arts -
MW 330-445 (Shannon 108)
Charity Fowler

030 - Writing about Culture/Society - Writing the Unlikeable Female Character 
MW 500-615 (Bryan 330)
Pamer Smith

031 - Writing & Community Engagement - Writing as Storytelling 
MWF 900-950 (Bryan 312)
Molly Kluever

032 - Writing about Culture/Society -
TR 930-1045 (Maury 104)
Lindgren Johnson

033 - Writing about Science & Tech -
TR 800-915 (Shannon 108)
Roberto Rodriguez

034 - Writing about the Arts - Writing about Film 
MWF 100-150 (Bryan 334)
Marissa Kessenich

“Frankly, my dear, I don’t give a damn.”
“May the Force be with you.”
“Why so serious?”

Whether it’s a movie you came across on Netflix, an old favorite, or a new release at the theater, film is a source of entertainment, identity, and knowledge. The range of genres and tastes—from comedy or drama, body horror or psychological thrillers, science fiction or fantasy, live-action or animation—means there is something for everyone to enjoy. Film helps us mark time and provides a frame of reference for talking about culture in the 20th and 21st centuries.

In this course, we will be writing about film and its influence on our everyday lives. We will watch several movies and read articles that critique and analyze film using different approaches. You will be asked to respond to these readings as well as write papers that demonstrate your own film analyses. This class asks students to think critically about film, considering questions like: How do movies shape our lives and influence our perception of the world and our place in it? How do our own experiences and identities inform our taste? What makes “good” film, and who gets to say so? Why does the film industry continue to be so influential? This class does not require extensive movie knowledge.

035 - Writing about Culture/Society - Assessing Risk, Reward, Performance
MWF 1100-1150 (Maury 104)
Jon D'Errico

036 - Writing about the Arts - Writing about Food
TR 330-445 (Shannon House 108)
Casey Ireland

037 - Writing about Culture/Society - Women, Romance, & Writing
MWF 1000-1050 (Maury 115)
Samantha Wallace

038 - Writing about the Arts - Beauty and Thievery in the Modern Museum
TR 800-915 (Bryan 312)

Rachel Kravetz

039 - Writing about the Arts - Writing about Food
TR 500-615 (Shannon House 108)
Casey Ireland

040 - Writing about Science & Tech -
TR 1230-145 (Bryan 334)
Roberto Rodriguez

041 - Writing about Identities - Master Your Writing Process 
MWF 100-150 (Bryan 312)
Janice Murray

042 - Writing about the Arts - Adaptation: From Short Story to Feature-Length Film 
MWF 100-150 (Shannon 111)
Nathan Frank

This section of ENWR 1510 examines challenges faced by those who attempt to convert a written text into a film — or, what’s commonly called film adaptation. The written texts selected for this section of ENWR 1510 are (mostly) short fictional stories by modern and contemporary writers, and the films are (mostly) feature-length productions based on these stories (I put "mostly" in parentheses because we will complicate things in fun and experimental ways, too - meaning that we need to deviate occasionally from general trends). Using adaptation as a topic is a way for us to write about a form of rewriting (on the totally open-to-debate premise that adaptation is indeed a form of rewriting), and in turn, for us to think and write about what critical inquiry and rewriting have to do with each other.

043 - Writing about the Arts - Beauty and Thievery in the Modern Museum
TR 930-1045 (Bryan 330)

Rachel Kravetz

044 - Writing about Culture/Society - Rethinking Domesticity
MWF 100-150 (Shannon 109)
DeVan Ard

045 - Writing & Community Engagement - D.I.Y. Art, Writing, & Community
MWF 100-150 (Astronomy Building 265)
Michelle Gottschlich

D.I.Y. (or “Do It Yourself”) as it's known today, has existed for nearly a century. Taking hold in the post-war American suburbs, it has shifted dramatically through time—entering the iconoclastic punk era, Etsy mood boards, Soundcloud rap, Tik Tok videos, and more. What do these materials, scenes, makers, and movements have in common? Rhetorically rich and culturally fraught, studying D.I.Y. will get us thinking about how identities & ideas are baked into the “language” of things. Through reading, writing, analysis, and discussion, we will carefully reverse-bake these out to see what we really make of them. We’ll also practice what we study as artists and writers, and chat with visiting artists and writers about their craft. But perhaps most importantly, we’ll learn from D.I.Y. communities how to build supportive, inclusive, and non-judgmental creative spaces in which we can share our work (and ourselves) with one another.

046 - Writing & Community Engagement - D.I.Y. Art, Writing, & Community
MWF 1000-1050 (Bryan 312)
Michelle Gottschlich

D.I.Y. (or “Do It Yourself”) as it's known today, has existed for nearly a century. Taking hold in the post-war American suburbs, it has shifted dramatically through time—entering the iconoclastic punk era, Etsy mood boards, Soundcloud rap, Tik Tok videos, and more. What do these materials, scenes, makers, and movements have in common? Rhetorically rich and culturally fraught, studying D.I.Y. will get us thinking about how identities & ideas are baked into the “language” of things. Through reading, writing, analysis, and discussion, we will carefully reverse-bake these out to see what we really make of them. We’ll also practice what we study as artists and writers, and chat with visiting artists and writers about their craft. But perhaps most importantly, we’ll learn from D.I.Y. communities how to build supportive, inclusive, and non-judgmental creative spaces in which we can share our work (and ourselves) with one another.

047 - Writing about Culture/Society - Remediating Media 
MW 200-315 (New Cabell 338)
Evan Cheney

048 - Writing about Culture/Society - Rethinking Domesticity
MWF 300-350 (Bryan 330)
DeVan Ard

049 - Writing about Identities - The Art of Journaling
TR 800-915 (Bryan 332)
Hodges Adams

050 - Writing about Culture/Society - The Grass Class 
TR 800-915 (Shannon 109)
Hannah Grace Dierdorff

051 - Writing about Culture/Society - Writing about Food
TR 500-615 (Bryan 310)
Keith Driver

052 - Writing about Culture/Society - The Grass Class 
TR 1230-145 (Bryan 330)
Hannah Dierdorff

053 - Writing about Culture/Society - Writing about Ethics 
MWF 900-950 (Bryan 332)
Wyatt McNamara

054 - Writing about Culture/Society -
TR 1100-1215 (Maury 104)
Lindgren Johnson

056 - Writing about the Arts - Writing with Jane Austen 
TR 800-915 (Bryan 310)
Michael VanHoose

057 - Writing about Culture/Society - The Almighty Dollar: The Culture of Money, Mobility & the American Dream
TR 930-1045 (Bryan 332)
Jessica Walker

058 - Writing about Culture/Society - Utopia
TR 930-1045 (Shannon 108)
Emelye Keyser

059 - Writing about Culture/Society - Rethinking Domesticity
MWF 1200-1250 (Shannon 109)
DeVan Ard

060 - Writing about Culture/Society -
MWF 300-350 (Bryan 312)
Ankita Chakrabarti

061 - Writing about Science & Tech - Citizen Science
TR 1230-145 (Bryan 310)
Cory Shaman

062 - Writing about Culture/Society - The Almighty Dollar: The Culture of Money, Mobility & the American Dream
TR 200-315 (Bryan 334)
Jessica Walker

063 - Writing and Community Engagement - Rewriting Race, Place, & History at UVA
TR 200-315 (Maury 104)
Anastatia Curley

064 - Writing about the Arts - Writing about Aesthetics 
MW 500-615 (Bryan 312)
Kaelin Foody

066 - Writing about Culture/Society -
TR 330-445 (Bryan 310)
Raisa Tolchinsky

067 - Writing about Culture/Society - Beauty and Thievery in the Modern Museum
TR 200-315 (Bryan 332)

Rachel Kravetz

068 - Writing about Identities - Experiments in Learning 
TR 1100-1215 (Bryan 312)
Steph Ceraso

How do humans learn? When and where does learning occur? Why are we better at learning some things than others? Is it possible to learn how to learn? What does it mean to really learn something? This seminar will serve as a collective inquiry into the experience of learning. We will be reading and writing about a range of topics related to learning, such as curiosity, motivation, failure, boredom, attention and distraction, uncertainty, and more. In addition, our own histories of and investments in learning will serve as key course texts. Rather than talking about learning in an abstract way, you will spend a lot of time examining your own formal and informal learning experiences. Play and experimentation are also core principles of this class. Alongside more traditional writing assignments, you will get to create a mini video documentary about learning something new and participate in various “learning experiments” throughout the semester.

069 - Writing about Identities -
MWF 1200-1250 (Shannon 108)

Rebecca Thomas

070 - Writing about Culture/Society - Writing about Food
TR 630-745 (Bryan 310)
Keith Driver

071 - Writing & Community Engagement - Your Fave is Problematic: Pop Culture Criticism in the 21st Century 
MW 630-745 (Bryan 310)
Vallaire Wallace

Whether we like it or not, popular culture dominates our lives. From Beyonce to The Office, no one can escape the powerful influence media has on our identities. This writing intensive seminar is focused on challenging everything that we as a society deem popular – the movies, TV shows, and books that have become a part of our everyday conversations. For though popular culture excites us enough to share and discuss with others, we cannot ignore the problematic parts of it. 

In this course, we will explore what makes certain media in our culture “popular,” as well as what “popularity” means in general. We’ll also challenge and ask difficult questions about the culture we love so much. We’ll write essays about the pop culture we encounter throughout the course, becoming ourselves better critics and more aware of the media we encounter going forward. In doing so, we will learn more about what it means to be critics in a world where pop culture follows us wherever we go.

072 - Writing about the Arts - STORY(RE)TELLING 
TR 1230-145 (Bryan 312)
Gahl Pratt Pardes

073 - Writing about Culture/Society - Utopia 
TR 800-915 (Bryan 334)
Emelye Keyser

074 - Writing & Community Engagement - Writing about Work
MW 330-445 (Bryan 334)
Piers Gelly

075 - Writing about Identities - The Art of Journaling
TR 1230-145 (Shannon 108)
Hodges Adams

076 - Writing & Community Engagement - Writing Our Own Histories
TR 200-315 (Bryan 312)
Emelye Keyser

077 - Writing & Community Engagement - Writing about Work
TR 330-445 (Bryan 312)
Piers Gelly

078 - Writing about Culture/Society - Microcosms: Little Universes to Big Inquiries 
TR 630-745 (Bryan 312)
Nehali Patel

ENWR 1520 - Writing and Community Engagement (2 sections)

001 - Writing about Housing Equity
TR 1230-145 (Shannon 109)
Kate Stephenson

Why do we live where we do? How does housing impact our access to education, food, medical care, and other resources? What can the local built environment tell us about access to housing? Why are some people homeless? What is affordable housing and why is there so little of it? By partnering with The Haven and using different types of writing, including journal entries, forum posts, peer reviews, and formal papers, we will explore topics like homelessness, affordable housing, privilege, food insecurity, the eviction crisis, systems of power, and community engagement.  We will also work with The Haven Writer's Circle to produce an online zine at the end of the semester.

002 - Writing about Food Justice
TR 930-1045 (Bryan 334)
Kate Stephenson

Why do we eat what we eat? Do poor people eat more fast food than wealthy people? Why do men like to eat steak more than women? Why are Cheetos cheaper than cherries? Do you have to be skinny to be hungry? By partnering with a local community garden and using different types of writing, including journal entries, forum posts, peer reviews, and formal papers, we will explore topics like hunger stereotypes, privilege, food insecurity, food production, and community engagement.  

ENWR 2510 - Advanced Writing Seminar (6 sections)

001 - Writing about Identities - Ourselves & Others
TR 1230-145 (Bryan 332)
Jim Seitz

002 - Writing about Identities - Apology/Life Writing
TR 200-315 (Bryan 330)
Tamika Carey

003 - Writing about Identities -
MW 330-445 (Shannon 111)

004 - Writing & Community Engagement - Writing Charlottesville
TR 1100-1215 (New Cabell 209)
Kevin Smith

005 - Writing & Community Engagement - Writing Charlottesville 
TR 1230-145 (New Cabell 209)
Kevin Smith

006 - Writing & Community Engagement - Writing Human/Democratic Rights
M 600-830 (New Cabell 338)
Stephen Parks

ENWR 2520 - Special Topics in Writing (5 sections)

001 - Rewriting Yourself: Literacy & the Brain
MWF 1100-1150 (Maury 115)
Heidi Nobles

What do we know and what are we still learning about writing and the human brain? Literacy has dramatically reshaped the human brain over millennia. Yet as literacy itself evolves, we still lack satisfactory data on how writing (and its counterpart, reading) affects our neurology and cognition--and therefore, how literacy affects who we are as humans. In this reading- and writing-intensive course, we will read a range of work on literacy and cognition, including technical and popular treatments of issues such as reading and neural development, brain function during writing tasks, brain activity connected to other creative tasks, and more. We’ll read work from creativity experts, neurologists and cognitive scientists, psychologists, mental health practitioners, computer scientists, and professional writers and editors, all in trying to understand the relationship between literacy and our minds. Reading assignments will include 1-4 extended “read-in” activities; writing assignments will include a combination of creative, reflective, and research-based projects. By the term’s end, you should have an enriched sense of yourself as a reader and writer, and how your literacy practices play into your larger identity.

Note: This class welcomes students with multiple interests and backgrounds for interdisciplinary discussions about how reading and writing affect us all. Students with prior experience in or specialized interest in the brain will be able to dive deeper; students who are more inclined toward the arts and humanities can also expect engaging readings and lively writing assignments.

003 - Vegan Writing
TR 200-315 (Astronomy Building 265)
Lindgren Johnson

004 - SCI & Medical Communications
MWF 100-150 (Bryan 310)
Kiera Allison

005 - History and Culture of Writing at UVA
MWF 1200-1250 (Maury 115)
Heidi Nobles

The University of Virginia, founded in 1819, began with a rich history of writing and writers; that tradition continues today. But with so many different writing activities taking place across Grounds and across time, we may not fully appreciate what all this culture means.

In this course, you will both research and contribute to the culture of writing at UVA. You’ll have a chance to read the (mostly unpublished) writing of past students and faculty, to see where we’ve come from.

You’ll investigate current writing activities across Grounds, helping put together a puzzle that reveals what and how we’re writing today. And finally, you’ll create your own original writing to add to our university archives, making your mark for future generations to read. Through this hands-on literary adventure, you will gain a holistic sense of UVA's rich writing culture and your place, as well.

006 - Audible Writing
MWF 100-150 (Bryan 328)
Jon D'Errico

ENWR 2610 - Writing with Style

001
TR 200-315 (Bryan 235)
Keith Driver

ENWR 2700 - News Writing

No fake news here, but rather progressive exercises in developing the news-writing style of writing from straight hard news to "soft" features. Satisfies Second Writing Requirement.

001
TR 930-1045 (Bryan 203)
Brian Kelly

002
TR 800-915 (Bryan 203)
Brian Kelly

ENWR 2800 - Public Speaking

001
MWF 1000-1050 (Bryan 310)
Kiera Allison

002
MWF 900-950 (Bryan 310)
Kiera Allison

ENWR 3620 - Writing & Tutoring Across Cultures

TR 330-445 (Bryan 332)
Kate Kostelnik

In this course, we’ll look at a variety of texts from academic arguments, narratives, and pedagogies, to consider what it means to write, communicate, and learn across cultures. Topics will include contrastive rhetorics, world Englishes, rhetorical listening, and tutoring multilingual writers. A service-learning component will require students to virtually tutor students in sections of ENWR1506, my first-year writing courses. We will discuss pedagogies and practical, strengths-based strategies in working with multi-lingual learners on their writing; tutor first-years; and create writing projects that convey learning from these experiences. While the course will specifically prepare students to tutor multilingual writers, these skills are adaptable and applicable across disciplines and discourses. Our techniques and pedagogies will also be applicable to native-speakers. Basically, students will learn how to use dialogic engagement to support collaboration and conversation across cultures. Self-designed final writing projects will give students from various majors—education, public policy, commerce, social sciences, and STEM—the opportunity to combine their specific discourse knowledge with our course content. Additionally, students who successfully complete the course are invited to apply to work on the UVa writing center.  

ENWR 3640 - Writing with Sound

TR 200-315 (Bryan 328)
Steph Ceraso

In this collaborative, project-based course, students will learn to script, design, edit, and produce an original podcast about UVA’s Memorial to Enslaved Laborers. In addition to reading about and practicing professional audio storytelling techniques (e.g. interviewing, writing for the ear, sound design), students will research and reflect upon the history of slavery at the University of Virginia—including its connections to present day racism and white supremacy in Charlottesville and beyond. No experience with digital audio editing is necessary. Beginners welcome!

ENWR 3665 - Writing about the Environment

TR 200-315 (Bryan 310)
Cory Shaman

ENWR 3730 - African American Rhetorics

TR 1100-1215 (Bryan 330)
Tamika Carey

ENWR 3900 - Career-Based Writing and Rhetoric

MW 330-445 (Shannon 109)
John Thomas Casteen IV

ENWR 1506 - Writing and Critical Inquiry: The Stretch Sequence

Offers a two-semester approach to the First Writing Requirement. This sequence allows students to take more time, in smaller sections and with support from the Writing Center, practicing and reinforcing the activities that are central to the first-year writing course. Like ENWR 1510, ENWR 1505-06 approaches writing as a way of generating, representing, and reflecting on critical inquiry. Students contribute to an academic conversation about a specific subject of inquiry and learn to position their ideas and research in relation to the ideas and research of others.  Instructors place student writing at the center of course, encourage students to think on the page, and prepare them to reflect on contemporary forms of expression.  Students read and respond to each other’s writing in class regularly, and they engage in thoughtful reflection on their own rhetorical choices as well as those of peers and published writers.  Additionally, the course requires students to give an oral presentation on their research and to assemble a digital portfolio of their writing.

001 - Writing about Identities - Collaborative Inquiry into Race & Identity
TR 930-1045 (Online Synchronous)
Kate Kostelnik

002 - Writing about Identities
TR 1230-145 (Online Synchronous)
Claire Chantell

003 - Writing about Identities
TR 200-315 (Online Synchronous)
Claire Chantell

004 - Writing about Culture/Society 
MWF 1200-1250 (Online Synchronous)
Patricia Sullivan

006 - Writing about Culture/Society 
MWF 100-150 (Online Synchronous)
Patricia Sullivan

007 - Writing about Identities - Sports & Society
TR 1230-145 (Online Synchronous)
Marcus Meade

008 - Writing about Identities - Collaborative Inquiry into Race & Identity
TR 1100-1215 (Online Synchronous)
Kate Kostelnik

ENWR 1508 - Writing & Critical Inquiry Stretch Sequence for Multilingual Writers

Offers instruction in academic writing, critical inquiry, and the conventions of American English for non-native speakers of English. Space is limited, and priority is given to students who are required to take the sequence by recommendation of the admissions office, the transition program, or the writing program.

001
TR 930-1045 (Online Synchronous)
Mahmoud Abdi Tabari

ENWR 1510 - Writing and Critical Inquiry (70 sections)

Approaches writing as a way of generating, representing, and reflecting on critical inquiry. Students contribute to an academic conversation about a specific subject of inquiry and learn to position their ideas and research in relation to the ideas and research of others.  Instructors place student writing at the center of course, encourage students to think on the page, and prepare them to reflect on contemporary forms of expression.  Students read and respond to each other’s writing in class regularly, and they engage in thoughtful reflection on their own rhetorical choices as well as those of peers and published writers.  Additionally, the course requires students to give an oral presentation on their research and to assemble a digital portfolio of their writing.

Spring 2021 Sections:

001 - Writing about the Arts - 
MW 500-615 (Online Synchronous)
Mary Clare Agnew

002 - Writing about Culture/Society -
TR 930-1045 (Online Synchronous)
Anna Martin-Beecher

003 - Writing about the Arts - Aliens, Diversity and Identity
TR 1100-1215 (Online Synchronous) 
Charity Fowler

004 - Writing about Culture/Society -
MWF 1200-1250 (In Person) New Cabell 309
Ankita Chakrabarti

005 - Writing about Culture/Society -
TR 330-445 (Hybrid with Remote Option)
Anna Martin-Beecher

006 - Writing about Culture/Society - Writing about Food
TR 500-615 (Online Synchronous)
Keith Driver

007 - Writing about Culture/Society -
MWF 1100-1150 (Hybrid) Monroe 116
Ankita Chakrabarti

008 - Writing & Community Engagement - Writing About Feminism, Diversity, and Community Engagement
MWF 1100-1150 (Online Synchronous)
Indu Ohri

009 - Writing about the Arts - Place and Class in Horror Fiction
MWF 1200-1250 (Hybrid) Chemistry Building 206
Grant King

010 - Writing about Culture/Society - Talk of the Town
TR 500-615 (Online Synchronous)
Tom Berenato

011 - Writing about Culture/Society -
MWF 1100-1150 (In Person) Clark G004
Amber McBride

012 - Writing about Culture/Society - Travel Writing
MWF 1200-1250 (Online Synchronous)
John Casteen IV

013 - Writing about Culture/Society - Contagion
MWF 1100-1150 (In Person with Remote Option) Monroe 124
Kaylee Lamb

014 - Writing & Community Engagement - Writing About Feminism, Diversity, and Community Engagement
MWF 100-150 (Online Synchronous)
Indu Ohri

015 - Writing about Culture/Society - Race, Religion, and Democracy
TR 330-445 (In Person with Remote Option) Dell 2 100
DeVan Ard

016 - Writing about Culture/Society -
MWF 100-150 (In Person) New Cabell 323
Amber McBride

017 - Writing & Community Engagement - D.I.Y. (Do It Yourself)
MW 500-615 (Online Synchronous)
Michelle Gottschlich

D.I.Y., as it's known today, has existed for nearly a century. Taking hold in the post-war American suburbs, D.I.Y. making has shifted dramatically through time—birthing the iconoclastic punk era, pinterest, GoFundMe healthcare, Tik Tok videos, soundcloud rap, and more. What do these materials, scenes, makers, and movements have in common? Rhetorically rich and culturally fraught, studying D.I.Y. will get us thinking about how ideas are crafted and cooked into the language of things. Through writing, reading, and discussion, we will carefully tease these ideas out to see what we really make of them. We’ll practice what we study as artists and writers, and we'll also chat with visiting D.I.Y. artists, musicians, and writers. Perhaps most importantly, we’ll learn from D.I.Y. communities how to build supportive, inclusive, and non-judgmental creative spaces in which we can collaborate and share our work with one another.

018 - Writing about Science & Tech - Observation & Evidence
MW 330-445 (Online Synchronous)
Kenny Fountain

019 - Writing about Culture/Society - Solving Local Problems
MWF 1000-1050 (Online Synchronous) 
Jon D'Errico

020 - Writing about Culture/Society - Growing Up in the Digital Age
TR 500-615 (Online Synchronous)
Suzie Eckl

021 - Writing about Identities - Women, Romance, and Writing
MW 500-615 (Online Synchronous)
Samantha Wallace

022 - Writing & Community Engagement - Social Justice, Critical Race Theory & Argumentation
MW 500-615 (Online Synchronous)
Eyal Handelsman Katz

Imagine this: it’s Thanksgiving (or Hanukkah, or any social gathering with people who might not share your ideas). It’s perfectly pleasant (or not) and then – GASP! – someone brings up that topic. The one that always leads to an argument. And it does, and you argue but, afterwards, you are disappointed with how it turned out; perhaps you forgot to say something (or said too much). In this class we will endeavor to not be disappointed. To do so we will learn how to argue but, more importantly, how to think. Our writing will be a vehicle to our thinking. But how does writing relate to social justice? How can we use our writing to enact or advocate for social justice in our community? Since social justice is such a broad concept, in this course we will learn about it through the frame of critical race theory (CRT) and discover how activists, scholars, artists and more engage with racial justice, exploring issues like systemic racism, privilege, and intersectionality. This course will give you opportunities to think and write about the social justice issues you care about so that, when it ends, you are empowered to fight for the causes you believe in and never feel unprepared to discuss the topics that matter to you.

023 - Writing about Culture/Society - Music, Writing, Identity
MW 200-315 (Online Synchronous)
Steph Ceraso

024 - Writing about Culture/Society -
MWF 900-950 (In Person) New Cabell 309
Richard Milby

025 - Writing about Identities - Writing about the Body and Illness
TR 1230-145 (In Person) Dell 2 100
Miriam Grossman

026 - Writing about Culture/Society - Writing Utopia
TR 1230-145 (Hybrid with Remote Option) Dell 2 103
Emelye Keyser

027 - Writing about the Arts - Defining and Defending Your Taste
TR 930-1045 (Hybrid with Remote Option)
Jessica Walker

In this section of ENWR-1510, your personal taste serves as the point of departure. We will begin with your gut reaction to a piece of art or culture. Then we will use that reaction to build an essay. How do you make your ideas and opinions matter? How do you argue your taste is superior? How do you make sense of your aesthetics in the greater context of culture? How do you transform your reactions to Mozart, Megan Thee Stallion, a TikTok trend, Salvador Dali or your grandmother’s cooking into an essay that reaches beyond your initial response? In this class any piece of art or culture is valid material. High class, low class, no class, it’s all fair game. All I care about is that you care about your topic, whether you are writing from a place of adoration or revulsion.

028 - Writing about Digital Media - Writing about Interactive Media
MW 500-615 (Online Synchronous)
Sean Marcolini

029 - Writing about the Arts - Writing about Shadows
MW 500-615 (Online Synchronous)
Zoe Kempf-Harris

"Shadows are and aren’t—shapes without substance. Shadows come and go, and they are subject to time and place, to conditions of light and dark, and to the objects that give them form. In the course of this seminar, we will not only explore shadows as they appear in literature and art, but we will also explore the context for these shadows. What causes a shadow to fall within a passage—and why is it important that the shadow falls there specifically? Writing is born of intention, and literary shadows are intentional too.

Writing is how we use language to investigate that which presents itself obscurely— to make inquiries into and arguments about things that are uncertain. Working across the textual, the visual, and even the cinematic, we will examine how shadows function representationally and changeably. We will look to authors and artists to uncover how these shadows can be manipulated to serve the purpose of the text, as well as how these shadows color our understanding of the passages in which they appear. Undertaking a study of shadows will allow us to grapple with the duality that allows them to both obscure and represent the realities presented to us."

030 - Writing about Digital Media - "Algorithms and Advertising - Digital Influences"
MWF 1100-1150 (In Person) New Cabell 323
Sebastian Corrales

031 - Writing about Digital Media - Investigating Multiple Literacies in the Digital Age
MWF 1200-1250 (Online Synchronous)
Katie Campbell

What does it mean to be literate? Digitally literate? Social media literate? News literate? In this class, we will explore these questions and more as we define and redefine literacy. We will also be thinking about and developing our own multiple literacies. We will specifically be focusing on literacy in relation to digital media, which has become increasingly important during the COVID-19 pandemic and in the world of social distancing. We will start our class by reading literacy narratives. You will then write your own literacy narrative, which will help you to think about your own relationship with multiple literacies. Then, we will read and write about digital news and online commencement speeches to understand what it means to be literate in these areas. Finally, at the end of our course, we will work with and critically think about literacy in relation to social media, specifically Instagram and Twitter. No prior experience with these social media platforms – or anything else we will cover in this course – is needed.

032 - Writing about Culture/Society - Documentary Nonfiction
MW 330-445 (Online Synchronous)
Cassie Davies

This course will introduce students to the challenges and pleasures of essay-writing. The essay is a form that comes in many shapes and sizes, giving writers the space to examine meaningful subjects. The best way to learn about the different ways to write an essay is to study other writers, reading widely and with particular attention to the choices these writers make, so that students can borrow their tools in order to tell stories of their own. Students will read a variety of creative and critical essays that engage with different topics, from race and social inequality, to solar eclipses and surfing. Over the course of the semester, students will write two or three essays (to be determined) on topics of their choice, conducing independent research and interviews. Students will also choose and present on a documentary film. 

033 - Writing about Science & Tech - Citizen Science
TR 1230-145 (Online Synchronous)
Cory Shaman

034 - Writing about Culture/Society -
TR 1100-1215 (Online Synchronous)
Lindgren Johnson

035 - Writing about Culture/Society - The Art of Learning
MWF 1100-1150 (Online Synchronous) 
Lisa Aguirre

036 - Writing about the Arts - Defining and Defending Your Taste
TR 330-445 (Hybrid with Remote Option)
Jessica Walker

In this section of ENWR-1510, your personal taste serves as the point of departure. We will begin with your gut reaction to a piece of art or culture. Then we will use that reaction to build an essay. How do you make your ideas and opinions matter? How do you argue your taste is superior? How do you make sense of your aesthetics in the greater context of culture? How do you transform your reactions to Mozart, Megan Thee Stallion, a TikTok trend, Salvador Dali or your grandmother’s cooking into an essay that reaches beyond your initial response? In this class any piece of art or culture is valid material. High class, low class, no class, it’s all fair game. All I care about is that you care about your topic, whether you are writing from a place of adoration or revulsion.

037 - Writing about Science & Tech - Citizen Science
TR 200-315 (Online Synchronous) 
Cory Shaman

038 - Writing about Culture/Society - Writing Towards Climate Action
MWF 900-950 (Hybrid with Remote Option) Maury 104
Hannah Loeb

This course is aimed at developing your ability to engage in written and spoken discourse both in academic contexts and in the broader, civic and social contexts of a university community, local communities, nation(s), and even global communities. It will ask you to use writing to discover how insight, precision, and nuance function across rhetorical contexts. It will incite occasions of writing and speaking as opportunities to initiate and sustain critical inquiry -- in other words, as loci for exploration of uncertainties as opposed to sites of static performance of the already-known. Above all, this course will place your writing at its center, giving you the chance to focus on when, why, and how you already are a consequential writer surrounded by other consequential writers, profoundly embedded in language and therefore flush with opportunities for expression and inquiry. This semester, our inquiry will focus on action we can and must take to mitigate the suffering that will accompany imminent climate disaster. We will begin by studying the discourses of disbelief, skepticism, misinformation, and inaction promulgated by those with vested interests in maintaining fossil fuel economies in America and around the world. We will complement that study with an exploration of forms and genres of witness, testimony, and appeal. Finally, we will take action through informed dialogue and outreach, including phone and text banking, as well as more systematically-oriented action like protest and appeals to those in power for specific, institutional changes. Course texts will include Losing Earth: A Recent History by Nathaniel Rich (2019) and The Story of More by Hope Jahren (2020), as well as the podcasts Mothers of Invention and Drilled. 

039 - Writing about Identities -
TR 500-615 (Online Asynchronous)
Elisabeth Blair

040 - Writing about Culture/Society - Is Chivalry Dead: From Knights to Incels and Reality TV
TR 500-615 (Online Synchronous)
Katherine Churchill

Is chivalry dead? If so, who killed it? 

Context for our murder mystery: chivalry has shaped how we think about courtesy, gender, race, and power dynamics since the Middle Ages. But our understanding of it—and how we situate it in the present and the past—has changed drastically over time. Tracing a path from questing knights in shining armor to radicalized internet trolls and questions about giving up subway seats, we will investigate how fantasies of the past become rhetorical tools of the present. What is chivalry, anyway: humanizing kindness? An oppressive power dynamic? Is it truly old-fashioned? Or adaptable for a modern world? 

By observing how chivalry operates in texts from the 14th century to contemporary reality TV shows, we will learn to identify ideologies operating in art, science, and society and trace them across time periods. We will develop arguments about the relationships between social and political systems. In doing so, we will start to move comfortably between diverse genres and texts, synthesize complex ideas, and imagine new ways of seeing the world. Together, we’ll attempt to respond to questions like these: How do we maintain a healthy relationship to the past? What assumptions and histories are built into our understanding of “good behavior”? What do we owe one another, anyway?

041 - Writing about Identities - Cosmopolitanism, Culture and Appropriation
TR 800-915 (Online Synchronous) 
Fina Mbabazi

042 - Writing about Culture/Society - Talk of the Town
TR 330-445 (Online Synchronous)
Tom Berenato

043 - Writing about Identities -
TR 800-915 (Online Asynchronous)
Elisabeth Blair

044 - Writing about Culture/Society - Strategic Rhetoric and Persuasive Effect
MWF 1100-1150 (Online Synchronous)
Robert Zenz

This class will introduce you to the concept of strategic rhetoric. Throughout the semester, we will analyze the relationship between language and thought in order to illustrate the  power of well-chosen words to influence ideas and behaviors. We will demystify the often nebulous concept of rhetoric by breaking down the mechanics of persuasion as it’s found across  multiple genres of literature, as well as in culture at large. Because our medium is the page, we  will write to explore deeply and thoughtfully questions such as: What does persuasion look like  to me? Why might it look different to someone else? How does language relate to power and/or the lack thereof? etc. Because power dynamics are inextricably entangled with questions of  influence, our class will simultaneously function as an exploration of the boundary line that  separates persuasion from its more sinister cousins: manipulation and coercion. Most importantly, we will write to analyze the effects of strategic rhetoric and to implement the various techniques we learn in ways that supercharge our own persuasive endeavors.  

045 - Writing about Culture/Society - Documentary Nonfiction
MW 200-315 (Online Synchronous)
Cassie Davies

This course will introduce students to the challenges and pleasures of essay-writing. The essay is a form that comes in many shapes and sizes, giving writers the space to examine meaningful subjects. The best way to learn about the different ways to write an essay is to study other writers, reading widely and with particular attention to the choices these writers make, so that students can borrow their tools in order to tell stories of their own. Students will read a variety of creative and critical essays that engage with different topics, from race and social inequality, to solar eclipses and surfing. Over the course of the semester, students will write two or three essays (to be determined) on topics of their choice, conducing independent research and interviews. Students will also choose and present on a documentary film. 

046 - Writing about Culture/Society - Place & the American Citizen
TR 330-445 (In Person) New Cabell 323
Andrew Eaton

047 - Writing about the Arts - Imitation and the Apprenticeship of Writing
MWF 1100-1150 (In Person) Clark 102
Catherine Blume

In this course, we will explore writing as an apprenticeship. Imagine that you are a young painter living in 15th century Florence. Your parents have apprenticed you to one of the most well-known painters of the day and since a young age, you have been working your way up in the workshop. First, you were just sweeping floors and cleaning up dyes and tints; then, you began mixing paints; eventually, you were allowed to assist your master in compositions until finally, you have completed a Master Piece all on your own, proving that you have both mastered the style and technique taught to you by your master as well as experimented with your own style and techniques. In this example, you have mastered your craft first through imitation and then through exploration and experimentation. We will apply the same approach to writing in this course and choose for our masters some of the most well-known writers and rhetoricians of the Western Tradition—from Cicero to Hemingway—to guide us in our Writer’s Workshop.

048 - Writing about the Arts - Reimagining Shakespeare’s The Tempest
MW 500-615 (Online Synchronous)
Mary Ruth Robinson

049 - Writing about Culture/Society - Letters
MW 500-615 (Online Synchronous)
Annie Persons

050 - Writing about Culture/Society - Writing Power: Language Politics in Communities and Controversies
TR 800-915 (Online Synchronous)
Tarushi Sonthalia

Our current president deliberately changing Coronavirus to Chinese Virus in his speeches. Choosing a preferred pronoun of address: he/she/them. Some people being branded as terrorists and others being branded as unstable for similar acts of violence. And, finally, getting back to the person we started with: Remember covfefe, anyone? Whether you’re familiar with these examples, whether you remember the covfefe debacle does not matter. What matters is that you are an individual who communicates with others, you are an individual who uses words. And words carry power.

In this course, we will wrestle with power using words. This wrestling will depend on a nuanced and intelligent engagement with power’s many markers—race, gender, sexuality, class, and caste, to name a few. We will work with a wide range of texts in journeying through linguistic power—theoretical texts, novels, short stories, and digital media. Most importantly, this engagement will serve as an aid for you to produce texts of your own and become aware of yourselves as active interlocutors in the various networks of power—it will allow you to see that power is written and writing is power.

051 - Writing about Culture/Society - Documentary Nonfiction
MW 200-315 (Online Synchronous)
Piers Gelly

052 - Writing about Culture/Society - Race, Religion, and Democracy
TR 930-1045 (In Person with Remote Option) Maury 209
DeVan Ard

053 - Writing about the Arts - Points of View
TR 800-915 (Online Synchronous)
Matt Davis

This course is intended to help you develop writing skills that will help you succeed while you are at UVA and also after you graduate. The theme for this section will be "points of view" in fiction. We will read and write about short stories, with a special focus on different ways of narrating a story. The fiction readings will be taken from a classic but rather unusual anthology, Points of View, in which the stories are classified according to the mode of narration used in the story. One section of the anthology contains "interior monologues," in which we seem to be inside the main character's head, hearing his or her thoughts in live time; another section contains "dramatic monologues,"in which we seem to overhear the narrator speaking aloud to another character; a third, letters written by the characters; a fourth, diary entries; and so on. We will look at eleven modes of narration and study two examples of most modes, reading about twenty stories in all.

You will complete six substantial written assignments -- three narratives and three argumentative essays. For the narratives, you will be asked to use one of the modes of narration we have studied to tell a story. The narratives should be appx. 3-6 pages in length. (Longer is not necessarily better.) Each narrative will be written once, without opportunity for revision. For the argumentative essays, you will be asked to write an essay with a thesis and supporting textual evidence. Each essay should be appx. 4-7 pages long, but quality of writing, thinking, and argumentation are more important than length. The argumentative essays will be drafted, workshopped, and revised. In addition, you will learn some principles of composition, complete some exercises related to writing, and complete a library assignment.

054 - Writing about the Arts - Writing About Contemporary Poetry
TR 800-915 (Online Synchronous)
Annyston Pennington

055 - Writing about the Arts -
MWF 1200-1250 (Online Synchronous)
Zheng-Liann Schuster

056 - Writing & Community Engagement - Writing Home
MWF 1100-1150 (Online Synchronous)
Sarah O'Brien

057 - Writing about the Arts - Academic Writing & Modernist Thinking
MWF 1100-1150 (In Person) Maury 209
Andrew Chen

058 - Writing about Identities -Writing with Resilience
TR 930-1045 (Online Synchronous)
Devin Donovan

059 - Writing & Community Engagement - Writing Home
MWF 1000-1050 (Online Synchronous)
Sarah O'Brien

060 - Writing about Culture/Society - Letters
TR 930-1045 (Online Synchronous)
Sarah Storti

061 - Writing & Community Engagement - Rhetoric, Space & Community
TR 930-1045 (Hybrid) New Cabell 323
Eva Latterner

062 - Writing about Culture/Society -
TR 930-1045 (Online Synchronous)
Lindgren Johnson

063 - Writing about Culture/Society -
MW 200-315 (Online Synchronous)
Anastatia Curley

064 - Writing about Culture/Society - Documentary Nonfiction
MW 330-445 (Online Synchronous)
Piers Gelly

066 - Writing about the Arts - 
MW 630-745 (Online Synchronous)
Mary Clare Agnew

067 - Writing about Culture/Society - Writing about Food
TR 630-745 (Online Synchronous)
Keith Driver

068 - Writing about Culture/Society - Talk of the Town
TR 630-745 (Online Synchronous) 
Tom Berenato

069 - Writing about Identities - Writing about the Body and Illness
TR 1100-1215 (In Person) New Cabell 323
Miriam Grossman

070 - Multilingual Writers
TR 200-315 (Online Synchronous)
Mahmoud Abdi Tabari

071 - Multilingual Writers
TR 930-1045 (Online Synchronous) 
Mahmoud Abdi Tabari

ENWR 1520 - Writing and Community Engagement (2 sections)

001 - Writing about Housing Equity
TR 1230-145 (Online Synchronous)
Kate Stephenson

Why do we live where we do? How does housing impact our access to education, food, medical care, and other resources? What can the local built environment tell us about access to housing? Why are some people homeless? What is affordable housing and why is there so little of it? By partnering with The Haven and using different types of writing, including journal entries, forum posts, peer reviews, and formal papers, we will explore topics like homelessness, affordable housing, privilege, food insecurity, the eviction crisis, systems of power, and community engagement.  We will also work with The Haven Writer's Circle to produce an online zine at the end of the semester.

002 - Writing about Food Equity
TR 200-315 (Online Synchronous)
Kate Stephenson

Why do we eat what we eat? Do poor people eat more fast food than wealthy people? Why do men like to eat steak more than women? Why are Cheetos cheaper than cherries? Do you have to be skinny to be hungry? By partnering with a local community garden and using different types of writing, including journal entries, forum posts, peer reviews, and formal papers, we will explore topics like hunger stereotypes, privilege, food insecurity, food production, and community engagement.  

ENWR 2510 - Advanced Writing Seminar (5 sections)

001 - Writing about the Arts - Fandom Ethnography
TR 330-445 (Online Synchronous) 
Charity Fowler

002 - Writing about the Arts - Exploratory Writing
MW 200-315 (Hybrid) New Cabell 309
Jim Seitz

Please note: This is a hybrid course that will meet once a week in person and once a week online. Please sign up for another section if you are unable to meet in person.

In this seminar, you’ll read and write a variety of genres that explore personal experiences and public issues from a wide range of perspectives. Each week you’ll read published writers whose work might serve as models for your own, and as this is a course in which the writing produced by you and your classmates is what matters most, you’ll regularly share your own work and respond to that of others. Writing assignments will be frequent, usually brief, and often experimental. If you’d like to break away from the five-paragraph, intro-body-conclusion formula for writing an essay, you may find this course appealing.

003 - Writing & Community Engagement - Writing Charlottesville
TR 200-315 (Online Synchronous)
Kevin Smith

What does it mean to “write” a place? to write Charlottesville? How is Charlottesville written? There are many ways a place is comes to have meaning: through history, cartography, journalism, ad campaigns, and city ordinances. There are also less institutionally-sanctioned ways that a place is written: through activism, public art, graffiti, oral histories, and conversations. This class will focus on this interrelation between writing and place. We will explore questions like: Who gets to write Charlottesville? How does a place come to have meaning and what is the role of writing in that process? What role do you play in writing/shaping Charlottesville?

004 - Writing & Community Engagement - Writing Charlottesville
TR 1230-145 (Online Synchronous)
Kevin Smith

What does it mean to “write” a place? to write Charlottesville? How is Charlottesville written? There are many ways a place is comes to have meaning: through history, cartography, journalism, ad campaigns, and city ordinances. There are also less institutionally-sanctioned ways that a place is written: through activism, public art, graffiti, oral histories, and conversations. This class will focus on this interrelation between writing and place. We will explore questions like: Who gets to write Charlottesville? How does a place come to have meaning and what is the role of writing in that process? What role do you play in writing/shaping Charlottesville?

005 - Writing & Community Engagement
M 600-830 (Online Synchronous)
Stephen Parks

ENWR 2520 - Special Topics in Writing (5 sections)

001 - Digital Public Writing
TR 930-1045 (Online Synchronous)
Kevin Smith

This course examines what it means to write to a public in the digital age and how our rhetorical and compositional practices have changed in response to networked technology. Students will produce and analyze digital compositions meant to circulate beyond the walls of the classroom, for public audiences, and will develop rhetorical frameworks to address a wide range of future writing situations.

007 - Home Movies
MWF 100-150 (Online Synchronous)
Sarah O'Brien

Of the many changes wrought by the pandemic, perhaps none will prove as enduring as the upending of our sense of being “at home.” We will explore the shifting dimensions of domestic space in the time of COVID-19 and the preceding century by watching and writing about different kinds of “home movies”: amateur movies that document family life, fiction films that envision home in striking ways, and reality television and documentary film. By working with a community partner on a collective filmmaking and/or screening project, we will also expand our understanding of home to encompass not just the four-walled container of the nuclear family but also more diffuse physical and/or virtual communities.

009 - Science & Medical Communications (This section is reserved for Echols scholars)
MWF 100-150 (Online Synchronous)
Kiera Allison

010 - Rewriting Yourself: Literacy & the Brain - (This section is reserved for Echols scholars)
MWF 1200-1250 (Online Synchronous)
Heidi Nobles

What do we know and what are we still learning about writing and the human brain? Literacy has dramatically reshaped the human brain over millennia. Yet as literacy itself evolves, we still lack satisfactory data on how writing (and its counterpart, reading) affects our neurology and cognition--and therefore, how literacy affects who we are as humans. In this reading- and writing-intensive course, we will read a range of work on literacy and cognition, including technical and popular treatments of issues such as reading and neural development, brain function during writing tasks, brain activity connected to other creative tasks, and more. We’ll read work from creativity experts, neurologists and cognitive scientists, psychologists, mental health practitioners, computer scientists, and professional writers and editors, all in trying to understand the relationship between literacy and our minds. Reading assignments will include 1-4 extended “read-in” activities; writing assignments will include a combination of creative, reflective, and research-based projects. By the term’s end, you should have an enriched sense of yourself as a reader and writer, and how your literacy practices play into your larger identity.

Note: This class welcomes students with multiple interests and backgrounds for interdisciplinary discussions about how reading and writing affect us all. Students with prior experience in or specialized interest in the brain will be able to dive deeper; students who are more inclined toward the arts and humanities can also expect engaging readings and lively writing assignments.

011 - History and Culture of Writing at UVA
MWF 1100-1150 (Online Synchronous)
Heidi Nobles

The University of Virginia, founded in 1819, began with a rich history of writing and writers; that tradition continues today. But with so many different writing activities taking place across Grounds and across time, we may not fully appreciate what all this culture means.

In this course, you will both research and contribute to the culture of writing at UVA. You’ll have a chance to read the (mostly unpublished) writing of past students and faculty, to see where we’ve come from.

You’ll investigate current writing activities across Grounds, helping put together a puzzle that reveals what and how we’re writing today. And finally, you’ll create your own original writing to add to our university archives, making your mark for future generations to read. Through this hands-on literary adventure, you will gain a holistic sense of UVA's rich writing culture and your place, as well.

ENWR 2610 - Writing with Style

001
TR 200-315 (Online Synchronous)
Keith Driver

ENWR 2700 - News Writing

No fake news here, but rather progressive exercises in developing the news-writing style of writing from straight hard news to "soft" features. Satisfies Second Writing Requirement.

001
TR 800-915 (Online Synchronous)
C. Brian Kelly

002
TR 930-1045 (Online Synchronous)
C. Brian Kelly

ENWR 2800 - Public Speaking

001
MWF 900-950 (Online Synchronous) (This section is reserved for Echols scholars)
Kiera Allison

002
MWF 1000-1050 (Online Synchronous)
Kiera Allison

003- Section 003 will be paired with a 1-credit Contemplative Lab (RELG 1559)
TR 200-315 (Hybrid) Bryan 235
Devin Donovan

ENWR 3500 - Topics in Advanced Writing: Writing the Anthropocene

TR 930-1045 (Online Synchronous)
Cory Shaman

ENWR 3620 - Tutoring Across Cultures

TR 330-445 (Online Synchronous)
Kate Kostelnik

In this course, we’ll look at a variety of texts from academic arguments, narratives, and pedagogies, to consider what it means to write, communicate, and learn across cultures. Topics will include contrastive rhetorics, world Englishes, rhetorical listening, and tutoring multilingual writers. A service-learning component will require students to virtually tutor students in sections of ENWR1506, my first-year writing courses. We will discuss pedagogies and practical, strengths-based strategies in working with multi-lingual learners on their writing; tutor first-years; and create writing projects that convey learning from these experiences. While the course will specifically prepare students to tutor multilingual writers, these skills are adaptable and applicable across disciplines and discourses. Our techniques and pedagogies will also be applicable to native-speakers. Basically, students will learn how to use dialogic engagement to support collaboration and conversation across cultures. Self-designed final writing projects will give students from various majors—education, public policy, commerce, social sciences, and STEM—the opportunity to combine their specific discourse knowledge with our course content. Additionally, students who successfully complete the course are invited to apply to work on the UVa writing center.  

ENWR 3900 - Career-Based Writing and Rhetoric

MWF 100-150 (Online Synchronous) 
Jon D'Errico