|ENGL A5||M/W/F, 9:05-9:55, Clough Commons 123|
|ENGL J5||M/W/F, 10:10-11:00, Clough Commons 131|
|ENGL G4||M/W/F, 12:20-1:10, Stephen C Hall 106|
|Instructor||Dr. McKenna Rose|
|Office Hours||Wed 1:30-2:30, Tues 9:00-11:00 via Skype (mckenna.rose2), and by appointment in Hall, Office 9|
Stockpiles of nuclear weapons, a surfeit of trash in landfills, record high accrual of greenhouse gasses in the atmosphere, eighty-five percent of global wealth concentrated in just ten percent of its occupants: these are just some bad collections that threaten the continued existence of life on earth. The dangers that these collections pose are obvious, so why is it so hard to disarm, reduce, and redistribute? Why can’t we clean up the messes we make? What if we can’t clean-up because the messes we make compromise human agency? What if we are already incorporated in the bad collections that overwhelm us?
To answer these questions, and meet the course goals, we will analyze and practice strategies for communicating ideas about bad collections 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 excessive accumulation, and the means through which those collections are transmitted. To investigate ways that dangerous assemblages from the past figure the present and the future, we will analyze William Shakespeare’s Hamlet and J.G. Ballard’s The Drowned World, as well as contemporary theory by authors such as Scott Herring, Jane Bennett, Jeffrey Jerome Cohen, and Ian Bogost. Over the course of the semester, you will compose a series of blog posts, film an introductory video, respond to reading quizzes, design a poster, write a literary analysis essay, produce a collaborative archival project, and curate all major assignments into a final, multimedia portfolio.
Course Goals and Concepts
|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.|