Planetary Sensing

New Media Writing

ENGL 4010 | Spring 2023 | https://planetarysensing.tumblr.com/
Nathaniel A Rivers | nathaniel.rivers@slu.edu | Office Hours: TR 100-200 (Via Calendly)

Course Introduction Course Readings The Logbook

Following Jennifer Gabrys in How to Do Things
How can we use digital media to not only write The Mushroom at the End of the World. Anna with Sensors, this 2,000-word document should
about the world but to also change how the Lowenhaupt Tsing. 2015. meticulously outline what and, more importantly,
planet discloses itself to us—to change how we Additional readings made available electronically how you are researching: the methods, digital and
see, hear, smell and touch where we dwell (and as PDFs through either Tumblr or analog tools, research questions, key terms, actors
senses beyond even these)? That is the central GoogleDrive. See calendar below for (human and nonhuman), events, locations, and
question for this course, and it is the primary work readings and schedule. sources you employ/deploy.
of this course as well.
To focus that work, this course will take up the Course Projects The Report
issue of climate collapse. We find ourselves in a Social Annotation & Participation Near the conclusion of your (field) research, you
moment wherein our individual and collective We share our thoughts on course readings by begin designing and writing your final report, which
capacities to sense the planetary is vitally using Hypothes.is, an online  annotation should be a sophisticated and compelling
important. How can we render ourselves and application. Annotations vary from  person-to- document composed to persuasively address (and
others sensitive to the planet in ways that generate person, but our overriding goal is to share possibly redress) your chosen social issue. The
meaningful responses to issues such as climate reactions, questions, interests, and dis/beliefs details of this document will be discussed in more
change,  pollution,  environmental degradation, through annotating  our readings together. detail later, but it is important to note here that the
and resource depletion? Annotations take the form of comments, questions, expectations for this document are exceptionally
intra-  and inter-connections, and links. high. We devote at least a month to drafting,
Students develop a research project built designing, laying out and revising this report. I fully
around the sensing capacities of digital tools Annotations, crucial, add to the readings.
expect this to be one of the most challenging
and directed toward a local environmental pieces of rhetoric and writing you have so far
issue. How can one deploy microphones to The Issue Survey
This 1,000-word document briefly surveys the produced at SLU. To that end, of course, I
investigate the presence or absence of animal life promise to provide the tools, instruction, and
in a particular location? How can one utilize arial issue you plan on researching. At minimum, the
survey should define the contours of your issue scaffolding necessary to insure your success.
photography (e.g., a drone) to map access to
green spaces? How can one use social media (e.g., themes, locations, human and nonhuman
actors, history, stakes, etc.). This isn't yet your The Research Binder
(e.g., Twitter) to trace the health concerns of At the conclusion of this course, you submit a
individuals near damaged or otherwise unhealthy research proposal or plan, but it should lead you to
the research questions and methods you research binder. This binder includes every piece
environments? Student research projects will of paper you generate over the course of the
culminate in a sophisticated and compelling report subsequently develop.
semester. The binder is thus a living archive. As
composed to persuasively address (and possibly an archive, it should have an organizational
redress) their chosen environmental issue.

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scheme that makes it accessible to both you and
your instructor. Individual entries should be dated
Annotated Articles: You are expected to fully
engage the readings of this course. The key to
Core Course Policies
and described (e.g., reading notes, field engaging readings is annotation: highlight key Attendance
observations, research entries, etc.). In addition to quotes, make notes in the margins, write questions This is an English Department Policy. Regular
labeling individual entries, the binder itself should in the header and/or footer of the page, use attendance is welcomed, expected, and
be organized in a coherent, compelling and stickies or tape flags. Whatever combination of mandatory. Being in class and on time, working
accessible way. As an archive, it should trace the tactics you choose, the overall strategy should constructively with your colleagues, and taking part
work of cultivating yourself as a researcher and result in readings well and truly marked up. in class discussions are all equally important. You
writer. Either written or typed, your research binder may have one unexcused absence over the
course of the semester. Starting with your second
should follow this format: Grade Breakdown absence, your final course average will be lowered
Assignment Percent by 9 points. So, if you have two unexcused
Annotations (Field) Notes absences, you lose 9 points. In that case, if your
Issue Survey 5 average were an 84, it would then become a 75.
“Sound” doesn’t exist January 16, 2020
independent from Logbook 15
Technology Expectations
sensation.. Things don’t All modes of sensation are Report 40 • ability to interact with the course website
so much have a sound as practices of mediation. The and shared Google Drive
they sound (verb).. experience of sound is a Research Binder 30
• access to word processing
function of the medium of air Social Annotation and Participation 10 • a suitable email account checked regularly
Latour’s example of the (or water), the physiological Total 100
for course-related business
perfume kit reminds me features of our ears, and the • a Flash drive or other means to backup
of the beer flight at neurological capacities of our coursework
breweries and the brains. (And other things CAS Grading Scale Routine work with technology is a component of
tasting notes. These besides.) A / 4.00 A- / 3.70 B+ / 3.30 this course. Students need not be technological
notes aren’t simply experts to succeed in this course, but digital
descriptive: they are Latour: helps us engage B / 3.00 B- / 2.70 C+ / 2.30
technology interaction is integral and computer
trying to make me more sensation as a practice—a C / 2.00 C- / 1.70 D / 1.00 problems are not valid excuses for incomplete
sense-able, practice of making ourselves work. Practice the core principle of digital data
F / 0.00
more/differently sensible work: redundant backup. Digital technology will fail;
The Latour quote has me be prepared for that eventuality.
rethinking vulnerability “to have a body is to learn to be RWT Course Outcomes Personal Technology Devices
—what does it do? I am affected, meaning ‘effectuated’, • Design multimodal arguments and Students may use laptops, cell phones, and other
thinking about moved, put into motion by other persuasive messages for complex digital devices during class, provided that they do
Superman’s super entities, humans or non- situations, including academic, public, and not disrupt other students’ learning. This course is
hearing. One of his super humans. If you are not engaged professional situated in an increasingly connected multimedia
powers is also an epic in this learning you become • Produce arguments that situate various environment. Each student is responsible for his or
vulnerability insensitive, dumb, you drop theories of rhetoric & writing within their own her own engagement with class meetings, and
dead” (Latour 205). historical contexts and in relation to our own thus his or her resultant success or failure.
• Use disciplinary knowledge in rhetorical
history and theory to respond to particular
situations and audiences

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Collaborative Work Additionally, the Core Component-level Student appeals.  Please direct questions about any facet
Because one of the most salient features of digital Learning Outcomes are listed below: of  academic  integrity to your faculty, the chair of
technology is its social aspect, teamwork and the department of your academic program, or the
group assignments/projects are required elements Component-level Student Learning Outcomes Dean/Director of the College, School or Center in
of the course. Student teammates are responsible Students who complete this course will be able to: which your program is housed. Specific CAS
for updating each other and the instructor about • Write effectively for specific purposes and Academic Honesty Policies and Procedures may
project development and progress. Additionally, audiences be found at: https://tinyurl.com/y9sqxycn.
student teams are responsible for negotiating all • Analyze and synthesize claims from a variety of
aspects of their work, including planning, drafting,
revising, file managing, scheduling, and leading
sources
• Synthesize, summarize, paraphrase, and quote
Title IX Statement
tutorials and presentations. When a group project/ from a variety of appropriate sources in support of Saint Louis University and its faculty are
assignment is assigned, students complete specific claims committed to supporting our students and seeking
activities that foster successful collaboration. After • Engage in processes of invention and revision that an environment that is free of bias, discrimination
enable evaluation of their own and others’ and harassment. If you have encountered any
the conclusion of group projects, individuals
rhetorical choices in written messages and form of sexual misconduct (e.g. sexual assault,
complete forms to assess the contributions of arguments
group members and the global performance of the sexual harassment, stalking, domestic or dating
• Reflect on the ways in which rhetorically proficient violence), we encourage you to report this to the
team. written communication contributes to ethical public 

University. If you speak with a faculty member
discourse
about an incident of misconduct, that faculty
Writing Intensive member must notify SLU's Title IX coordinator,
This course is part of the Saint Louis University Academic Integrity Anna R. Kratky (DuBourg Hall room
Core, an integrated intellectual experience Academic integrity is honest, truthful & responsible 36;  anna.kratky@slu.edu; 314.977.3886) and
completed by all baccalaureate students, conduct in all academic endeavors. The mission of share the basic fact of your experience with her.
regardless of major, program, college, school or Saint Louis University is "the pursuit of truth for the The Title IX coordinator will then be available to
campus. The Core offers all SLU students the greater glory of God and for the service of assist you in understanding all of your options and
same unified approach to Jesuit education guided h u m a n i t y. " A c c o r d i n g l y, a l l a c t s o f in connecting you with all possible resources on
by SLU’s institutional mission and identity and our falsehood  demean & compromise the corporate and off campus. If you wish to speak with a
nine undergraduate Core Student Learning endeavors of teaching, research, health care, & confidential source, you may contact the
Outcomes (SLOs). community service via which SLU embodies its counselors at the University Counseling Center at
mission. The University strives to prepare students 314.977.TALK. View SLU's sexual misconduct
The Writing Intensive course requirement is one of for lives of personal and professional integrity, and policy: https://tinyurl.com/wnlb72m.
19 Core Components. The University Core SLO(s) therefore regards all breaches
that this component is designed to intentionally
advance are listed below:
of  academic  integrity  as matters of serious Disability Services
c o n c e r n .  T h e g o v e r n i n g U n i v e r s i t y - Students with a documented disability who wish to
University Core Student Learning Outcomes level  Academic  Integrity  Policy was adopted in request academic accommodations are
The Core SLO(s) that this component is intentionally Spring 2015, & can be accessed on the Provost's encouraged to contact Disability Services to
designed to advance are: Office website at:  https://tinyurl.com/wxlnb9m. discuss accommodation requests and eligibility
SLO 3: Assess evidence and draw reasoned Additionally, each SLU College, School, and requirements. Please contact Disability Services,
conclusions Center has adopted its own academic integrity located within the Student Success Center, at
policies, available on their respective websites.  All disability_services@slu.edu or 314.977.3484 to
SLO 4: Communicate effectively in writing, speech,
and visual media
SLU students are expected to know and abide by schedule an appointment. Confidentiality will be
these policies, which detail definitions of violations, observed in all inquiries. Once approved,
processes for reporting violations, sanctions, & information about academic accommodations will

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be shared with course instructors via email from
Disability Services and viewed within Banner via Basic Needs Security
the instructor's course roster. Students in personal or academic distress and/or
who may be specifically experiencing  challenges
Student Success Center such as  securing food or difficulty navigating
campus resources,  and who believe this may
In recognition that people learn in a variety of ways affect their performance in the course,
and that learning is influenced by multiple factors are  encouraged to contact the Dean of Students
(e.g., prior experience, study skills, learning Office (deanofstudents@slu.edu or 314.977.9378)
disability), resources to support student success for support. Furthermore, please notify the
are available on campus. The Student Success instructor if you are comfortable in doing so, as this
Center, a one-stop shop, which assists students will enable them  to assist you with finding the
with academic and career related services, is resources you may need.
located in the Busch Student Center (Suite, 331)
and the School of Nursing (Suite, 114). Students
who think they might benefit from these resources Submission of Work
can find out more about: The Saint Louis University Department of English
• Course-level support (e.g., faculty member, is committed to excellent and innovative
departmental resources, etc.) by asking educational practices. In order to maintain quality
your course instructor. academic offerings and to conform to relevant
• University-level support (e.g., tutoring accreditation requirements, we regularly assess
services, university writing services, our courses and programs for evidence of student
disability services, academic coaching, learning outcomes achievement. For this purpose,
career services, and/or facets of curriculum we keep on file representative examples of student
planning) by visiting the Student Success work from all courses and programs such as:
Center or by going to www.slu.edu/success assignments, papers, exams, multimedia
presentations, portfolios, and results from student
Writing Services surveys, focus groups, and reflective exercises.
Thus, copies of your work for this course—
Students are encouraged to take advantage of
including exams, presentations, submitted papers
University Writing Services (UWS); getting
or other assignments—may be kept on file for
feedback benefits writers at all skill levels. Trained
institutional research, assessment and
writing consultants can help with writing projects,
accreditation purposes. All samples of student “If we remember the etymological sense of aesthetic
multimedia projects, and oral presentations. UWS
work will be anonymized before they are used in as making sense, how does a specific medium render
offers one-on-one consultations that address
assessment exercises. If you prefer that the us sensitive to things as they come to us? Things can
everything from brainstorming and developing come to you, but if you don’t render yourself sensitive
Department of English does not keep your work on
ideas to crafting strong sentences and to them, you just don’t get it.”
file, you need to communicate your decision in
documenting sources. For more information, visit —Bruno Latour, “Sensitizing”
writing to your instructor.
https://tinyurl.com/ss8mt7s or call the Student
Success Center at 314.977.3484.

Course Calendar 2.16 The Mushroom at the End of the World, Anna
Lowenhaupt Tsing, 215-288
4.6 No Class: Easter Break

WEEK THIRTEEN
WEEK ONE
WEEK SIX
4.11 Workshop
1.17 Course Introduction: Medium Thinking 2.21 “A Vast Experiment,” Elizabeth Kolbert
Icebreaker: Senses Issue Survey Due 4.13 Workshop
Issue Survey Presentations
1.19 “Are You Really So Different?” Sabrina Imbler WEEK FOURTEEN
“Post-Media Virality,” Angela Maiello 2.23 Introduction: Hot to Do Things with Sensors” &
“Seeing with Sunbeams,” Tim Ingold 4.18 “The Coronavirus is Rewriting Our Imaginations,”
“How to Construct Tool Kits,” Jennifer Gabrys
“Sensing a Moving Planet,” Jennifer Gabrys Kim Stanley Robinson
Introduce Logbook
Introduce Research Binder “The New World: Envisioning Life After Climate
Introduce Issue Pitch WEEK SEVEN Change,” David Wallace-Wells
Report Workshop
WEEK TWO 2.28 “Non-Representational Research Methodologies,”
Phillip Vannini 4.20 Draft Report Due
1.24 “Sensing Practices,” Jennifer Gabrys and Helen
Pritchard WEEK FIFTEEN
3.2 “The Grammar of Action in the Critical Zone,”
“Sensitizing,” Bruno Latour Bronislaw Szerszynski
4.25 "It's 2071, and We Have Bioengineered Our Own
1.26 “Wind Matters,” Marina Peterson WEEK EIGHT Extinction, “Jeff VanderMeer
“Air,” Bruno Latour Report Workshop
“Air,” Talking Heads 3.7 Logbook Workshop
4.27 “Environmental Rhetoric,” Casey Boyle et al.
“Whiteout,” Rosa Menkman
3.9 Logbook Due Report Workshop
“The Desert,” Meg Bernhard
Archive Trip
WEEK SIXTEEN
WEEK THREE
WEEK NINE
5.2 Report Workshop
1.31 “Trajectories,” Edgar Gómez Cruz
No Class: Spring Break (3.14 & 3.16)
“Drones and Everything After,” Benjamin Wallace- 5.4 Report Due
Wells WEEK TEN Research Binder Due
Macro | Meso | Micro | Meta
3.21 Introduce Report
2.2 “How to Talk About the Body?” Bruno Latour “Carrier Bag Theory of Fiction,” Ursula K. Le Guin “We are contaminated by our encounters; they change
who we are as we make way for others […] Everyone
WEEK FOUR
3.23 “Weak Theory in an Unfinished World,” Kathleen carries a history of contamination; purity is
Stewart not an option. One value of keeping
2.7 Issue Pitches
The Mushroom at the End of the World, Anna precarity in mind is that it make us
WEEK ELEVEN
Lowenhaupt Tsing, 1-52 remember that changing with
3.28 “Bear 71” circumstances is the stuff of
2.9 Introduce Issue Survey Explore Sample Reports and Analogs survival.”
The Mushroom at the End of the World, Anna —Anna Lowenhaupt Tsing, The
Lowenhaupt Tsing, 55-70; 120-144 3.30 “Storytelling Earth and Body,” Pavithra Vasudevan Mushroom at the End of the
et al. World
WEEK FIVE
WEEK TWELVE
2.14 The Mushroom at the End of the World, Anna
Lowenhaupt Tsing, 149-213 4.4 Workshop