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Georgia Tech Engl 1102 Topics For Argumentative Essays

ENGLISH 1101: English Composition I

English 1101 teaches students communication and critical thinking skills that will prepare them to succeed academically at Georgia Tech and professionally in the work place. Building English 1101 courses around literature, film, science, technology, and pop culture, instructors provide students with exciting, intellectually engaging opportunities for learning.

Previous themes for English 1101 courses include “The Contested City: Arguments in the Built Environment,” “Media Culture and Technologies of Participation,” “Writing Multimedia in the Digital Age,” “Media Resistance, Technology, and Culture,” “Playing the Fame Game: Media and the Making of Celebrity Culture,” and “Communication, Technology, and the Body.” Students who completed courses with these themes explored contemporary topics while developing competence in multimodal communication. 

While writing is a primary focus of English 1101, the course imagines written communication as part of a larger WOVEN framework that also includes oral, visual, electronic, and nonverbal communication. Working with teachers trained in digital pedagogy, students complete assignments in a wide variety of media, developing, for example, web sites, blogs, videos, PowerPoints, and podcasts, as well as more traditional written forms such as essays and reports. English 1101 introduces students to the complexities and challenges of writing to audiences in contexts where the written word interacts closely with visual and oral elements.

In English 1101, students can expect to work collaboratively in a wired environment that may involve forums and networked computers as well as laptops. Instructors of 1101 often create virtual spaces for assignments, believing that students` facility in virtual worlds prepares them for technology-driven communication. Students` collaboration may take a variety of forms, from group/team projects to peer review. Students can expect to create a multimedia presentation for at least one assignment. For an example of such multimodal student work, please peruse the project from Professor Kathryn Crowther's English 1101 course in which they mapped Virginia Woolf's novel Mrs. Dalloway,  which was featured in The New Yorker here.

ENGLISH 1102: English Composition II

Building on English 1101`s WOVEN (Written, Oral, Visual, Electronic, and Nonverbal) communication foundation, English 1102 continues to help students learn how to communicate more effectively, but with a greater emphasis on research, argument, and applied theory. Instructors of English 1102 construct courses around intellectually engaging and relevant themes from science, technology, literature, and popular culture.

Themes from previous sections of English 1102 include “Writing Multimedia in the Age of the Book,” “Contemporary World Cinema,” “As Time Goes By: Literature, Music, and Recording Technology,” “Machine Politics: Democracy, Participation and Production in the American Imagination,” and “Spiritual Bondage: Witchcraft and Piracy in the Age of Shakespeare.”

Whether students are studying Mexican cinema or learning to read Macbeth in a new way, the ultimate goal of these theme-based courses is to provide students with an interesting, provocative starting point for formulating their own theories about culture, society, science, and technology. In English 1102, students learn how to apply theory, a critical skill to both academic and professional success. Using literary and cultural theory as a starting point, English 1102 instructors encourage students to delve deeply into literary and cultural texts. Whether the subject is biotechnology or space exploration, students learn how to articulate related cultural, social, and economic issues that surround it. By applying theory in this way, students begin to see how “big ideas” permeate everyday life; students also gain the confidence to frame and defend unique arguments.

Research is another important aspect of English 1102. Students complete a major research project related to the course theme. Their final project might be a Web site, poster project, or research paper, but in every case, students have thoroughly explored a subject using various forms of inquiry. Instructors in English 1102 emphasize the importance of intellectual property and the proper citation of sources, but more important, they help students learn the role that research plays in formulating social and cultural ideas. When students finish English 1102, they have learned how research lends authority to the formulation of arguments and to the construction of ideas.

ENGL 1101 F – English Composition I

Credit Hours: 3

Instructor: Rachel Dean-Ruzicka

Location: Skiles 123

Days and Times: TTH 9:30-10:45

Description: Freshman English I.

Catalog Info: ENGL 1101: Autobiographical Graphic Novels Our course will explore graphic novels that cover a variety of topics: the Holocaust (Maus), the Civil Rights Movement (March), mental illness (Marbles), and disability (El Deafo). We will examine multimodal communication through the written and visual elements of graphic novels. Our multimodal projects will include creating our own autobiographical graphic narrative, Pecha Kucha presentations that contextualize our texts, and a video review project.

ENGL 1102 A – English Composition II

Credit Hours: 3

Instructor: Katie Homar

Location: Skiles 314

Days and Times: MWF 9:05am-9:55am

Description: Freshman English II.

Catalog Info: Romantic Life: Authors and Scientists in the Age of Imagination “What is life?” asks Mary Shelley’s iconic scientist Victor Frankenstein and so did many of Shelley’s contemporaries known as the Romantic writers. This course explores the fertile intersection of literature and science in the British Romantic era, the early 1800s, when both scientists and literary authors explored the origins, nature, and porous boundaries of life in its many forms. Far from simply celebrating nature, these authors were deeply invested in the era’s scientific and technological advancements, driven by questions that still drive us today: How do innovations help and harm life? What obligations do authors and scientists have to communicate complex ideas with the public? How to best represent scientific ideas in literary writing? Starting with Shelley’s Frankenstein, often termed an early science fiction novel, we’ll explore the fragility, ambiguity, and wonder of Romantic life from the mythological worlds created by Mary’s husband Percy Shelley, William Blake, Samuel Taylor Coleridge, and John Keats, to the perilous lives in early industrial London depicted in Thomas De Quincey’s memoirs. We’ll also learn about the perspectives of the scientists who were the contemporaries and even personal friends of these visionary artists. As we explore the fruitful connections between Romantic literature and science, we’ll use research and WOVEN communication techniques to consider how the insights of the Romantic era can help us make sense of science and technology today. In the Romantic era, science and literature were both sites of experimentation as authors, inventors, and thinkers pushed the boundaries of knowledge and art. As you hone research and WOVEN communication skills, you, too, will experiment through writing, electronic annotation, infographics, video, and more.

ENGL 1102 A2 – English Composition II

Credit Hours: 3

Instructor: Lauren Neefe

Location: Skiles 170

Days and Times: MWF 9:05am-9:55am

Description: Freshman English II.

Catalog Info: Sound Poetics x Sound Politics This course requires students to build on the WOVEN strategies of composition and process they began to develop in ENGL 1101. The content of the course asserts the importance of sound to our experience of the spaces we live in. We begin by building a vocabulary for recognizing and analyzing sounds in what R. Murray Schafer called a “soundscape” and by paying closer attention to how we hear and listen to our environment. A second unit uses the critical controversies surrounding the Romantic lyric poem, exemplified by William Wordsworth's "Tintern Abbey," to examine the sonic qualities of poetry and the soundscapes represented in them. If we think of a poem as a place, what are the political stakes of sound and voice in defining that space? Who belongs in a place and who doesn’t? Modeled on the Ivan Allen College Building Memories podcast, a final project will involve researching the politics of sound and place in locations around Georgia Tech and Atlanta, including the Living Building newly under construction. Divided into small teams, the class will pitch, storyboard, and produce podcast episodes about the sites and sounds they investigate. A final reflective portfolio will select and assemble individual artifacts and process documents to demonstrate rhetorical improvement.

ENGL 1102 A3 – English Composition II

Credit Hours: 3

Instructor: Andrew Eichel

Location: Skiles 311

Days and Times: MWF 9:05am-9:55am

Description: Freshman English II.

Catalog Info: Why Fantasy and Science Fiction Matter We live in a world that many previous generations could hardly have imagined, and developments in science continue to make this century potentially the most expansive in terms of technological advancement. Although we are immersed in the Internet and nearly dependent on various smart devices, we are also more obsessed than ever with that which lies outside the boundaries of contemporary science and our understanding of reality. We call it many things: science fiction, speculative fiction, fantasy literature–more generally, it is the “fantastic.” Fantasy fills our TVs and movie screens, it populates our phone, computer, and console games, and it is one of the most popular literary genres. Why? Why is Game of Thrones the most successful TV series of all time? Why are comic book characters now the driving force in Hollywood? Why, when we have the fruits of technology and scientific progress everywhere around us, must we resort to fictions that rely on non-mimetic aesthetics and styles? Some people claim the fantastic is mere escapism—we use it to flee from reality and this is a bad thing because reality is all we have. Others argue instead that fantasy allows us to imagine a better world in order to improve our own. In this course, we will embark on an investigation of what fantasy is (and what it isn’t), why our brains seem to be hardwired to enjoy it, and what role it has in a technologically advanced society. We will discuss everything from ancient myths to superhero movies, Disney to The Lord of the Rings. This is not a literature class so we will focus on what writers, intellectuals, teachers, scientists, artists, and critics have said or written. To properly conduct these investigations, you will complete a number of individual and group projects that improve your fluency in the WOVEN modalities by enhancing your knowledge of a wide array of rhetorical, stylistic, and communication strategies.

ENGL 1102 A4 – English Composition II

Credit Hours: 3

Instructor: Kate Holterhoff

Location: Skiles 317

Days and Times: MWF 9:05am-9:55am

Description: Freshman English II.

Catalog Info: Victorian Digital Humanities This course is designed to build on the critical thinking and composition strategies learned in ENGL 1101 by introducing students to key concepts in visual culture and digital humanities through the fictions and legacy of nineteenth-century British author H. Rider Haggard. The field of digital humanities has revolutionized the type of questions academics ask about texts, history, aesthetics, and culture. This course introduces students to the histories and principles of digital humanities using electronic literature, algorithmic analysis, archival studies, and new media. In order to better understand how ideas of remediation and computational cultures that have fundamentally restructured epistemologies of information, students will explore several examples of the tools, formats, and infrastructure that continue to revolutionize the creation and dissemination of knowledge production. By focusing specifically on ideas of design as they relate to user experience, visual rhetorics, screen culture, and image archives, students will be able to address how design acts as both social practice and intervention. Using case studies, workshops, and group projects this course provides experience assessing primary sources using computational methods. Students enrolled in this course will be evaluated on their successful engagement with course outcomes in rhetoric, process, and multimodality through the completion of written assignments as well as multimodal and digital projects.

ENGL 1102 A5 – English Composition II

Credit Hours: 3

Instructor: McKenna Rose

Location: Clough Commons [CULC] 123

Days and Times: MWF 9:05am-9:55am

Description: Freshman English II.

Catalog Info: Bad Collections 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 incorporate 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 Jane Bennett, Jeffrey Cohen, and Tim Morton. 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.

ENGL 1102 B – English Composition II

Credit Hours: 3

Instructor: Dorothea Coblentz

Location: Clough Commons [CULC] 123

Days and Times: MWF 11:15am-12:05pm

Description: Freshman English II.

Catalog Info: Defending Society Is reading fiction safe? While picking up the latest bestseller may not seem like a risky venture, the influence of the fictional worlds encountered through literature has been an enduring source of anxiety in the history of Western thought. Defending Society begins with Sir Philip Sidney’s famous early work of literary criticism, Defense of Poesy (1595). We will explore why Sidney and his contemporaries felt that poesy, or fictional writing, needed defending in the first place – who attacks fiction and why? What makes literature dangerous, whom does it threaten, and what were seen as its most alarming aspects? To answer these questions, we will read through controversial texts – and reactions to them – from the Renaissance to the twenty-first century. Our readings draw from works such as Ben Jonson’s comedy, Bartholomew Fair, Eliza Haywood’s novella Fantomina, and John Milton’s political poetry. Students will develop their expertise in written, oral, visual, electronic, and nonverbal (WOVEN) modes of communication through a series of assignments. These projects include a research paper, a PechaKucha-style presentation, a collaborative web project, and a final portfolio. Throughout, students will practice asking, researching, and answering original questions

ENGL 1102 B2 – English Composition II

Credit Hours: 3

Instructor: Patrick Ellis

Location: Clough Commons [CULC] 131

Days and Times: MWF 11:15am-12:05pm

Description: Freshman English II.

Catalog Info: Media Archaeology This class will explore a new way of looking at the history of media and technology. With one foot firmly in the past, and another far into the future, we will use old media to better understand new media, and vice versa. We will examine media that is dead, imaginary, and ephemeral. Week by week, our focus will alternate between old media technologies and cutting edge ones: from the panorama painting to VR, from Pong to the PS4, from 3D film to the 3D printer, from the Ferris wheel to the drone. Assignments will be analogously multimodal, and will improve your written, oral, visual, electronic, and nonverbal communication skills. We will go on a number of field trips—down into a map archive, over to a paper museum, up to the top of a skyscraper. A special focus will be reserved for moving images, for games, and for aerial views. As Walter Benjamin once said: those who “wish to garner fresh perspectives must be immune to vertigo.”

ENGL 1102 B2 – English Composition II

Credit Hours: 3

Instructor: Bethany Jacobs

Location: Hall 103

Days and Times: MWF 11:15am-12:05pm

Description: Freshman English II.

Catalog Info: African American Rhetorics of Resistance From the earliest days of American slavery, black people in America have been prolific producers of literature, music, and art. Such work has significantly contributed to genres like the slave narrative, the essay, the speech, music, and even science fiction. This course will examine these contributions as rhetorical tools, i.e. forms of communication intent on a specific goal: racial justice. As the artists and writers we explore confront segregation, legal discrimination, environmental racism, and more, we will examine the strategies they use and the supports upon which they rely, which include not only art, but community, religion, education, and the law.

ENGL 1102 B3 – English Composition II

Credit Hours: 3

Instructor: Courtney Hoffman

Location: Hall 106

Days and Times: MWF 11:15am-12:05pm

Description: Freshman English II.

Catalog Info: Harry Potter and the Material Object Though we often believe that we, as individuals, are separate entities from the things in our lives, everyday objects – books, computers, phones, silverware, clothing – are integrated parts of our lives and existences. In this course, we’ll consider how J.K. Rowling’s Harry Potter series, a cultural phenomenon that has affected a wide audience in the twenty years since it was first published, transcending age, gender, race, and class barriers, portrays objects and the interactions between objects and characters in Rowling’s novels. Materiality functions much differently in the fictional Wizarding World than in reality, so that a book or a broomstick might engage with a character independently of their wishes, and things (with a few exceptions) can be created, erased, or transformed with a thought. We’ll be reading the novels and exploring some theories of human/object interactions, as well as learning new ways to think about the material world and communicating those idea through multiple modes, both digital and analog. Students will design and create their own material objects, present them to an audience, and analyze how objects and humans’ interactions with them can reveal meaning and significance in both fictional worlds and the world which we inhabit. Things are everywhere – how are we connected to our things, and how are they becoming part of ourselves?

ENGL 1102 B4 – English Composition II

Credit Hours: 3

Instructor: Darcy Mullen

Location: Skiles 169

Days and Times: MWF 11:15am-12:05pm

Description: Freshman English II.

Catalog Info: The Rhetoric and Poetics of Dirt This course asks students to examine what we talk about when we talk about “dirt,” and how do the things we communicate about dirt change its presence in our lives. The major assignments facilitate learning goals through four units: dirt vs. soil, earthworks, dirt as story, and trendy dirt. The primary texts in this course will largely deal with a North American perspective on dirt. We will engage with American film (ex: Grapes of Wrath, Waterworld, Noma, Interstellar, The Martian, the Mad Max megaverse), contemporary American literature (Jesmyn Ward’s Salvage the Bones), Poetry@Tech events and those poets’ works (Aimee Nezhukumatathil, Christopher Collins, Bruce McEverStuart, Dischell, David Bottoms, and Tarfia Faizullah). Our shared vocabulary for discussing the written, oral, visual, electronic and nonverbal transferals of meaning will come from a selection of sources {selection from: Civilization and its Discontents (Freud), Imperial Leather (Anne McClintock), Rural Literacies (Eileen Schell), “What are people for?” (Wendell Berry), Dirt: The Erosion of Civilizations (David R. Montgomery), and Ecospeak: Rhetoric and environmental politics in America (Killingsworth, and Palmer)}.

ENGL 1102 B5 – English Composition II

Credit Hours: 3

Instructor: Rebekah Fitzsimmons

Location: Clough Commons [CULC] 127

Days and Times: MWF 11:15am-12:05pm

Description: Freshman English II.

Catalog Info: The History and Rhetoric of Science Writing for Children Books for children, both fiction and non-fiction, can address scientific principles in creative ways in an attempt to educate, inform and excite young children. Hidden inside many classic children’s texts are broad scientific concepts like climate change (Cloudy with a Chance of Meatballs), engineering (The Three Little Pigs), life cycles (The Very Hungry Caterpillar), and environmentalism (The Lorax). Other newer texts, like Babies Love Quarks are designed to help entice even the youngest children to love science, as a response to the STEM “crisis” in American education. In this writing course, students will embrace the rhetorical challenges of addressing complex scientific principles in visually appealing formats and child friendly language through research, annotation, presentation, and creation. Students enrolled in this section should plan to (as Miss Frizzle says in the Magic School Bus series) “Take chances, make mistakes, get messy!" As a class, we will explore the historical scope of science writing for children by interacting with digital archives of children’s books from the 1800s. Students will engage in original research on authors of science books for children, focusing on authors who are largely unrecognized or texts that have fallen out of circulation. Students will make their research public through social media (i.e. keeping a research journal on Twitter) and public dissemination of information (i.e. creating or editing Wikipedia pages, presenting information to the class orally). Students will use this research, as well as visual analysis and digital annotation, to create an online exhibition of historical science texts for children. These exhibitions will require students to place the text into historical, scientific, and technological context; students might add notations about the developments in book publishing apparent in the text, the evolution of the scientific theories advanced in

ENGL 1102 B6 – English Composition II

Credit Hours: 3

Instructor: Christina Colvin

Location: Skiles 311

Days and Times: MWF 11:15-12:05pm

Description: Freshman English II.

Catalog Info: Nature's Rhetoric This course explores how local institutions—including businesses, nonprofit organizations, and our own campus—variously advance and challenge received ideas about nature and sustainability. By analyzing the public-facing, multimodal rhetoric of these institutions, we will ask: how suitable are these ideas for a consideration of the complex environmental issues of our present age? Specifically, students in this course will analyze how projects at Georgia Tech (the Living Building project) as well as businesses and nonprofit organizations across Atlanta (including Zoo Atlanta, the Georgia Aquarium, Trees Atlanta, the West Atlanta Watershed Alliance, and others) conceive of “nature” and humans’ relationship to it. We will also examine several contemporary literary texts (poetry, creative nonfiction, and a novel) to advance and complicate our discussion of key concepts. Throughout this course, students will practice how to structure and support arguments, engage in inquiry-driven research, produce meaning through situation-appropriate language, genre, and design choices, and critically reflect on our rhetorical strategies and the strategies of others. This course trains students to identify, employ, and synthesize the principles of written, oral, visual, electronic, and nonverbal (WOVEN) communication through informal and formal writing assignments, collaborative work, in-class discussion, group excursions, volunteer work, and presentations, as well as the use of a variety of digital tools

ENGL 1102 B7 – English Composition II

Credit Hours: 3

Instructor: Kate Holterhoff

Location: Skiles 308

Days and Times: MWF 11:15am-12:05pm

Description: Freshman English II.

Catalog Info: Victorian Digital Humanities This course is designed to build on the critical thinking and composition strategies learned in ENGL 1101 by introducing students to key concepts in visual culture and digital humanities through the fictions and legacy of nineteenth-century British author H. Rider Haggard. The field of digital humanities has revolutionized the type of questions academics ask about texts, history, aesthetics, and culture. This course introduces students to the histories and principles of digital humanities using electronic literature, algorithmic analysis, archival studies, and new media. In order to better understand how ideas of remediation and computational cultures that have fundamentally restructured epistemologies of information, students will explore several examples of the tools, formats, and infrastructure that continue to revolutionize the creation and dissemination of knowledge production. By focusing specifically on ideas of design as they relate to user experience, visual rhetorics, screen culture, and image archives, students will be able to address how design acts as both social practice and intervention. Using case studies, workshops, and group projects this course provides experience assessing primary sources using computational methods. Students enrolled in this course will be evaluated on their successful engagement with course outcomes in rhetoric, process, and multimodality through the completion of written assignments as well as multimodal and digital projects.

ENGL 1102 B8 – English Composition II

Credit Hours: 3

Instructor: Lauren Neefe

Location: Skiles 171

Days and Times: MWF 11:15am-12:05pm

Description: Freshman English II.

Catalog Info: Sound Poetics x Sound Politics This course requires students to build on the WOVEN strategies of composition and process they began to develop in ENGL 1101. The content of the course asserts the importance of sound to our experience of the spaces we live in. We begin by building a vocabulary for recognizing and analyzing sounds in what R. Murray Schafer called a “soundscape” and by paying closer attention to how we hear and listen to our environment. A second unit uses the critical controversies surrounding the Romantic lyric poem, exemplified by William Wordsworth's "Tintern Abbey," to examine the sonic qualities of poetry and the soundscapes represented in them. If we think of a poem as a place, what are the political stakes of sound and voice in defining that space? Who belongs in a place and who doesn’t? Modeled on the Ivan Allen College Building Memories podcast, a final project will involve researching the politics of sound and place in locations around Georgia Tech and Atlanta, including the Living Building newly under construction. Divided into small teams, the class will pitch, storyboard, and produce podcast episodes about the sites and sounds they investigate. A final reflective portfolio will select and assemble individual artifacts and process documents to demonstrate rhetorical improvement.

ENGL 1102 C – English Composition II

Credit Hours: 3

Instructor: Lauren Neefe

Location: Skiles 308

Days and Times: MWF 8:00am-8:50am

Description: Freshman English II.

Catalog Info: Sound Poetics x Sound Politics This course requires students to build on the WOVEN strategies of composition and process they began to develop in ENGL 1101. The content of the course asserts the importance of sound to our experience of the spaces we live in. We begin by building a vocabulary for recognizing and analyzing sounds in what R. Murray Schafer called a “soundscape” and by paying closer attention to how we hear and listen to our environment. A second unit uses the critical controversies surrounding the Romantic lyric poem, exemplified by William Wordsworth's "Tintern Abbey," to examine the sonic qualities of poetry and the soundscapes represented in them. If we think of a poem as a place, what are the political stakes of sound and voice in defining that space? Who belongs in a place and who doesn’t? Modeled on the Ivan Allen College Building Memories podcast, a final project will involve researching the politics of sound and place in locations around Georgia Tech and Atlanta, including the Living Building newly under construction. Divided into small teams, the class will pitch, storyboard, and produce podcast episodes about the sites and sounds they investigate. A final reflective portfolio will select and assemble individual artifacts and process documents to demonstrate rhetorical improvement.

ENGL 1102 C1 – English Composition II

Credit Hours: 3

Instructor: Dorothea Coblentz

Location: Skiles 311

Days and Times: MWF 8:00am-8:50am

Description: Freshman English II.

Catalog Info: Defending Society Is reading fiction safe? While picking up the latest bestseller may not seem like a risky venture, the influence of the fictional worlds encountered through literature has been an enduring source of anxiety in the history of Western thought. Defending Society begins with Sir Philip Sidney’s famous early work of literary criticism, Defense of Poesy (1595). We will explore why Sidney and his contemporaries felt that poesy, or fictional writing, needed defending in the first place – who attacks fiction and why? What makes literature dangerous, whom does it threaten, and what were seen as its most alarming aspects? To answer these questions, we will read through controversial texts – and reactions to them – from the Renaissance to the twenty-first century. Our readings draw from works such as Ben Jonson’s comedy, Bartholomew Fair, Eliza Haywood’s novella Fantomina, and John Milton’s political poetry. Students will develop their expertise in written, oral, visual, electronic, and nonverbal (WOVEN) modes of communication through a series of assignments. These projects include a research paper, a PechaKucha-style presentation, a collaborative web project, and a final portfolio. Throughout, students will practice asking, researching, and answering original questions

ENGL 1102 C2 – English Composition II

Credit Hours: 3

Instructor: Julie Weng

Location: Hall 103

Days and Times: MWF 8:00am-8:50am

Description: Freshman English II.

Catalog Info: Lost in Neverland: A Survey of British Literature This course will introduce students to British literature. Rather than focus on a single genre or time period, we will read a variety of forms from different ages, including medieval poetry, renaissance drama, Victorian fiction, and modernist prose. Although these readings will not take us directly to “Neverland,” through them, we will travel into distant geographies of the past. We will aim to understand not just the forms of our texts but also their historical contexts. As this range of readings sweeps us into new settings, we will question how these settings and literary forms characterized their generations. What about them spoke to their original audiences? How do they speak to us today? As a class, we will produce projects that likewise prompt us to consider our own settings, forms, and audiences. These multimodal assignments will challenge us to grapple with how our own written, oral, visual, electronic, and nonverbal forms of communication may represent our texts and reveal new insights into British literature at large.

ENGL 1102 C3 – English Composition II

Credit Hours: 3

Instructor: Rebekah Fitzsimmons

Location: Hall 106

Days and Times: MWF 8:00am-8:50am

Description: Freshman English II.

Catalog Info: The History and Rhetoric of Science Writing for Children Books for children, both fiction and non-fiction, can address scientific principles in creative ways in an attempt to educate, inform and excite young children. Hidden inside many classic children’s texts are broad scientific concepts like climate change (Cloudy with a Chance of Meatballs), engineering (The Three Little Pigs), life cycles (The Very Hungry Caterpillar), and environmentalism (The Lorax). Other newer texts, like Babies Love Quarks are designed to help entice even the youngest children to love science, as a response to the STEM “crisis” in American education. In this writing course, students will embrace the rhetorical challenges of addressing complex scientific principles in visually appealing formats and child friendly language through research, annotation, presentation, and creation. Students enrolled in this section should plan to (as Miss Frizzle says in the Magic School Bus series) “Take chances, make mistakes, get messy!" As a class, we will explore the historical scope of science writing for children by interacting with digital archives of children’s books from the 1800s. Students will engage in original research on authors of science books for children, focusing on authors who are largely unrecognized or texts that have fallen out of circulation. Students will make their research public through social media (i.e. keeping a research journal on Twitter) and public dissemination of information (i.e. creating or editing Wikipedia pages, presenting information to the class orally). Students will use this research, as well as visual analysis and digital annotation, to create an online exhibition of historical science texts for children. These exhibitions will require students to place the text into historical, scientific, and technological context; students might add notations about the developments in book publishing apparent in the text, the evolution of the scientific theories advanced in

ENGL 1102 C4 – English Composition II

Credit Hours: 3

Instructor: Courtney Hoffman

Location: Clough Commons [CULC] 123

Days and Times: MWF 8:00am-8:50am

Description: Freshman English II.

Catalog Info: Harry Potter and the Material Object Though we often believe that we, as individuals, are separate entities from the things in our lives, everyday objects – books, computers, phones, silverware, clothing – are integrated parts of our lives and existences. In this course, we’ll consider how J.K. Rowling’s Harry Potter series, a cultural phenomenon that has affected a wide audience in the twenty years since it was first published, transcending age, gender, race, and class barriers, portrays objects and the interactions between objects and characters in Rowling’s novels. Materiality functions much differently in the fictional Wizarding World than in reality, so that a book or a broomstick might engage with a character independently of their wishes, and things (with a few exceptions) can be created, erased, or transformed with a thought. We’ll be reading the novels and exploring some theories of human/object interactions, as well as learning new ways to think about the material world and communicating those idea through multiple modes, both digital and analog. Students will design and create their own material objects, present them to an audience, and analyze how objects and humans’ interactions with them can reveal meaning and significance in both fictional worlds and the world which we inhabit. Things are everywhere – how are we connected to our things, and how are they becoming part of ourselves?

ENGL 1102 D – English Composition II

Credit Hours: 3

Instructor: Amy King

Location: Clough Commons [CULC] 127

Days and Times: TR 1:30pm-2:45pm

Description: Freshman English II.

Catalog Info: Haunted Americas In this section of English 1102, we will engage with the theme of hauntings in the United States. Films and writing from various temporal and cultural contexts will lead us to explore questions such as: How have representations of cultural “outsiders” changed throughout time? How have the literatures and artwork of people colonized in the U.S. appropriated and transformed popular myths for their own purposes? How do “the colonized” attempt to work through the unspeakable atrocities of history via representations of a haunting past? Using Bram Stoker’s Dracula as a starting point for our study, we will question popular understandings of how the “outsider” invades cultures, and from there we will move into deciphering how other “haunting” presences—such as ghosts and vampires—in twentieth and twenty-first century fiction and films operate within the context of colonization in the U.S. The projects for this course will result in a diverse portfolio that might include, but will not be limited to, forum responses, PowerPoint presentations, annotated scene analyses, and scholarly video essays. Students will work toward a team project that examines a culturally “haunted” space in Atlanta.

ENGL 1102 D2 – English Composition II

Credit Hours: 3

Instructor: Jennifer Forsthoefel

Location: Clough Commons [CULC] 123

Days and Times: TR 1:30pm-2:45pm

Description: Freshman English II.

Catalog Info: Fact, Fiction, and the Women’s Liberation Movement In this class, we will study fiction set during the women’s liberation movement by authors such as Alix Kates Shulman, Marilyn French, and Marge Piercy. We will examine these fictional accounts in light of feminist history, theory, journalism, scholarship, and various popular culture and multimedia portrayals of women’s liberation to understand the ways in which feminism was understood and defined and how that influences our definitions at the present moment. We will consider questions such as: What has it meant to be a feminist in the past? How is that definition similar to and different from what it means today? Who is the authority on what constitutes feminism and what makes communities identify with or distance themselves from the label “feminist”? How much do fictional narratives or messages about feminism in media and culture affect our own experiences of it? Have these narratives or portrayals or images changed over time? As a class, we will read, view, and listen to a variety of "texts" that inquire after these issues, and we will create various artifacts (using our WOVEN curriculum) that raise questions, provide depth personally and academically, and analyze the issues and the cultural artifacts.

ENGL 1102 D3 – English Composition II

Credit Hours: 3

Instructor: Anna Ioanes

Location: Clough Commons [CULC] 125

Days and Times: TR 1:30pm-2:45pm

Description: Freshman English II.

Catalog Info: Afterlives of Slavery: Note: this course will be taught as a hybrid course, meaning that a significant percentage of class meetings will be conducted online. Using a WOVEN approach to communication that considers the interrelationship between Written, Oral, Visual, Electronic, and Nonverbal modes, this course will give you practice in analyzing the rhetorical strategies of others and discerning the most successful strategies for articulating your own ideas. Emerging from Saidiya Hartman's insight that the legacy of transatlantic slavery has profoundly shaped contemporary political and cultural life, this class will explore how writers, artists, and performers respond to and remake that legacy. “Afterlives of Slavery” is a course about how our understanding of the past is mediated and even remade through cultural forms. By analyzing the rhetorical strategies and implicit arguments artists and writers make about how to represent a past that is at once inaccessible and immediate, we will hone cultural literacy and expand our repertoire of of interpretive and creative strategies. The course will consider the affordances of creative genres for responding to the social and material legacy of slavery and the ways representations shape our understanding of the contemporary world. Assignments will contribute to a digital encyclopedia documenting contemporary portrayals of transatlantic slavery.

ENGL 1102 D4 – English Composition II

Credit Hours: 3

Instructor: Hyeryung Hwang

Location: Hall 106

Days and Times: TR 1:30pm-2:45pm

Description: Freshman English II.

Catalog Info: The Stranger The stranger leaves and enters space without appearing to alter it. Not necessarily alien (darker than others, speaking a different language, misunderstood), the stranger nevertheless has no home, wanders even as he or she stays. Is this the paradigm of the artist? Does the artist play the role of the alien, the foreign, the pariah? And how do our interactions with strangers affect our suspicious, ethical, or exotic fascination with other worlds? This course will discuss the inquiries to examine the ways representations of the stranger shape our understanding of the contemporary world. The goal of this course is to address rhetorical principles, research practices, and multimodal composition so that students can be more capable readers and writers, listeners and speakers, collaborators, viewers and designers in a variety of settings. With this goal in mind, we will complete projects that enhance our written, oral, visual, electronic, and nonverbal (WOVEN) communication skills while honing our ability to think and talk critically about the ways we perceive others and interact with them in our globalized world. Along with the WOVENText, which will serve as our guide to multimodal communication, we will use a wide variety of genres, including fiction, short essays, TV show clips, journal articles, films, and digital texts. As we discuss the materials, we will create diverse projects employing WOVEN modes: critical analysis and reflection papers, archiving digital collections, blog posts and responses, poster assignment, multimodal portfolio, and collaborative video projects. Working on these projects, students will learn to develop a process of writing, explore diverse contexts and styles of reading, write in appropriate academic genres and computer media to communicate with different audiences, and practice disciplines of research and study.

ENGL 1102 D5 – English Composition II

Credit Hours: 3

Instructor: Kathy Harrison

Location: Skiles 171

Days and Times: TR 1:30pm-2:45pm

Description: Freshman English II.

Catalog Info: Sensational Bodies in Nineteenth-Century Literature With the pseudoscientific, scientific, and technological advancements that accompanied the Industrial Revolution in the nineteenth century, new curiosities emerged about bodies: the study of bodies, the appearance of bodies, what constituted a “natural” body and, thus, an “unnatural” body. Prevalent Victorian ideas about bodies are often evocative of those we see in literature, science, and popular culture today, with bodies constantly being compared to the ideal, the typical, the “natural.” This course will explore literary and cultural bodies through the lens of nineteenth-century sensation fiction, which was meant to shock its audiences. We'll define "sensation" as a literary and cultural term, and will ask such questions as: What makes a (physical or textual) body “sensational”? Are all bodies sensational in some ways? With the pseudoscientific, scientific, and technological advancements that accompanied the Industrial Revolution in the nineteenth century, new curiosities emerged about bodies: the study of bodies, the appearance of bodies, what constituted a “natural” body and, thus, an “unnatural” body. Prevalent Victorian ideas about bodies are often evocative of those we see in literature, science, and popular culture today, with bodies constantly being compared to the ideal, the typical, the “natural.” This course will explore literary and cultural bodies in the Victorian period, asking such questions as: What makes a body “normal” or “natural”? In what ways can bodies be construed as “unnatural” or “odd”? Are not all bodies, in some ways, “odd”? How do Victorian representations of odd bodies echo discussions of bodies today? While sensational bodies are our topic and Victorian England is our setting, our goals concern communication and critical thinking. You will use the course topic to hone your understanding of the various rhetorical processes involved in effective communication.

ENGL 1102 D6 – English Composition II

Credit Hours: 3

Instructor: Jeffrey Fallis

Location: Skiles 170

Days and Times: TR 1:30pm-2:45pm

Description: Freshman English II.

Catalog Info: "I Too Dislike It": Poetry and Its Discontents What is poetry, exactly? What is it for? What does it do that other types of writing or art don't? Why do so many people actively dislike (even hate) it, and why do so many people also actively love it? What about it is so polarizing and unique? Beginning our discussion with two recent books of popular criticism, Ben Lerner's 2016 "The Hatred of Poetry" and Matthew Zapruder's 2017 "Why Poetry?", we will attempt a brief survey of the complex landscape of 21st-century American poetry and also examine some of the high (and low) landmarks of poetry, mostly in English, in the nineteenth and twentieth centuries. Students will attend Poetry@Tech readings, write poems of their own, and create multimodal representations of individual volumes of poetry. To break things up a bit, we will also read at least one novel by/about a poet and watch at least one movie by/about a poet, as well. Emily Dickinson said that poetry made her "feel physically like the top of [her] head were taken off." Robert Frost said it's "what gets lost in translation." Marianne Moore called poetry "all this fiddle" but also said that it's where we can find "imaginary gardens with real toads in them." The composer John Cage said, "I have nothing to say, and I am saying it, and that is poetry as I needed it." By the end of the semester, we will add our own definitions, divagations, opinions, and complaints about poetry to theirs.

ENGL 1102 E1 – English Composition II

Credit Hours: 3

Instructor: Casey Wilson

Location: Hall 106

Days and Times: MWF 3:00pm-3:50pm

Description: Freshman English II.

Catalog Info: The New American Girl Since the inception of the teenager in the United States in the 1940s, the teenage girl has maintained a fraught relationship with those who wish to discuss her. She is both praised as an insightful trendsetter and dismissed as a flighty fangirl; she is deemed shallow and frivolous but is also recognized for her limitless potential. In the twenty-first century, these dividing lines between dismissal and expectation have only grown more entrenched, with the internet and social media placing on display the best and the worst examples of what it is to be a teenage girl in the United States. In this course, we will seek to redefine the American teenage girl as she exists today. Through a combination of young adult novels, television, magazines, and other media, we will challenge our notions of who the “stereotypical” teenage girl has historically been—white, cisgender, heterosexual, middle-class, able-bodied—and try to replace them with a more representative vision of who the teenage girl has become. We will use the WOVEN curriculum to engage with this topic of conversation, making our communication work as diverse and multifaceted as the subject of our course.

ENGL 1102 E2 – English Composition II

Credit Hours: 3

Instructor: Bradley Rittenhouse

Location: Skiles 307

Days and Times: MWF 3-3:50

Description: Freshman English II.

Catalog Info: Science Fiction/Political Reality In this course, we will be taking a comparative look at the science fiction/speculative visions of Aldous Huxley’s Brave New World and George Orwell’s 1984, interrogating the extent to which either/both resemble our contemporary world. Working through academic Neil Postman’s assertion that “Orwell feared the truth would be concealed from us; Huxley feared the truth would be drowned in a sea of irrelevance,” we will look primarily at the phenomena of public discourse and news entertainment, developing competencies in information literacy, research, and critical thinking. No single course can teach you all there is to know about becoming a “good communicator.” Instead, this course will teach you to inquire, to read, to understand, to question, and to come to one’s own conclusions on a variety of different subjects and mediums, and communicate these ideas well. While we will be working through classic sci-fi and speculative texts, the main objective is to learn to think and communicate in an effective manner. Unlike many “writing” courses you may have taken in the past, this course stresses GA Tech’s WOVEN concept, incorporating written, oral, verbal, electronic, and nonverbal forms of communication.

ENGL 1102 F1 – English Composition II

Credit Hours: 3

Instructor: Kathy Harrison

Location: Hall 106

Days and Times: TR 9:30am-10:45am

Description: Freshman English II.

Catalog Info: Sensational Bodies in Nineteenth-Century Literature With the pseudoscientific, scientific, and technological advancements that accompanied the Industrial Revolution in the nineteenth century, new curiosities emerged about bodies: the study of bodies, the appearance of bodies, what constituted a “natural” body and, thus, an “unnatural” body. Prevalent Victorian ideas about bodies are often evocative of those we see in literature, science, and popular culture today, with bodies constantly being compared to the ideal, the typical, the “natural.” This course will explore literary and cultural bodies through the lens of nineteenth-century sensation fiction, which was meant to shock its audiences. We'll define "sensation" as a literary and cultural term, and will ask such questions as: What makes a (physical or textual) body “sensational”? Are all bodies sensational in some ways? With the pseudoscientific, scientific, and technological advancements that accompanied the Industrial Revolution in the nineteenth century, new curiosities emerged about bodies: the study of bodies, the appearance of bodies, what constituted a “natural” body and, thus, an “unnatural” body. Prevalent Victorian ideas about bodies are often evocative of those we see in literature, science, and popular culture today, with bodies constantly being compared to the ideal, the typical, the “natural.” This course will explore literary and cultural bodies in the Victorian period, asking such questions as: What makes a body “normal” or “natural”? In what ways can bodies be construed as “unnatural” or “odd”? Are not all bodies, in some ways, “odd”? How do Victorian representations of odd bodies echo discussions of bodies today? While sensational bodies are our topic and Victorian England is our setting, our goals concern communication and critical thinking. You will use the course topic to hone your understanding of the various rhetorical processes involved in effective communication.

ENGL 1102 F2 – English Composition II

Credit Hours: 3

Instructor: Andrew Marzoni

Location: Skiles 156

Days and Times: TR 9:30am-10:45am

Description: Freshman English II.

Catalog Info: The Beat Generation This course will study the theory and practice of writing and communication through the contributions of the Beat Generation. We will read key texts by the literary movement’s core members––Jack Kerouac, Allen Ginsberg, and William S. Burroughs––as well as its lesser-known figures, predecessors, and heirs: from LeRoi Jones/Amiri Baraka and Diane di Prima to Patti Smith and Kathy Acker. We will trace the history and legacy of the Beats by following the lectures of Ginsberg’s own course on the subject, which he taught at universities across the U.S. (compiled in 2017’s The Best Minds of My Generation: A Literary History of the Beats). We will consider documentary films, journalism, and periodicals from the era alongside more recent Hollywood adaptations of Howl, On the Road, and Naked Lunch. We will encounter coterminous happenings in the arts (the New York schools of poetry, painting, and film; bebop and rock and roll) at museums, archives, concerts, and readings; track the Beats’ wanderings from Manhattan to San Francisco, Paris to Tangier, Calcutta to Mexico City; and experiment with their literary techniques––all in the effort of discovering what this queer formation of Cold War discontent can teach us about 21st-century communication practices in addition to American cultural history. Assignments and class discussions will emphasize written, oral, visual, electronic, and nonverbal communication, and the course will culminate in a digital portfolio.

ENGL 1102 F3 – English Composition II

Credit Hours: 3

Instructor: Anna Ioanes

Location: Skiles 171

Days and Times: TR 9:30am-10:45am

Description: Freshman English II.

Catalog Info: Afterlives of Slavery: Note: this course will be taught as a hybrid course, meaning that a significant percentage of class meetings will be conducted online. Using a WOVEN approach to communication that considers the interrelationship between Written, Oral, Visual, Electronic, and Nonverbal modes, this course will give you practice in analyzing the rhetorical strategies of others and discerning the most successful strategies for articulating your own ideas. Emerging from Saidiya Hartman's insight that the legacy of transatlantic slavery has profoundly shaped contemporary political and cultural life, this class will explore how writers, artists, and performers respond to and remake that legacy. “Afterlives of Slavery” is a course about how our understanding of the past is mediated and even remade through cultural forms. By analyzing the rhetorical strategies and implicit arguments artists and writers make about how to represent a past that is at once inaccessible and immediate, we will hone cultural literacy and expand our repertoire of of interpretive and creative strategies. The course will consider the affordances of creative genres for responding to the social and material legacy of slavery and the ways representations shape our understanding of the contemporary world. Assignments will contribute to a digital encyclopedia documenting contemporary portrayals of transatlantic slavery.

ENGL 1102 F4 – English Composition II

Credit Hours: 3

Instructor: Amy King

Location: Skiles 169

Days and Times: TR 9:30am-10:45am

Description: Freshman English II.

Catalog Info: Haunted Americas In this section of English 1102, we will engage with the theme of hauntings in the United States. Films and writing from various temporal and cultural contexts will lead us to explore questions such as: How have representations of cultural “outsiders” changed throughout time? How have the literatures and artwork of people colonized in the U.S. appropriated and transformed popular myths for their own purposes? How do “the colonized” attempt to work through the unspeakable atrocities of history via representations of a haunting past? Using Bram Stoker’s Dracula as a starting point for our study, we will question popular understandings of how the “outsider” invades cultures, and from there we will move into deciphering how other “haunting” presences—such as ghosts and vampires—in twentieth and twenty-first century fiction and films operate within the context of colonization in the U.S. The projects for this course will result in a diverse portfolio that might include, but will not be limited to, forum responses, PowerPoint presentations, annotated scene analyses, and scholarly video essays. Students will work toward a team project that examines a culturally “haunted” space in Atlanta.

ENGL 1102 F5 – English Composition II

Credit Hours: 3

Instructor: Leah Misemer

Location: Skiles 168

Days and Times: MWF 9:30am-10:45am

Description: Freshman English II.

Catalog Info: Comics and Civic Engagement: Atlanta’s West Side You may think comics an odd fit for serious issues, but many organizations--from the UN to the Alzheimer's Association--and authors have begun using them to explore and educate on such topics as the refugee crisis, medical issues, and violence against women. Why have these organizations turned to the comics form to communicate with their audiences? How does comics’ alchemical combination of text and image lend itself to discussions of social problems and their solutions, particularly regarding urban development? How can you use comics to engage members of your community? Answering these questions will help you gain a better understanding of the role text and image can play in communication, and selecting what to represent via text and image when making comics will help you learn how to more effectively use the tools at your disposal in today’s multimedia landscape. In this course, you will explore how comics become tools for civic engagement and craft your own research-based comic about a topic related to Atlanta’s underserved West Side (just 1.5 miles from campus). The course will culminate in an exhibition designed to raise awareness about the issues and assets of this community. We will be focusing on comics as a mode of inquiry and communication, so no artistic skill is required. By the end of the course, you will be able to make thoughtful decisions about how to choose the right mode of communication—speaking, writing, or images—for a particular context.

ENGL 1102 F6 – English Composition II

Credit Hours: 3

Instructor: Hyeryung Hwang

Location: Clough Commons [CULC] 131

Days and Times: TR 9:30am-10:

Description: Freshman English II.

Catalog Info: The Stranger The stranger leaves and enters space without appearing to alter it. Not necessarily alien (darker than others, speaking a different language, misunderstood), the stranger nevertheless has no home, wanders even as he or she stays. Is this the paradigm of the artist? Does the artist play the role of the alien, the foreign, the pariah? And how do our interactions with strangers affect our suspicious, ethical, or exotic fascination with other worlds? This course will discuss the inquiries to examine the ways representations of the stranger shape our understanding of the contemporary world. The goal of this course is to address rhetorical principles, research practices, and multimodal composition so that students can be more capable readers and writers, listeners and speakers, collaborators, viewers and designers in a variety of settings. With this goal in mind, we will complete projects that enhance our written, oral, visual, electronic, and nonverbal (WOVEN) communication skills while honing our ability to think and talk critically about the ways we perceive others and interact with them in our globalized world. Along with the WOVENText, which will serve as our guide to multimodal communication, we will use a wide variety of genres, including fiction, short essays, TV show clips, journal articles, films, and digital texts. As we discuss the materials, we will create diverse projects employing WOVEN modes: critical analysis and reflection papers, archiving digital collections, blog posts and responses, poster assignment, multimodal portfolio, and collaborative video projects. Working on these projects, students will learn to develop a process of writing, explore diverse contexts and styles of reading, write in appropriate academic genres and computer media to communicate with different audiences, and practice disciplines of research and study.

ENGL 1102 F9 – English Composition II

Credit Hours: 3

Instructor: Jennifer Forsthoefel

Location: Clough Commons [CULC] 127

Days and Times: TR 9:30am-10:45am

Description: Freshman English II.

Catalog Info: Fact, Fiction, and the Women’s Liberation Movement In this class, we will study fiction set during the women’s liberation movement by authors such as Alix Kates Shulman, Marilyn French, and Marge Piercy. We will examine these fictional accounts in light of feminist history, theory, journalism, scholarship, and various popular culture and multimedia portrayals of women’s liberation to understand the ways in which feminism was understood and defined and how that influences our definitions at the present moment. We will consider questions such as: What has it meant to be a feminist in the past? How is that definition similar to and different from what it means today? Who is the authority on what constitutes feminism and what makes communities identify with or distance themselves from the label “feminist”? How much do fictional narratives or messages about feminism in media and culture affect our own experiences of it? Have these narratives or portrayals or images changed over time? As a class, we will read, view, and listen to a variety of "texts" that inquire after these issues, and we will create various artifacts (using our WOVEN curriculum) that raise questions, provide depth personally and academically, and analyze the issues and the cultural artifacts.

ENGL 1102 G – English Composition II

Credit Hours: 3

Instructor: Katie Homar

Location: Skiles 314

Days and Times: MWF 12:20pm-1:10pm

Description: Freshman English II.

Catalog Info: Romantic Life: Authors and Scientists in the Age of Imagination “What is life?” asks Mary Shelley’s iconic scientist Victor Frankenstein and so did many of Shelley’s contemporaries known as the Romantic writers. This course explores the fertile intersection of literature and science in the British Romantic era, the early 1800s, when both scientists and literary authors explored the origins, nature, and porous boundaries of life in its many forms. Far from simply celebrating nature, these authors were deeply invested in the era’s scientific and technological advancements, driven by questions that still drive us today: How do innovations help and harm life? What obligations do authors and scientists have to communicate complex ideas with the public? How to best represent scientific ideas in literary writing? Starting with Shelley’s Frankenstein, often termed an early science fiction novel, we’ll explore the fragility, ambiguity, and wonder of Romantic life from the mythological worlds created by Mary’s husband Percy Shelley, William Blake, Samuel Taylor Coleridge, and John Keats, to the perilous lives in early industrial London depicted in Thomas De Quincey’s memoirs. We’ll also learn about the perspectives of the scientists who were the contemporaries and even personal friends of these visionary artists. As we explore the fruitful connections between Romantic literature and science, we’ll use research and WOVEN communication techniques to consider how the insights of the Romantic era can help us make sense of science and technology today. In the Romantic era, science and literature were both sites of experimentation as authors, inventors, and thinkers pushed the boundaries of knowledge and art. As you hone research and WOVEN communication skills, you, too, will experiment through writing, electronic annotation, infographics, video, and more.

ENGL 1102 G1 – English Composition II

Credit Hours: 3

Instructor: Nicholas Sturm

Location: Skiles 171

Days and Times: MWF 12:20pm-1:10pm

Description: Freshman English II.

Catalog Info: Poetry, Painting, Film, and Music in New York City, 1960-Present This course will utilize poetry, painting, film, and music from New York-based writers and artists to explore the multimodal languages of American art practices. By activating the etymological root between the words experiment and experience -- "experiri," meaning "to try or to test" – this course will try and test various creative and critical approaches to the arts to gain both an experiential and historical understanding of aesthetic innovation in the global cultural center of New York over the last half century. Utilizing our WOVEN curriculum, students will engage with visual and nonverbal design through trips to Atlanta's High Museum of Art and Arts@Tech events, create data visualization projects to track developing trends across genres and mediums, and experiment in hands-on creative practices with era-specific technologies to produce their own original cultural artifacts. Artists such as Eileen Myles, Andy Warhol, Amiri Baraka, The Velvet Underground, Ana Mendieta, Jay-Z, and Alex Katz will populate the syllabus.

ENGL 1102 G3 – English Composition II

Credit Hours: 3

Instructor: Patrick Ellis

Location: Skiles 170

Days and Times: MWF 12:20pm-1:10pm

Description: Freshman English II.

Catalog Info: Media Archaeology This class will explore a new way of looking at the history of media and technology. With one foot firmly in the past, and another far into the future, we will use old media to better understand new media, and vice versa. We will examine media that is dead, imaginary, and ephemeral. Week by week, our focus will alternate between old media technologies and cutting edge ones: from the panorama painting to VR, from Pong to the PS4, from 3D film to the 3D printer, from the Ferris wheel to the drone. Assignments will be analogously multimodal, and will improve your written, oral, visual, electronic, and nonverbal communication skills. We will go on a number of field trips—down into a map archive, over to a paper museum, up to the top of a skyscraper. A special focus will be reserved for moving images, for games, and for aerial views. As Walter Benjamin once said: those who “wish to garner fresh perspectives must be immune to vertigo.”

ENGL 1102 G4 – English Composition II

Credit Hours: 3

Instructor: McKenna Rose

Location: Hall 106

Days and Times: MWF 12:20pm-1:10pm

Description: Freshman English II.

Catalog Info: Bad Collections 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 incorporate 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 Jane Bennett, Jeffrey Cohen, and Tim Morton. 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.

ENGL 1102 G5 – English Composition II

Credit Hours: 3

Instructor: Casey Wilson

Location: Skiles 302

Days and Times: MWF 12:20pm-1:10pm

Description: Freshman English II.

Catalog Info: The New American Girl Since the inception of the teenager in the United States in the 1940s, the teenage girl has maintained a fraught relationship with those who wish to discuss her. She is both praised as an insightful trendsetter and dismissed as a flighty fangirl; she is deemed shallow and frivolous but is also recognized for her limitless potential. In the twenty-first century, these dividing lines between dismissal and expectation have only grown more entrenched, with the internet and social media placing on display the best and the worst examples of what it is to be a teenage girl in the United States. In this course, we will seek to redefine the American teenage girl as she exists today. Through a combination of young adult novels, television, magazines, and other media, we will challenge our notions of who the “stereotypical” teenage girl has historically been—white, cisgender, heterosexual, middle-class, able-bodied—and try to replace them with a more representative vision of who the teenage girl has become. We will use the WOVEN curriculum to engage with this topic of conversation, making our communication work as diverse and multifaceted as the subject of our course.

ENGL 1102 G6 – English Composition II

Credit Hours: 3

Instructor: Christina Colvin

Location: Skiles 311

Days and Times: MWF 12:20pm-1:10pm

Description: Freshman English II.

Catalog Info: Nature's Rhetoric This course explores how local institutions—including businesses, nonprofit organizations, and our own campus—variously advance and challenge received ideas about nature and sustainability. By analyzing the public-facing, multimodal rhetoric of these institutions, we will ask: how suitable are these ideas for a consideration of the complex environmental issues of our present age? Specifically, students in this course will analyze how projects at Georgia Tech (the Living Building project) as well as businesses and nonprofit organizations across Atlanta (including Zoo Atlanta, the Georgia Aquarium, Trees Atlanta, the West Atlanta Watershed Alliance, and others) conceive of “nature” and humans’ relationship to it. We will also examine several contemporary literary texts (poetry, creative nonfiction, and a novel) to advance and complicate our discussion of key concepts. Throughout this course, students will practice how to structure and support arguments, engage in inquiry-driven research, produce meaning through situation-appropriate language, genre, and design choices, and critically reflect on our rhetorical strategies and the strategies of others. This course trains students to identify, employ, and synthesize the principles of written, oral, visual, electronic, and nonverbal (WOVEN) communication through informal and formal writing assignments, collaborative work, in-class discussion, group excursions, volunteer work, and presentations, as well as the use of a variety of digital tools

ENGL 1102 G8 – English Composition II

Credit Hours: 3

Instructor: Darcy Mullen

Location: Skiles 169

Days and Times: MWF 12:20pm-1:10pm

Description: Freshman English II.

Catalog Info: The Rhetoric and Poetics of Dirt This course asks students to examine what we talk about when we talk about “dirt,” and how do the things we communicate about dirt change its presence in our lives. The major assignments facilitate learning goals through four units: dirt vs. soil, earthworks, dirt as story, and trendy dirt. The primary texts in this course will largely deal with a North American perspective on dirt. We will engage with American film (ex: Grapes of Wrath, Waterworld, Noma, Interstellar, The Martian, the Mad Max megaverse), contemporary American literature (Jesmyn Ward’s Salvage the Bones), Poetry@Tech events and those poets’ works (Aimee Nezhukumatathil, Christopher Collins, Bruce McEverStuart, Dischell, David Bottoms, and Tarfia Faizullah). Our shared vocabulary for discussing the written, oral, visual, electronic and nonverbal transferals of meaning will come from a selection of sources {selection from: Civilization and its Discontents (Freud), Imperial Leather (Anne McClintock), Rural Literacies (Eileen Schell), “What are people for?” (Wendell Berry), Dirt: The Erosion of Civilizations (David R. Montgomery), and Ecospeak: Rhetoric and environmental politics in America (Killingsworth, and Palmer)}.

ENGL 1102 H1 – English Composition II

Credit Hours: 3

Instructor: John Browning

Location: Skiles 156

Days and Times: TR 3:00pm-4:15pm

Description: Freshman English II.

Catalog Info: The Slasher Film: Gender, Disability, and Transgression What is a Slasher film? Perhaps better stated: What separates the Slasher film from the Horror genre proper? To help answer this, students will trace the evolution and visual aesthetics of the Slasher film through profiling the subgenre’s killer(s) and victim typologies, locating the subgenre’s loci across rural and sub/urban settings, and identifying conventions and motifs like the “final girl.” After examining early narratological precursors like Peeping Tom (1960) and Psycho (1960), students will continue on to the film Halloween (1978), which arguably inaugurated the subgenre, and afterwards examine the decade of the 1980s during which the Slasher film found its heyday. Finally, students will ascertain the current state of the Slasher subgenre through recent reboots and other related media. Although students will be exposed to more mainstream incarnations like Friday the 13th (1980-) series, the class will also focus in equal (body) parts on a plethora of lesser known film installments (primary texts) that were produced on considerably smaller budgets. Slasher films were particularly marketed towards teenagers and young adults, and we will explore precisely how and why through secondary literature and class discussions. Other means at our disposal for investigating Slasher cinema will be an array of critical “weaponry” as it were, from Gender and Feminist Studies to Disability Studies. In the course of the semester, students will produce various written and multimodal projects and in the process enhance their written, oral, visual, electronic, and nonverbal (WOVEN) communication strategies. Note: The Slasher subgenre is notoriously sexualized and violent, so students negatively affected by either of these two themes, to any heightened degree, should avoid enrolling in this class

ENGL 1102 H6 – English Composition II

Credit Hours: 3

Instructor: Chelsea Murdock

Location: Skiles 311

Days and Times: TR 3:00pm-4:15pm

Description: Freshman English II.

Catalog Info:

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