English Composition 1102: The Argumentative Asian

Last Updated: Mon, 01/05/2026
Course prefix:
ENGL
Course number:
1102
Semester:
Spring
Academic year:
2026
Course description:

A composition course that develops writing skills beyond the levels of proficiency required byENGL1101, that emphasizes interpretation and evaluation, and thatincorporates a variety of more advanced research methods. Develops communication skills in networked electronic environments, emphasizes interpretation and evaluation ofcultural texts, and incorporates research methods in print and on the Internet.

Our class focus will be on understanding the comprehensive process of communication in the modern world. We will learn about the affordances of various technological mediums (e.g. digital media and print) and of the demands of differing genres and domains of communication (literary studies, cultural studies, academic writing, and humanistic analysis). We will sharpen our critical thinking by participating in ethical argumentation, text-based discussion, and training in the skills of communication and persuasion. Students will also be introduced to the fundamentals of the research process as well to the mature maneuvers of academic writing. As we dissect the processes that detail modern communication, we will consider synergy of written, oral, visual, electronic, and non-verbal communication (WOVEN). Ours will be a student led and collaborative course where members will be invited to work in teams and co-construct the course content.  

 

 

Course learning outcomes:

Critical Thinking

Critical thinking involves understanding social and cultural texts and contexts in ways that support productive communication and interaction.

  • Analyze arguments.
  • Accommodate opposing points of view.
  • Interpret inferences and develop subtleties of symbolic and indirect discourse.
  • Use writing and reading for inquiry, learning, thinking, and communicating.
  • Integrate ideas with those of others.
  • Understand relationships among language, knowledge, and power.
  • Recognize the constructedness of language and social forms.

 

Rhetoric

Rhetoric focuses on available means of persuasion, considering the synergy of factors such as context, audience, purpose, role, argument, organization, design, visuals, and conventions of language.

  • Adapt communication to circumstances and audience.
  • Produce communication that is stylistically appropriate and mature.
  • Communicate in standard English for academic and professional contexts.
  • Sustain a consistent purpose and point of view.
  • Use a variety of technologies to address a range of audiences.
  • Learn common formats for different kinds of texts.
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics.
  • Control such surface features as syntax, grammar, punctuation, and spelling.
  • Create artifacts that demonstrate the synergy of rhetorical elements.
  • Demonstrate adaptation of register, language, and conventions for specific contexts and audiences.
  • Apply strategies for communication in and across both academic disciplines and cultural contexts in the community and the workplace.

 

Process

Processes for communication—for example, creating, planning, drafting, designing, rehearsing, revising, presenting, publishing—are recursive, not linear. Learning productive processes is as important as creating products.

  • Find, evaluate, analyze, and synthesize appropriate primary and secondary sources.
  • Develop flexible strategies for generating, revising, editing, and proofreading.
  • Understand collaborative and social aspects of writing processes.
  • Critique their own and others’ works.
  • Balance the advantages of relying on others with [personal] responsibility.
  • Construct and select information based on interpretation and critique of the accuracy, bias, credibility, authority, and appropriateness of sources.
  • Compose reflections that demonstrate understanding of the elements of iterative processes, both specific to and transferable across rhetorical situations.

 

Modes and Media

Activities and assignments should use a variety of modes and media—written, oral, visual, electronic, and nonverbal (WOVEN)—singly and in combination. The context and culture of multimodality and multimedia are critical.

  • Interpret content of written materials on related topics from various disciplines.
  • Compose effective written materials for various academic and professional contexts.
  • Assimilate, analyze, and present a body of information in oral and written forms.
  • Communicate in various modes and media, using appropriate technology.
  • Use digital environments for drafting, reviewing, revising, editing, and sharing texts.
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official (e.g., federal) databases; and informal electronic networks and internet sources.
  • Exploit differences in rhetorical strategies and affordances available for both print and electronic composing processes and texts.
  • Create WOVEN (written, oral, visual, electronic, and nonverbal) artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment.
  • Demonstrate strategies for effective translation, transformation, and transference of communication across modes and media.
Required course materials:

Books

Aravind Adiga, The White Tiger (2008) 

Ha-Jin, Waiting (1999) 

Ball et al. Writer/Designer: A guide to making multimodal projects. 

TV and Film: Netflix Access Required. 

Digital Educational Resources 

Audacity, Free Audio Editing Software

Davinci-Resolve ( free version; or equivalent video-editing software)

Georgia Tech’s Woven Text 

https://woventext.lmc.gatech.edu/

Grading policy:

The following grading scale will be used for the duration of the class in accordance with Georgia Tech’s policies. However, your final grade for the class (in accordance with Georgia Tech Requirements) will only be a letter grade (A, B, C, D, or F). 

 

A       100-94

A-      93-90

B+.   89-88

B.     87-84

B-    83-80

C+  79-78

C-   77-74

F.   <73

 

Attendance policy:

In accordance with Georgia Tech policy, attendance is mandatory. You should notify me in advance through an email of a planned or unplanned absence. You are requested to be responsible for missed sessions. Excused absences are available and may be availed in the event of personal illness, grief, religious or cultural holidays, and University responsibilities.

Up to 4 unexcused absences in the semester can be availed without affecting your overall grade. More than 2 unexcused absences will, however, affect your participation grade. Every absence after 4 unexcused absences will lower your final grade by half a letter grade. More than 6 unexcused absences can result in a fail grade. Recurring issues with tardiness can also affect your attendance.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Writing area. 

  

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.  

  

This course should direct students toward a broad Orienting Question: 

  • How do I write effectively in different contexts?  

  

Completion of this course should enable students to meet the following Learning Outcomes: 

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.
  • Students will appropriately acknowledge the use of materials from original sources.
  • Students will adapt their written communications to purpose and audience.
  • Students will analyze and draw informed inferences from written texts.  

  

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Critical Thinking
  • Information Literacy
  • Persuasion  

 

 

Instructor First Name:
Arpit
Instructor Last Name:
Kumar
Section:
F5, HP1, K07
CRN (you may add up to five):
30404
31595
35039
View PDF
Department (you may add up to three):
Literature, Media, and Communication

ENGLISH COMPOSITION II

Last Updated: Mon, 01/05/2026
Course prefix:
ENGL
Course number:
1102
Semester:
Spring
Academic year:
2026
Course description:

A composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. Develops communication skills in networked electronic environments, emphasizes interpretation and evaluation of cultural texts, and incorporates research methods in print and on the Internet.

Course learning outcomes:

ENGL 1102 Course Outcomes

Critical Thinking

Critical thinking involves understanding social and cultural texts and contexts in ways that support productive communication and interaction.

  • Analyze arguments.
  • Accommodate opposing points of view.
  • Interpret inferences and develop subtleties of symbolic and indirect discourse.
  • Use writing and reading for inquiry, learning, thinking, and communicating.
  • Integrate ideas with those of others.
  • Understand relationships among language, knowledge, and power.
  • Recognize the constructedness of language and social forms.

Rhetoric

Rhetoric focuses on available means of persuasion, considering the synergy of factors such as context, audience, purpose, role, argument, organization, design, visuals, and conventions of language.

  • Adapt communication to circumstances and audience.
  • Produce communication that is stylistically appropriate and mature.
  • Communicate in standard English for academic and professional contexts.
  • Sustain a consistent purpose and point of view.
  • Use a variety of technologies to address a range of audiences.
  • Learn common formats for different kinds of texts.
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics.
  • Control such surface features as syntax, grammar, punctuation, and spelling.
  • Create artifacts that demonstrate the synergy of rhetorical elements.
  • Demonstrate adaptation of register, language, and conventions for specific contexts and audiences.
  • Apply strategies for communication in and across both academic disciplines and cultural contexts in the community and the workplace.

Process

Processes for communication—for example, creating, planning, drafting, designing, rehearsing, revising, presenting, publishing—are recursive, not linear. Learning productive processes is as important as creating products.

  • Find, evaluate, analyze, and synthesize appropriate primary and secondary sources.
  • Develop flexible strategies for generating, revising, editing, and proofreading.
  • Understand collaborative and social aspects of writing processes.
  • Critique their own and others’ works.
  • Balance the advantages of relying on others with [personal] responsibility.
  • Construct and select information based on interpretation and critique of the accuracy, bias, credibility, authority, and appropriateness of sources.
  • Compose reflections that demonstrate understanding of the elements of iterative processes, both specific to and transferable across rhetorical situations.

Modes and Media

Activities and assignments should use a variety of modes and media—written, oral, visual, electronic, and nonverbal (WOVEN)—singly and in combination. The context and culture of multimodality and multimedia are critical.

  • Interpret content of written materials on related topics from various disciplines.
  • Compose effective written materials for various academic and professional contexts.
  • Assimilate, analyze, and present a body of information in oral and written forms.
  • Communicate in various modes and media, using appropriate technology.
  • Use digital environments for drafting, reviewing, revising, editing, and sharing texts.
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official (e.g., federal) databases; and informal electronic networks and internet sources.
  • Exploit differences in rhetorical strategies and affordances available for both print and electronic composing processes and texts.
  • Create WOVEN (written, oral, visual, electronic, and nonverbal) artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment.
  • Demonstrate strategies for effective translation, transformation, and transference of communication across modes and media.
Required course materials:

The WOVENText Open Educational Resources, available at woventext.lmc.gatech.edu.

Cloud, Dana L., James Cherney, Constance Gordon, James Cisneros, and Theon Hill. Rhetorical Histories of Social Movements in the U.S. 1st ed. Cognella Academic Publishing, 2025.

Ball, Cheryl, Jennifer Sheppard, and Kristin Arola, Writer/Designer, 3rd ed. (MacMillan Learning, 2022).

You will order that last required textbook, The Writer/Designer, through the through The Bedford Bookshelf. The link is available through the bookstore. To order, type the following into the Find Course Materials page at the bookstore: ENGL, 1102, your section number.

Grading policy:

Each of the three major projects will be graded in terms of the student's active participation towards completion, the final submission, and reflective writing and activities. Successful completion of all three major projects with a passing grade (each a D or better) is required to pass the course.

Graded Work                                              Percentages

Project 0: Common First Week Video                                                       10%

Project 1: Profile Podcast                                                                            20%

Project 2: Group Presentation                                                                    20%

Project 3: Digital Exhibit                                                                             20%

Discussion and Engagement                                                                     20%

Final Exam: Multimodal Reflection Portfolio                                         10%

Major Projects Grading Scheme

All major projects (1-3) have three major components to their assessment. These are as follows:

Final Draft: 50%

Active Participation: 25%

Reflection Essay: 25%

This scheme reflects the course’s investment in the development of our writing processes, individually and collectively. This is not a course in which you primarily show up to receive instruction that you use later to complete assignments on your own. The work we do in class is the assignment. That work includes activities, group workshops, and discussions of the reading. The depth of your engagement, the quality of your contributions, the degree of your preparation for class, and the timeliness of your process work will all factor into the assessment for Active Participation. Similarly, the Reflection Essay that accompanies each major project is not an afterthought. As an invitation to study your own writing process, Reflection Essays are very important in our course. They will prompt you to rationalize your writing choices, analyze your rhetorical situations, and evaluate the effectiveness of your process. 

Grading Standards

These standards establish major criteria for each grade category. Every project will not fit neatly into one category; a project might, for instance, have some characteristics of “B” and some of “C.”

The A Project: Excellent
  • Project matches the assignment and reflects the learning outcomes.
  • Content is significant, thorough, and well-suited for the audience, purpose, and context.
  • Arguments and information are well organized—from the whole project to its individual elements—and well designed for the genre and medium.
  • Reasoning is convincing and logical; claims are supported with compelling evidence.
  • Style is effective for the reading situation.
  • Mechanics, grammar, and formatting are correct and even rhetorically sensitive.
The B Project: Good
  • Project matches the assignment and reflects the learning outcomes.
  • Content is suited for the audience, purpose, and context.
  • Arguments and information are organized appropriately at the macro and micro
  • level for the genre and medium, but there are missed opportunities to use design
  • for rhetorical purposes.
  • Reasoning is logical; evidence supports claims in an adequate manner.
  • Style is appropriate for the reading situation.
  • Mechanics, grammar, and formatting are mostly correct.
The C Project: Competent
  • Project matches the assignment and reflects the learning outcomes.
  • Content is adequate for the audience, purpose, and context.
  • Arguments and information are organized in a discernible pattern but may not be
  • particularly effective at the macro or micro level for the genre and medium, and
  • the design provides minimal support for reading.
  • Reasoning is plausible, and evidence provides support for claims.
  • Style is serviceable for the reading context.
  • Mechanics and grammar may be correct.
The D Project: Marginally Acceptable
  • Project attempts to match the assignment, but the topic or rhetorical audience is too broad, too narrow, or inappropriate.
  • Content shows a poor sense of audience, purpose, and context. It may correctly assess the situation but add little substance.
  • Arguments and information may be significantly flawed, including organization, at the macro and micro level.
  • Reasoning is flawed on some level, resting on insufficient understanding of the situation or rhetorical audience.
  • Project may rely too heavily on evidence from published sources without developing an authorial voice.
  • Evidence may be missing, irrelevant, or misinterpreted.
  • Style may be serviceable but inconsequential to the success of the project.
  • Problems with mechanics, grammar, and formatting create distractions or confusion.
The F Project: Unacceptable
  • Project does not match the assignment or its requirements, even if well written, or relates to the assignment but has no clear purpose, rhetorical audience, or focus.
  • Project is missing content or essential elements of the genre or medium.
  • Arguments and information have significant organizational problems.
  • Reasoning is flawed, or evidence is used unsuccessfully if at all.

Note #1: To earn an A, B, or C on a project, students must complete all process work in

an acceptable fashion.

Note #2: Projects with academic integrity violations will receive a failing grade.

Attendance policy:

Attendance and participation are essential to success in courses in the Writing and Communication Program. Because of this, you are expected to attend class in person. Not attending a scheduled class session in-person results in an absence.

There may be times when you cannot or should not attend class, such as if you are not feeling well, have an interview, or have family responsibilities. Therefore, this course allows a specified number of absences without penalty, regardless of reason. After that, penalties accrue. Exceptions are allowed for Institute-approved absences (for example, those documented by the Registrar) and situations such as hospitalization or family emergencies (documented by the Office of the Dean of Students).

If you communicate proactively with me, I can suggest how to access materials or make up work you may have missed during your absence or suggest ways to participate in class remotely and/or asynchronously. You are still responsible to submit all assigned work and to fulfill any alternative arrangements we make for in-class activities. If those requirements are met, you may miss a total of four (4) classes without penalty. Each additional absence after the allotted number deducts 2% from a student’s final grade. Excessive absences may result in failure of the class, as determined by the instructor of the course in consultation with the Director of the Writing and Communication Program.

The responsibility to lead reading discussions on the days you are assigned to do so may not be excused or made up. Consequently, you must register to lead discussions on days for which you do not have an excused absence.

The course schedule details the readings and required preparation for every class session. All such assignments are due before class begins. 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

 

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Writing area. 

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.  

This course should direct students toward a broad Orienting Question: 

How do I write effectively in different contexts?  

Completion of this course should enable students to meet the following Learning Outcomes: 

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.
  • Students will appropriately acknowledge the use of materials from original sources.
  • Students will adapt their written communications to purpose and audience.
  • Students will analyze and draw informed inferences from written texts.  

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Critical Thinking
  • Information Literacy
  • Persuasion  
Instructor First Name:
Michael
Instructor Last Name:
Young
Section:
G03 and G7
CRN (you may add up to five):
30276
35136
View PDF
Department (you may add up to three):
Literature, Media, and Communication

Intro to STaC

Last Updated: Fri, 01/02/2026
Course prefix:
LMC
Course number:
2100
Semester:
Spring
Academic year:
2026
Course description:

As the introductory course to the LMC Science, Technology and Culture thread, this course explores the way in which disciplines construct and represent the knowledge they generate.

Course learning outcomes:

Learning Outcomes:

• Textual/Visual/Material Analysis: Students will learn to read, analyze, and interpret cultural projects as well as scientific and technical documents.

  • Historical Analysis: Students will study literary and cultural texts within an historical framework to become familiar with the various forces that shape artistic and commercial production. They will learn to interpret history actively, rather than passively accepting archival information
Required course materials:

Thacker In the Dust of This Planet

Latour We have Never Been Modern

Haraway Staying With the Trouble

Van DerMeer Annilation

Sheldrake Entangled Life

Grading policy:

Discussion Postings: 20%

Final Project: 40%

Hour Test #1: 20%

Hour Test #2: 20%

Attendance policy:

Class attendance is mandatory. First two absences are excused, further unexcused absences reduces final grade by 5 points each.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

Core IMPACTS

This course should direct students toward a broad Orienting Question:

  • How do I interpret the human experience through creative, linguistic and philosophical works?


 

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze and interpret the meaning, cultural significance and ethical implications of literary/philosophical texts or of works in the visual/performing arts.
  • Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:
  • Ethical Reasoning
  • Information Literacy
  • Intercultural Competence


 

Instructor First Name:
Thomas
Instructor Last Name:
Crawford
Section:
B
CRN (you may add up to five):
31546
View PDF
Department (you may add up to three):
Literature, Media, and Communication

Environmentalism and Ecocriticism

Last Updated: Fri, 01/02/2026
Course prefix:
LMC
Course number:
3308
Semester:
Spring
Academic year:
2026
Course description:

Surveys the emergence of ecocriticism as an analytical framework for interpreting the verbal and visual rhetorics of environmentalism in both western and nonwestern cultures.

Course learning outcomes:

Learning Outcomes:

• Textual/Visual/Material Analysis: Students will learn to read, analyze, and interpret cultural projects as well as scientific and technical documents.

  • Historical Analysis: Students will study literary and cultural texts within an historical framework to become familiar with the various forces that shape artistic and commercial production. They will learn to interpret history actively, rather than passively accepting archival information
Required course materials:

Mentz Ocean

MacFarlane Is The River Alive?

White The Organic Machine

Metcalf Waters of the Potowmack

Grading policy:

Discussion Postings: 20%

Final Project: 40%

Hour Test #1: 20%

Hour Test #2: 20%

Attendance policy:

Class attendance is mandatory. First two absences are excused, further unexcused absences reduces final grade by 5 points each.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

Core IMPACTS

This course should direct students toward a broad Orienting Question:

  • How do I interpret the human experience through creative, linguistic and philosophical works?


 

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze and interpret the meaning, cultural significance and ethical implications of literary/philosophical texts or of works in the visual/performing arts.


 

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Ethical Reasoning
  • Information Literacy
  • Intercultural Competence
Instructor First Name:
Thomas
Instructor Last Name:
Crawford
Section:
A
CRN (you may add up to five):
35310
View PDF
Department (you may add up to three):
Literature, Media, and Communication

Studies in Fiction: Spunky Women in Literature

Last Updated: Fri, 01/02/2026
Course prefix:
Literature, Media, and Communication
Course number:
3202
Semester:
Spring
Academic year:
2026
Course description:

The course will open with a detailed study of The General Prologue to Chaucer's Canterbury Tales and "The Wife of Bath's Prologue and Tale" and the class will examine how several historical developments (including the plague and the Crusades) impacted the development of fiction that focuses on the lives of ordinary people.  Students will have the opportunity to read various examples of fiction (Pride and Prejudice, Jane Eyre, The Wife of Willesden, and The Mere Wife) and will also explore the various components of fiction, including setting, characterization, and point of view. Perhaps even more important, students will look at the ways that various writers have created fiction to examine the times in which they lived and wrote. Focusing on Marion Turner's historical study of women in the Middle Ages and Rebecca Romney's study of the women writers who influenced Jane Austen, students will develop a better understanding of the circumstances that led writers to create women characters who resisted the conditions that faced them and then worked to establish themselves as fully human beings.

Course learning outcomes:
  • Science and Technology Knowledge Construction: Students will understand that scientific and technological innovation occurs in a social context, and they will be able to recognize how the social influences scientific and technical discourses.
  • Textual/Visual Analysis: Students will learn to read, analyze, and interpret cultural products (cartoons, paintings, fictions) and scientific and technical documents.
  • Interpretive Frameworks: Students will become familiar with a variety of social, political, and philosophical theories and apply those theories to creative and scientific texts and to their own cultural observations.
  • Historical Analysis: Students will study literary and cultural texts within an historical framework to become familiar with the various forces that shape artistic and commercial production. They will learn to interpret history actively, rather than passively accepting archival information.
Required course materials:

In many cases, students can use their own editions of commonly published works such as The Canterbury Tales, Pride and Prejudice, and Jane Eyre or borrow a copy from the library. In fact, part of the class discussion will be to examine how particular editions of familiar texts may impact our reading experience. Depending on which editions students choose (such as e-versions or audio books), we may well discuss how formats impact our reading experience.

In the case of more recent books -- The Wife of Willesden, The Mere Wife, and Catherine the Ghost, students will be expected to buy or borrow an existing edition.

Grading policy:

Because most students will go on to professional careers, they are expected to practice professional behavior in this class. As a result, due dates are firm, and late work will not be accepted unless students have a personal or family emergency that they tell me and the Dean of Students Office about BEFORE the due date. That means that assignments that are to be turned in on-line must be uploaded to Canvas by midnight of the due date. 

In the case of Daily Work, the precise due date may vary. It is up to students to keep track of Daily Work.
 

Grading Criteria: Since I am requiring you to submit work on time, I will also be prompt in returning graded work. I will follow the standard Georgia Tech grading scale (89.45 to 100 = A and so forth). If students have any questions regarding my comments or their  grade, they should make an appointment to see me right away. Because the assignments have different criteria (some focus on clear presentation of factual material while some are more interpretative; some assignments are individual while others require collaboration), additional information on grading is available on Canvas.
 

Students with Disabilities: Any student who feels that he or she may need an accommodation for any sort of disability, please make an appointment to see me during my office hours. The Office of Disability Services for Students offers a variety of resources for students with disabilities. Learn more about the Office of Disability Services at http://disabilityservices.gatech.edu/).

Attendance policy:

Because class discussion and in-class assignments make up a significant percentage of the final grade, excessive unexcused absences (more than 3) could result in an unsatisfactory mark. Submit the appropriate documents to the instructor for medical, athletic, or other justified absences. Extended absences away from campus for family, medical, or legal reasons should be reported to the Dean of Students Office. The Georgia Tech Office of Student Life in Atlanta also has information: https://studentlife.gatech.edu/content/class-attendanceLinks to an external site.


 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Humanities area. Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas.
 

This course will help master course content, and support students’ broad academic and career goals. This course should direct students toward a broad Orienting Question:
• How do I interpret the human experience through creative, linguistic, and philosophical works.

Completion of this course should enable students to meet the following Learning Outcome:
• Students will effectively analyze and interpret the meaning, cultural significance, and ethical implications of literary/philosophical texts or of works in the visual/performing arts.
 

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:
• Ethical Reasoning
• Information Literacy
• Intercultural Competence
 

Instructor First Name:
Carol
Instructor Last Name:
Senf
Section:
CS
CRN (you may add up to five):
35034
View PDF
Department (you may add up to three):
Literature, Media, and Communication

British and Contintental Romanticism

Last Updated: Fri, 01/02/2026
Course prefix:
LMC
Course number:
3512
Semester:
Spring
Academic year:
2026
Course description:

Course Description: Responding to increasing levels of individual and social freedom in the late 18th and early 19th centuries, Europe, the vanguard culture of Modernity, enters a period of revolutions—intellectual, political, industrial/economic, and artistic.  Romanticism is the name we give to the artistic revolution of this era. British Romanticism is notable for its poetry, and we will read a number of canonical works by Romantic poets – Blake, Wordsworth, Coleridge, Byron, Shelley, Keats.  Continental Romanticism is predominately Germanic: philosophical and musical as well as literary; in this class we will turn our attention to the music of Beethoven, and to the philosophy of Hegel.  For our finale, we will read Mary Shelley’s novelistic exploration/critique of Romanticism, Frankenstein.

Course learning outcomes:

Learning Outcomes: Students will have a sense of the historical context and conceptual core of artistic Romanticism, especially of the High Romantic aesthetic founded on the notion of the quasi-transcendental creative power of the individual Imagination.

Required course materials:

Required Textbooks and Other Resources:

The Norton Anthology of English Literature: The Romantic Period Volume: D  (any edition should work – I will be using Ninth Edition: ISBN 978-0-393-91252-4  )

Frankenstein preferably the 1818 edition – buy it, or find it online (actually I have uploaded it to files)

Grading policy:

Grades: In order to keep you attentive to the reading and ready for class, I will give a series of brief Assignments for you to do before class. In general, you should have read anything on Canvas (c) or in the textbook (T) before the class that lists that reading. The Assignments that have bold numbers (1-10) require you to upload a response of some kind. Each assignment will account for 50 points of your 1000 point grade. The rest of your grade will involve a midterm exam and a final exam, both of which will mix identification of passages from the reading with short essay questions. You will find that these exams will be easier if you attend class regularly. I will accept late work, but will take points off for lateness. Note: if the assignment has essentially been answered in class before you get around to turning it in, I will take off at least 40% of the points.

Attendance policy:

Students are expected to attend class whenever possible. You will find the exams much easier if you do.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Humanities area. Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals. This course should direct students toward a broad Orienting Question:•How do I interpret the human experience through creative, linguistic, and philosophical works? Completion of this course should enable students to meet the following Learning Outcome:•Students will effectively analyze and interpret the meaning, cultural significance, and ethical implications of literary/philosophical texts or of works in the visual/performing arts. Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:•Ethical Reasoning •Information Literacy •Intercultural Competence

Instructor First Name:
Blake
Instructor Last Name:
Leland
Section:
B
CRN (you may add up to five):
29519
View PDF
Department (you may add up to three):
Literature, Media, and Communication

Major Authors: James Joyce

Last Updated: Fri, 01/02/2026
Course prefix:
LMC
Course number:
3226
Semester:
Spring
Academic year:
2026
Course description:

This section of 3226 will focus on the work of James Joyce, one of the most important writers of the 20th century. We will begin with some of Joyce’s short stories (Dubliners), then quickly read his first novel (A Portrait of the Artist as a Young Man). This will prepare us to tackle Ulysses, a famous, and famously challenging, novel. I strongly suggest you take a look at it, sampling different chapters (you can find the text online easily enough – although you will have to buy a hardcopy). For those who engage with it on its own terms, this novel can be an experience of extraordinary linguistic and intellectual and emotional energy.  If you are willing and able to put in the substantial time and effort required, then I think you will find Ulysses among the most remarkable novels you will ever read.  You should, however, realize that it is set in Dublin, Ireland, in 1904. The novel as a whole proposes a (bittersweet) morality of tolerance and acceptance, but the characters are realistic, which is to say flawed, and sometimes express racist, misogynist, homophobic, and anti-Semitic attitudes common to the time. It was also considered to be offensively explicit about sex and sexualized fantasies, to the point where it was for some time banned as obscene.

Course learning outcomes:

Students will read and effectively analyze and interpret the meaning, cultural significance, and ethical implications of one of the 20th century's most significant literary texts.

Required course materials:

Required:

Ulysses Annotated, D. Gifford, U of California Press,

ISBN: 0520067452 (paper)  or ISBN-13: 978-0520067455

OR the 20th anniv. Deluxe edition: ISBN-10: 0520253973 ISBN-13: 978-0520253971

The Portable James Joyce,  J.Joyce, H. Levin (ed), (you will find in this volume Dubliners (Joyce’s short story collection) and A Portrait of the Artist as a Young Man (Joyce’s first published novel) and other work by Joyce.

Viking,  ISBN: 0140150307 (ppr) ISBN-13: 978-0140150308

 

Ulysses, the corrected text, J. Joyce, H. Gabler (ed) <-GET THIS EDITION

Random House, ISBN: 0394743121 (ppr) ISBN-13: 978-0394743127. Cheap electronic editions will not have page numbers keyed to the Annotated notes or to the extensive archive of Joyce scholarship.

Grading policy:

GRADING: Two exams during class time, and a third exam during exam period. These tests stress identification of passages from the text and comprise 75% of your grade.  25% of your grade will depend on a series of brief exercises/assignments that will have something to do with the day’s reading (these graded Assignments will have numbers attached to them).   I will accept late work, but will take points off for lateness. Note: if an Assignment has essentially been answered in class before you turn it in, I will take off at least 40% of the points.

Attendance policy:

Attendance: I want you to succeed, therefore I want you in class, so starting with your fifth, each absence (without documented illness) will lower your final grade by 2 points.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help students master course content, and support students’ broad academic and career goals.

 

This course should direct students toward a broad Orienting Question:

· How do I interpret the human experience through creative, linguistic, and philosophical works?

 

Completion of this course should enable students to meet the following Learning Outcome:

· Students will effectively analyze and interpret the meaning, cultural significance, and ethical implications of literary/philosophical texts or of works in the visual/performing arts.

 

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

· Ethical Reasoning

· Information Literacy

· Intercultural Competence

 

 

 

Instructor First Name:
Blake
Instructor Last Name:
Leland
Section:
B
CRN (you may add up to five):
35309
View PDF
Department (you may add up to three):
Literature, Media, and Communication

Studies in Fiction: Gothic Literature

Last Updated: Fri, 01/02/2026
Course prefix:
LMC
Course number:
3202
Semester:
Spring
Academic year:
2026
Course description:

LMC 3202: Studies in Fiction: Gothic Fiction

Dr. Narin Hassan

T/TH 2-3:15pm

Course Description: 

This course will trace the prominence of gothic, supernatural and sensational elements in novels of the nineteenth century as well as contemporary fictions. Much of the fiction we will read addresses or attempts to evoke feelings—particularly uncanny and disturbing feelings—and produces intricate plots devised to engage and sustain readers with melodramatic, gothic, and sensational elements. We will focus specifically on texts from the nineteenth-century that represent domesticity, gender, and crime and then examine the enduring influence of gothic narratives from this period to contemporary writing and culture. Readings will include Mary Shelley, Frankenstein, Bram Stoker, Dracula, George Eliot, The Lifted Veil, and Florence Marryat, The Blood of the Vampire, among others. 

 

Course learning outcomes:

Learning Outcomes:

  • Textual/Visual Analysis: Students will learn to read, analyze, and interpret not only cultural projects such as film, literature, art, and new media, but also scientific and technical documents.
  • Interpretive Frameworks: Students will become familiar with a variety of social, political, and philosophical theories and be able to apply those theories to creative and scientific texts, as well as to their own cultural observations.
  • Literary/Film/Narrative art Inquiry: Students will be aware of the traditions and conventions of literature, film and other forms of narrative art, and they will be able to analyze these traditions and conventions in specific cultural contexts.
  • Historical analysis: Students will study literary and cultural texts within an historical framework to become familiar with various forces shape artistic and commercial production. They will learn to interpret history actively, rather than passively accepting archival information.
Required course materials:

 

Charlotte Bronte, Jane Eyre

George Eliot, The Lifted Veil

Mary Shelley, Frankenstein

Robert Lewis Stevenson, The Strange Case of Dr. Jekyll and Mr Hyde

Bram Stoker, Dracula

 

Grading policy:

Attendance and Participation (includes serving as a discussion leader, in class assignments): 25%

Two exams (25% each)

Final paper and presentation (25%)

Papers/Final project: You will be asked to write one final research-based essay/project on a research topic of your choice and share a presentation related to this research. This will involve some group work and development of visual aids (eg. website organization, development of a PowerPoint presentation).  In written work I expect you to introduce and develop a clear thesis, support a sustained, original argument with evidence, address and respond to relevant critical arguments and debates, and revise and edit for clarity, cohesion, and presentation. 

Exams: The two exams will cover material from readings and discussion. Typically, exams are a combination of passage identifications, multiple choice, and short answer/short essay.

Attendance policy:

The first expectation is consistent attendance, active participation in class discussions, and careful engagement with course materials. This includes coming to class prepared, contributing to discussion, and keeping up with class activities. I expect our class environment to be one of lively discussion and debate where we can challenge and respect the opinions and comments of others and be prepared to discuss these texts with attention and care. Please focus fully upon class activities/discussion and limit use of laptop computers and other technology during class time.

More than three unexcused absences will impact your final grade by a full letter. Four late sessions count as one absence. More than seven absences result in automatic failure of the course. You are responsible for the readings and assignments you miss when you are absent, but quizzes and in-class work missed due to an absence cannot be made up. These will receive a grade of "0."  Exceptions to this attendance policy are made only in the case of medical emergencies and extended hospitalization, for which I require documentation.

Your role as discussion leader: You will be asked to sign up as a discussion leader for one class session. This is your opportunity to initiate and facilitate our discussion and you should be fully prepared to discuss the reading for that day. Please use Canvas (discussion section) to post some of your questions/responses for our class to consider before your session to help us prepare. Please post by 9pm the evening before your discussion leader session. You may distribute questions to facilitate our analysis of the reading, select passages that you see as relevant or interesting, present themes you see as relevant, make connections to other texts we have read, and/or bring in additional material to share with the class that relates to the reading. 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Humanities area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help students master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I interpret the human experience through creative, linguistic, and philosophical works?

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze and interpret the meaning, cultural significance, and ethical implications of literary/philosophical texts or of works in the visual/performing arts.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Ethical Reasoning
  • Information Literacy
  • Intercultural Competence
Instructor First Name:
Narin
Instructor Last Name:
Hassan
Section:
NH
CRN (you may add up to five):
35302
View PDF
Department (you may add up to three):
Literature, Media, and Communication

Major Authors: The Brontes

Last Updated: Fri, 01/02/2026
Course prefix:
LMC
Course number:
3226
Semester:
Spring
Academic year:
2026
Course description:

LMC 3226 Major Authors: The Brontës

Dr. Narin Hassan

T/TH 12:30-1:45pm

Course Description: 

This course will consider the prolific work of the Brontë sisters to trace the enduring influence of their writing within Victorian culture as well as contemporary literature and film. We will examine the literary movements, influences, and genres represented in novels such as Charlotte Bronte’s Jane Eyre and Emily Brontë’s Wuthering Heights (as well as other works) and examine how their forms of psychological realism represented aspects of nineteenth century culture and the rise of the woman writer. We will also discuss examples of adaptation within contemporary films, texts, art works, and music that are influenced by or reference their novels. 

Course learning outcomes:

Learning Outcomes:

  • Textual/Visual Analysis: Students will learn to read, analyze, and interpret not only cultural projects such as film, literature, art, and new media, but also scientific and technical documents.
  • Interpretive Frameworks: Students will become familiar with a variety of social, political, and philosophical theories and be able to apply those theories to creative and scientific texts, as well as to their own cultural observations.
  • Literary/Film/Narrative art Inquiry: Students will be aware of the traditions and conventions of literature, film and other forms of narrative art, and they will be able to analyze these traditions and conventions in specific cultural contexts.
  • Historical analysis: Students will study literary and cultural texts within an historical framework to become familiar with various forces shape artistic and commercial production. They will learn to interpret history actively, rather than passively accepting archival information.
Required course materials:

Required texts: 

Anne Bronte, The Tenant of Wildfell Hall

Charlotte Bronte, Jane Eyre; Villette

Emily Bronte, Wuthering Heights

Jean Rhys, Wide Sargasso Sea

 

Grading policy:

Requirements: 

Attendance and Participation (includes serving as a discussion leader, in class assignments): 25%

Two exams (25% each)

Final paper and presentation (25%)

Papers/Final project: You will be asked to write one final research-based essay/project on a research topic of your choice and share a presentation related to this research. This will involve some group work and development of visual aids (eg. website organization, development of a PowerPoint presentation).  In written work I expect you to introduce and develop a clear thesis, support a sustained, original argument with evidence, address and respond to relevant critical arguments and debates, and revise and edit for clarity, cohesion, and presentation. 

Exams: The two exams will cover material from readings and discussion. Typically, exams are a combination of passage identifications, multiple choice, and short answer/short essay.

Attendance policy:

The first expectation is consistent attendance, active participation in class discussions, and careful engagement with course materials. This includes coming to class prepared, contributing to discussion, and keeping up with class activities. I expect our class environment to be one of lively discussion and debate where we can challenge and respect the opinions and comments of others and be prepared to discuss these texts with attention and care. Please focus fully upon class activities/discussion and limit use of laptop computers and other technology during class time.

More than three unexcused absences will impact your final grade by a full letter. Four late sessions count as one absence. More than seven absences result in automatic failure of the course. You are responsible for the readings and assignments you miss when you are absent, but quizzes and in-class work missed due to an absence cannot be made up. These will receive a grade of "0."  Exceptions to this attendance policy are made only in the case of medical emergencies and extended hospitalization, for which I require documentation.

Your role as discussion leader: You will be asked to sign up as a discussion leader for one class session. This is your opportunity to initiate and facilitate our discussion and you should be fully prepared to discuss the reading for that day. Please use Canvas (discussion section) to post some of your questions/responses for our class to consider before your session to help us prepare. Please post by 9pm the evening before your discussion leader session. You may distribute questions to facilitate our analysis of the reading, select passages that you see as relevant or interesting, present themes you see as relevant, make connections to other texts we have read, and/or bring in additional material to share with the class that relates to the reading.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Humanities area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help students master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I interpret the human experience through creative, linguistic, and philosophical works?

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze and interpret the meaning, cultural significance, and ethical implications of literary/philosophical texts or of works in the visual/performing arts.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Ethical Reasoning
  • Information Literacy
  • Intercultural Competence
Instructor First Name:
Narin
Instructor Last Name:
Hassan
Section:
NH
CRN (you may add up to five):
35301
View PDF
Department (you may add up to three):
Literature, Media, and Communication

Animation

Last Updated: Wed, 12/31/2025
Course prefix:
LMC
Course number:
3253
Semester:
Spring
Academic year:
2026
Course description:

Ever wondered how drawings, puppets, or pixels come to life on screen? This course takes you on a journey through the history and art of animation: from hand-drawn shorts and stop-motion experiments to today’s stunning digital worlds. No prior experience is required. You’ll explore how animation has evolved as both an artistic and cultural force, learning how animators across time and continents have shaped the way we imagine stories, characters, and motion itself. Along the way, you’ll gain a foundation in animation history, technique, and theory, with an opportunity to get hands-on experience using Autodesk Maya to create simple 3D scenes.

Course learning outcomes:

Course Goals

Upon successful completion of this course, the student should have developed:

  • Understand animation across history and media. Develop an understanding of animation as a global, evolving art form—from early experiments and “cinema of attractions” to contemporary digital, hybrid, and platform-based animation across film, television, games, and emerging media.
  • Apply critical analysis to animated form. Analyze how animated works construct meaning through motion, timing, transformation, design, sound, and narrative structure, using key concepts from animation studies.
  • Examine animation as a cultural and technological practice. Explore how animation reflects and reshapes cultural values, labor systems, industrial histories, and technological change, including the shifting boundaries between animation, live action, and digital performance.
  • Create original scholarly and/or creative work. Research, design, and execute a substantial final project—either a scholarly research paper or a creative work (such as a script, pilot concept, video essay, or other approved format)—that engages animation studies and/or public-facing critical discourse, demonstrating awareness of connections between genre, media aesthetics, animation techniques, and audience impact.
  • Experiment with contemporary animation practice (optional). For students who choose to pursue it, explore introductory animation workflows and 3D principles using guided tools (including Autodesk Maya) as a means of deepening conceptual understanding of animated form, space, and motion.

Learning Outcomes

Upon successful completion of this course, the student should be able to:

  • Analyze animated works critically: Apply key theories, terminology, and concepts from animation studies to analyze animated films, series, and media across different historical periods, cultures, and aesthetic traditions.
  • Interpret animation in context: Explain how animated works reflect and respond to broader cultural, technological, political, and industrial conditions, including shifts in media platforms and audience experience.
  • Engage animation as a mode of thinking: Demonstrate an understanding of animation not only as a genre or technique, but as a way of constructing meaning through motion, transformation, time, and abstraction.
  • Communicate ideas effectively: Produce clear, well-structured written and oral arguments that integrate close analysis, theoretical insight, and evidence drawn from animated texts and scholarly sources.
  • Collaborate and synthesize: Work collaboratively to research, design, and present critical interpretations of animated works, integrating theory, formal analysis, and peer discussion.
  • Explore animated practice conceptually (Optional): For students who choose to do so, apply introductory animation or 3D principles, such as timing, motion, spatial design, and transformation, using guided tools or workflows (including Autodesk Maya) to support critical and creative inquiry.
Required course materials:
  • The Animation Studies Reader edited by Nichola Dobson, Annabelle Honess Roe, Amy Ratelle, and Caroline Ruddell (ISBN: 978-1501332609)
  • Additional reading materials will be available via Canvas
  • Recommended: 3D Animation Essentials by Andy Beane (ISBN: 978-1118147481)
  • Access to streaming platforms for some films.
Grading policy:

Grades in this course are based on the completion and quality of assignments, activities, and assessments. The weighting reflects a balance between written analysis, collaborative work, engagement, and integrative learning.

  • Analytical Journal: 5 pts
  • Essay: 10 pts
  • Research Paper: 15 pts
  • Midterm Group Presentation: 12 pts
  • Quizzes - Online (2): 20 pts
  • Creative Research/Art Project: 25 pts
  • Participation - Weekly Responses: 13 pts
  • Total: 100 pts

Grading Scale:

  • A: 90-100
  • B: 80-89
  • C: 70-79
  • D: 60-69
  • F: 0-59
Attendance policy:

Regular attendance and active participation are required in this course. While attendance itself is not assigned a standalone numerical point value, absences directly affect participation-based work, including weekly responses and small group discussions.

  • Students are permitted up to three (3) absences without penalty.
  • Each additional absence beyond three results in a one (1) point deduction from the final course grade.
  • Absences are recorded regardless of reason.
  • Three instances of tardiness or early departure count as one absence.
  • Planned absences require written notice via email two (2) weeks in advance.
  • University policies regarding excused absences and academic accommodations will be followed when applicable.
Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Arts, Humanities & Ethics area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students' broad academic and career goals.

Orienting Question:

  • How do I interpret the human experience through creative, linguistic and philosophical works?

Learning Outcome:

  • Students will effectively analyze and interpret the meaning, cultural significance and ethical implications of literary/philosophical texts or of works in the visual/performing arts.

Career-Ready Competencies:

  • Ethical Reasoning
  • Information Literacy
  • Intercultural Competence
Instructor First Name:
Krystian
Instructor Last Name:
Ramlogan
Section:
B
CRN (you may add up to five):
34480
View PDF
Department (you may add up to three):
Literature, Media, and Communication
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