Spring 2021 Course Descriptions

*Spring 2021 schedule is not yet final.  Please see SIS for most up to date instruction modes.

Two-Semester First-Year Writing Courses

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

Single-Semester First-Year Writing Courses

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

In a world of social distancing, flattening curves, and racial protests, do you wish that you could reach out and help others within the safety of your own home? How would you even know where to begin? During these uncertain times, many people have chosen to perform service work with the vulnerable and to write about social justice for women, minorities, and others. You will explore the answers to these questions in a profound and surprisingly local way by reading and writing about British and American women authors and sharing your knowledge with the Charlottesville community. These feminist works are the perfect place to search for answers because women writers have experienced injustice, oppression, and bigotry over the past three centuries. You will write about, reflect on, and perform community engagement through a feminist lens, especially since both movements serve historically disadvantaged populations. 

As you read these women authors’ works, you will discover powerful compositional moves and feminist rhetorical strategies that you can use to inspire others to take action and improve our world. You will further consider how their written reflections can foster values such as love, understanding, and compassion and cultivate your deeper self-awareness through contemplative writing. Together, we will use feminist rhetoric, reflective writing, and service work to engage in praxis, or the application of feminist theory to reality. As a class, we will work on our collective project with UVA’s volunteer center, Madison House, to plan out creative arts boxes for students in Charlottesville schools. Our Praxis Project will support their learning about BIPOC (black, indigenous, people of color) women, feminist activism, and women’s literature and inspire students to empower themselves through writing. 

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

What is horror as a genre? What conventions does it use? How does horror use place and class to tell its stories? Horror is an important part of our society’s culture that lets us explore our fears and our anxieties--it tells us who or what we are supposed to view as other, monstrous, terrifying. Through analyzing horror, we can understand our society’s biases towards normativity, and can perhaps even work to undercut them.

This course explores horror through the lens of place and class, with intertwining interests in race, gender, queerness, and the national traumas of the United States. We’ll read texts by a range of authors, and engage with a few films and TV series, to understand what horror tells us about our societal biases and to enrich our skills as writers.

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

In a world of social distancing, flattening curves, and racial protests, do you wish that you could reach out and help others within the safety of your own home? How would you even know where to begin? During these uncertain times, many people have chosen to perform service work with the vulnerable and to write about social justice for women, minorities, and others. You will explore the answers to these questions in a profound and surprisingly local way by reading and writing about British and American women authors and sharing your knowledge with the Charlottesville community. These feminist works are the perfect place to search for answers because women writers have experienced injustice, oppression, and bigotry over the past three centuries. You will write about, reflect on, and perform community engagement through a feminist lens, especially since both movements serve historically disadvantaged populations. 

As you read these women authors’ works, you will discover powerful compositional moves and feminist rhetorical strategies that you can use to inspire others to take action and improve our world. You will further consider how their written reflections can foster values such as love, understanding, and compassion and cultivate your deeper self-awareness through contemplative writing. Together, we will use feminist rhetoric, reflective writing, and service work to engage in praxis, or the application of feminist theory to reality. As a class, we will work on our collective project with UVA’s volunteer center, Madison House, to plan out creative arts boxes for students in Charlottesville schools. Our Praxis Project will support their learning about BIPOC (black, indigenous, people of color) women, feminist activism, and women’s literature and inspire students to empower themselves through writing. 

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 textssynthesize 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

Beyond First-Year Writing Courses

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