ENG 181: Course Description/Outcomes

Writing/Reading Literature & the Environment



Course Time & Location

T/R 1:00-2:15, Callaway N 204


Ms. McKenna Rose, Email: msrose@emory.edu, Website: mckennarose.org,

Office Hours: Tuesdays 10:00-12:30 and by appointment in Callaway N 205


In English 181.009 we will we do our part to help obstruct the impending environmental crisis via the analysis and production of environmental literature. To this end, we will read and write literature that troubles easy distinctions between insides and outsides to offer a broad range of eco-ethical possibilities. In order to produce your own individual, environmental projects, you will engage with texts in multiple modes from multiple genres, historical periods, and regions in which humans represent themselves and the natural world. The self-writing nature is at the heart of this course because the investigation and production of environmental literature can contribute to a more nuanced understanding of self-nature relations. A more nuanced understanding of self-nature relations is a necessary launching point from which each of us can attempt to redress global climate change, rapid extinction of animal species, resource exploitation, and global degradation.

Course Outcomes

To meet course specific needs as well as national standards for first year writing, the outcomes for this course comprehensively conform to the framework set out by the Council for Writing Program Administrators in their “Outcomes Statement for First-Year Composition.” Once you have completed this course you should be able to:

  • Compose persuasive multimodal texts by making best choices among argument, description, narrative, synthesis, and citation
  • Close read verbal, visual, and audio environmental texts from multiple genres and historical periods critically for form, rhetorical features, underlying assumptions, cultural context, audience constraints, and validity
  • Remain mindful of ways the visual and aural, along with the verbal, engage audiences through modes of persuasion to make choices that integrate multiple modes of representation
  • Compose collaboratively among in-class peers and networks comprised of online users
  • Make choices among tone, style, and grammatical conventions to best suit the content, mode, and context of each text you compose