Spring 2020 Courses

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

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

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

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.

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.

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

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

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

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.

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

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.

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

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.

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

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.

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.)