|ENGL F3||T/R 9:30-10:45, Clough 127|
|ENGL HP2||T/R 12:00-1:15, Skiles 156|
|ENGL D2||T/R 1:30-2:45, Hall 106|
|Professor||Dr. McKenna Rose|
|Office Hours||Tuesdays 3:00-4:00 and by appointment in Hall, Office 9
Fridays 9:00-10:00AM via Skype or Google Hangouts
Sustainability initiatives, from green development to alternative energy projects, aim to fulfill the needs of the present without sacrificing the well-being of the future. In collaboration with Serve-Learn-Sustain, this class investigates the history and meaning of the of the future through literature and popular media. In order to better understand what lies ahead, this course invites students to investigate the history of the future as an idea popularized in the Early Modern period. Since Early Modern authors draw resources from their inherited pasts to predict novel futures, students will analyze selections from Early Modern texts such as Thomas Moore’s Utopia, William Shakespeare’s The Tempest, and Margaret Cavendish’s The Blazing World. To uncover ways in which our present is partially determined by the future that these authors imagined hundreds of years ago, futures that have begun to wear out, students will also examine popular media such as Black Mirror, Blade Runner, and Fallout as well as contemporary theory by authors Lee Edelman, Rebekah Sheldon, and Jeremy Davies. Using a WOVEN approach to communication, which considers the interrelationship between Written, Oral, Visual, and Nonverbal modes, this course invites students to articulate their own ideas about the future through podcasts, videos, and literary analysis essays. The semester culminates in the production of a final creative project in which students draw resources from their inherited pasts to invent new worlds to come.
Please note all course texts will be available in digital format through. Utopia, The Tempest, and The Blazing World are also be available at the GATech bookstore or from online retails in hardcopy.
Cavendish, Margaret. The Blazing World and Other Writings. Ed. Kate Lilley. New York: Penguin Publishing Group, 1994.
Davies, Jeremy. “Sustainable Nostalgia.” Memory Studies 3.3 (2010): 262-268.
Edelman, Lee. “No Future.” No Future: Queer Theory and the Death Drive. Durham: Duke University Press, 2005. 111-154.
Lepore, Jill. “A Golden Age of Dystopian Fiction.” The New Yorker, 17 June 2017. https://bit.ly/2D41Snv
More, Thomas. Utopia. Ed. George M. Logan. Trans. Robert M. Adams. New York: WW Norton & Co., 2010.
Morton, Tim. “Ending Before the Beginning.” Dark Ecology. New York: Columbia University Press, 2016. 159-162.
Shakespeare, William. The Tempest. Norton Critical Edition. Eds. Peter Hulme. New York: WW Norton & Co., 2003.
Sheldon, Rebekah. “Future.” The Child to Come: Life After Human Catastrophe. Minneapolis: University of Minnesota Press, 2016. 23-53.
|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|
|Sustainability||Students learn to identify relationships among ecological, social, and economic systems|