Course Introduction Not simply a recent phenomenon wrought by new technologies, posthumanism is a theoretical wedge we can use to open up and explore the black box that is "the human." As Judith Halberstam and Ira Livingston write in Posthuman Bodies, The posthuman does not necessitate the obsolescence of the human; it does not represent an evolution or devolution of the human. Rather it participates in re-distributions of difference and identity (10). Posthumanism is, in fact, nothing new; the questions ex/posed by posthumanism are quite old. Ranging across critical theory, rhetorical studies, and cognitive science, and literature, this course positions posthumanism as a way to rethink "the human" in a variety of contexts: rhetorical, literary, and scientific. At stake for and within posthumanism is the definition and the work of defining the human. It is not so much a rejection of the human (antihumanism) nor is an escape from the human (transhumanism). Posthumanism is a way unpacking and keeping fluid the human. Rosi Braidottis The Posthuman proves uniquely suited to our purposes insomuch as she clearly distinguishes posthuman from other humanisms: traditional humanism, antihumanism, and transhumanism. Her forceful articulation of the posthuman is the perfect launching pad for exploration of posthumanism. Humanisms restricted notion of what counts as the human is one of the keys to understand how we got to a post-human turn at all (Braidotti 16). As Cary Wolfe puts it, posthumanism in my sense isnt posthuman at allin the sense of being after our embodiment has been transcendedbut is only posthumanist, in the sense that it opposes the fantasies of disembodiment and autonomy, inherited from humanism itself (What Is Posthumanism vx). While the post in posthumanism, as Wolfe argues, does not so much signal a temporal after so much as a dogged pursuit after, the posthuman does emerge in our particular moment in which technology allows for a seemingly infinite range of mediations: bodily, environmental, informational (both in terms of artificial intelligence and genetic manipulation). Course Assignments Three key activities constitute the graded portions of this course: participation, presentations, and the iterative writing assignment (IWA). Participation is pretty straightforward: as a seminar, this course is built around lively, informed conversation. Being present and being prepared is vital. In terms of presentations, each student is required to give a short, ten-minute presentation on one of the readings in order to jump start our conversation. The style and formality of presentations can vary, but each presentation must provide both a set of compelling questions that address the particularity of the reading as well as its connection to other readers and a series of particularly insightful quotes from the reading that we can focus on. The iterative writing assignment (IWA) is the third and largest course component. In short, the IWA is an essay written in layers throughout the semester. Each week, students add to the essay and revise that which they have already composed. The IWA grows in length, complexity and nuance as students make their way through course readings and in response to class discussions and presentations. Feedback (both instructor and peer) is likewise iterative and ongoing. See the course calendar for more details.

ENGL 4900/6190 l !1

POSTHUMANISM English 4900/6190 Summer 2015 l MW 1:00-4:20 Dr. Nathaniel A. Rivers nrivers1@slu.edu l www.nathanielrivers.org l Adorjan Hall 232

Course Reading List We3 (Morrison & Quitely) The Posthuman (Braidotti) Ambient Rhetoric (Rickert) Vibrant Matter (Bennett) Dawn (Butler) Natural-Born Cyborgs (Clark) Habeas Viscus (Weheliye) The Diamond Age (Stephenson) Course Grading Scale Final grades are calculated according to the following: A 93-100 points B 83-86 points C 73-76 points D 60-66 points A- 90-92 points B- 80-82 points C- 70-72 points F 59 points & below B+ 87-89 points C+ 77-79 points D+ 67-69 points

ENGL 4900/6190 l !2

Here is the general course rubric: A = Achievement outstanding relative to the level necessary to meet course requirements. B = Achievement significantly above the level necessary to meet course requirements. C = Achievement meeting the basic course requirements in every respect. D = Achievement worthy of credit even though it does not fully meet the basic course requirements every respect. F = Performance failing to meet the basic course requirements. Core Course Policies Technology Expectations

ability to interact with the course website and other websites access to word processing, visual design, podcasting, and web design software a suitable email account checked regularly for course-related business a Flash drive or other means to backup coursework

Routine work with technology is a component of this course. Students need not be technological experts to succeed in this course, but digital technology interaction is integral and computer problems are not valid excuses for incomplete work. Practice the core principle of digital data work: redundant backup. Digital technology will fail; be prepared for that eventuality. Personal Technology Devices Students may use laptops, cell phones, and other digital devices during class, provided that they do not disrupt other students learning. This is not a trick. This course is situated in an increasingly connected multimedia environment. Each student is responsible for his or her own engagement with class meetings, and thus his or her resultant success or failure. Availability of Online Material Because of the nature of the course, some material posted to the course website may be publicly accessible through the Web. (A students grades and personal information will not be shared publicly.) Additionally, any material posted to the course website may be used anonymously for teaching or published research purposes. For these reasons, students are encouraged to select usernames that are different from their real names. Collaborative Work Because one of the most salient features of digital technology is its social aspect, teamwork and group projects are required elements of the course. Student teammates are responsible for updating each other and the instructor about project development and progress. Additionally, student teams are responsible for negotiating all aspects of their work, including planning, drafting, revising, file managing, scheduling, and leading tutorials and presentations. When a group project is assigned, students will complete activities that foster successful collaboration. After the conclusion of group projects, individuals complete forms to assess the contributions of group members and the global performance of the team. Course Goals 4000-Level Rhetoric, Writing and Technology Courses

Design multimodal arguments and persuasive messages for complex situations, including academic, public, and professional

Situate various theories of rhetoric, writing, and pedagogy within their own historical contexts and in relation to ours

Use disciplinary knowledge in rhetorical history, writing theory, and pedagogy, to respond to particular situations and audiences

ENGL 4900/6190 l !3

Attendance As a summer seminar driven by student discussion, attendance and participation in all facets of the course is essential. Given the vital importance of student participation, I expect every student to attend every class. If an absence is unavoidable, students are asked to discuss it with me beforehand so that alternative arrangements can be made. SLU Statement of Academic Integrity The University is a community of learning, whose effectiveness requires an environment of mutual trust and integrity, such as would be expected at a Jesuit, Catholic institution. As members of this community, students, faculty, and staff members share the responsibility to maintain this environment. Academic dishonesty violates it. Although not all forms of academic dishonesty can be listed here, it can be said in general that soliciting, receiving, or providing any unauthorized assistance in the completion of any work submitted toward academic credit is dishonest. It not only violates the mutual trust necessary between faculty and students but also undermines the validity of the Universitys evaluation of students and takes unfair advantage of fellow students. Further, it is the responsibility of any student who observes such dishonest conduct to call it to the attention of a faculty member or administrator. Student Conduct This courses code of student conduct is informed by Saint Louis Universitys own code of student conduct, best encapsulated by the following statement:

All members of the University community are expected to contribute to the development and sustainability of community through word and action. Our community is characterized by respect for the dignity of others, honesty, and the pursuit of truth.

Insults, slurs, or attacks of any kind are not allowed in this class (this includes f2f meetings and on the course site). Any student who engages in this type of behavior in the classroom will be permanently removed from the class. This code of conduct is equally important to maintain during group meetings outside of class. In order to have an effective teaching and learning environment we must practice both respect and tolerance, without question. The remainder of the universitys code of student conduct can be found at http://www.slu.edu/x24293.xml. English as Second Language Help is available at the ESL Resource Center, where tutors are specialized to work with second-language concerns. They work with any international student, undergraduate or graduate, who wishes to seek assistance. In one-on-one consultations and workshops, our ESL writing coaches provide feedback and offer strategies to improve your writing at every stage, from brainstorming for ideas to polishing final drafts. We also offer workshops and individual assistance in other language-related areas, including TOEFL test-taking strategies, multi-media projects, grammar, research, and conversation skills. For more information, to make or cancel an appointment contact Christian Rayner at 314-977-3052 or visit http://www.slu.edu/x49411.xml. Students with Special Needs In recognition that people learn in a variety of ways and that learning is influenced by multiple factors (e.g., prior experience, study skills, learning disability), resources to support student success are available on campus. Students who think they might benefit from these resources can find out more about: 1) course-level support (e.g., faculty member, departmental resources, etc.) by asking the course instructor, and 2) university-level support (e.g., tutoring/writing services, Disability Services) by visiting the Student Success Center (BSC 331) or by going to www.slu.edu/success. Students who believe that, due to a disability, they could benefit from academic accommodations are encouraged to contact Disability Services at 314-977-8885 or visit the Student Success Center. Confidentiality will be observed in all inquiries. Course instructors support student accommodation requests when an approved letter from Disability Services has been received and when students discuss these accommodations with the instructor after receipt of the approved letter.

ENGL 4900/6190 l !4