ENGL F2 T/R, 9:30-10:45, Clough 131
ENGL N1 T/R, 12:00-1:15, Hall 106
ENGL D2 T/R, 1:30-2:45, Clough 127
Instructor Dr. McKenna Rose
Office Hours T 3:00-4:00, W 9:00-11:00 via Skype (mckenna.rose2), and by appointment in Hall, Office 9
Contact mckenna.rose@lmc.gatech.edu
Instructor Site mckennarose.org
Course Site afternature.mckennarose.org

Course Description

For decades now activists and scientists have been warning the public that nature is on the brink of ruin: the Global Mean Sea Level has risen 4 to 8 inches above the 1993 recorded high; 2016 was the hottest year on recordbiodiversity has fallen below “safe” levels; and the sixth mass extinction may well be underway. Given these factors and more, saving nature has never been more urgent than it is in our historical moment. Bur what if nature cannot be saved? What if nature deteriorates even as humans reach out to protect it? What if we are already living after nature?

To answer the questions above, and meet the course goals, we will analyze and practice strategies for communicating ideas about nature, and life after nature, to a range of audiences across a variety of platforms. Using a WOVEN approach to communication that considers the interrelationship between Written, Oral, Visual, and Nonverbal modes, this course will give you practice in analyzing the rhetorical strategies for articulating your own ideas about nature and the modes through which it is transmitted. To investigate ways that ideas about nature from the past help to figure the present and future, we will analyze contemporary ecocritical theory, as well as The History of King Lear and The Walking Dead. Over the course of the semester, you will compose a series of multimedia blog posts, respond to reading quizzes, design a visual rendering, write a literary analysis essay, produce a collaborative podcast, and curate all major assignments into a final, multimedia portfolio.

Course Goals and Concepts

Concepts Descrition
Rhetoric Students learn rhetorical strategies to create purposeful, audience directed artifacts that present well-organized, well-supported, well-designed arguments using appropriate conventions of written, oral, visual, and/or nonverbal communication
Process Students develop confidence in using recursive strategies, including planning, drafting, critiquing, revising, publishing/presenting, and reflecting.
Multimodality Students develop competence in major communication modalities (Written, Oral, Visual, Electronic, and Nonverbal) and understand that modalities work synergistically.
Collaboration Students learn to be productive in communities of practice—for example, as readers and critics, as team members and leaders—balancing their individual and collaborative responsibilities.