Post Summary to Canvas Assignment link by Wednesday Midnight.
September 2, Thursday:
• Discussion of some student responses.
• Class discussion on ““Is Google making Us Stupid?”
• Discussion Questions:
1. How would you answer the title question – is Google (or the internet generally) making us stupid? How is the author defining stupidity and intelligence? Do you agree with Carr’s definition or would you define it differently?
2. Can you connect this to your attachments to technology, and if so, how? What does the internet make you better at? Is there anything you feel it makes you do worse?
3. Why does Carr begin and end his essay with the science-fiction film, 2001: A Space Odyssey? How does this film become a kind of metaphor for the ideas in his essay?
4. What does Carr mean when he writes, “as we use what the sociologist Daniel Bell has called our “intellectual technologies”…we inevitably begin to take on the qualities of those technologies” (637)? How have our ways of thinking, and indeed, even our metaphors, changed as a result of these technologies? Consider also how previous technologies have changed our thinking, according to the essay.
5. What is it that Carr is really worried about? Is he “just a worrywart”?
6. What is Carr’s thesis?
7. Who is Carr talking about (and who is his audience)?
8. Do you agree with Carr’s argument? Why?
9. In what points do you disagree with Carr? Why?
Homework:
1. Write a letter to the author, Nicholas Carr, responding to his position on technological advancements. Post your letter to Canvas Assignment link by Friday Midnight, September 3.
2. Read and write a precise summary (500 Words due to community feed by midnight Sunday, September 5) of Clive Thompson’s “Smarter than You Think: How Technology is Changing Our Minds for the Better” (PDF in Canvas)
Week 2
September 7, Tuesday: Group discussion on the article: “Smarter than You Think: How Technology is Changing Our Minds for the Better”. Each group will take up an issue from the reading and present in the class.
In-class writing: Compare and Contrast Nicholas Carr’s “Is Google Making Us Stupid,” Clive Thompson’s “Smarter than You Think: How Technology is Changing Our Minds for the Better,” and Two Ted Talks: Do all of three make the same argument? Where do they agree and disagree? Is there any difference in the point of view or tone or argument/s? If they agree, why do you think they do, and if not, why not?
Next, we will generate a list of potential research topics in the class.
Some potential Essay Topics:
Education and Digital Media
Google and Attention Span
Upsides and downsides of Unlimited data storage
Increasing military technology and world peace
Nanobot drones and future of warfare
Fashion and Digital Media
Copyright and Digital Media
Race, Gender, and Digital Media
Digital Media and Advocacy
Privacy and Surveillance
Finally, we will return to the assignment sheet and review the expectations for the essay.
Homework:
Write a letter to a friend this time describing your response to Nicholas Carr’s “Is Google Making Us Stupid?” Post your letter to Canvas by Wednesday Midnight, September 8.
Group Discussion on Kevin Kelly’s “Better than Human: Why Robots will—and Must—Take our Jobs”
Discussion Questions on the Reading:
1. Kevin Kelly argues that machines will eventually take over many of the jobs that we now perform. This scenario may seem dire, yet he doesn’t appear at all worried. To the contrary, in fact. Why not? Find statements in the article that explain his attitude.
2. Though he acknowledges that some of his ideas are “hard to believe,” Kelly does not begin by saying explicitly what other ideas or assumptions he’s responding to. How does he begin, and how does that beginning set the stage for his argument?
3. Nicholas Carr is less optimistic than Kelly about the future impact of technology. Who do you find more persuasive, and why?
4. How do you respond to human relationship with robots, summed up into four categories in a chart in the article? Do you agree or disagree to his categories and why?
5. How do you respond to Kelly’s “Seven Stages of Robot Replacement”? Can you think of any real life examples where some jobs went through those stages? Explain.
Homework: Further research the topics/ideas we discussed in the class. Also, explore other possible topics on emerging technologies and media. You should be able to decide and pick a topic by next week.
Week 3
September 14, Tuesday:
Workshop on finding, contextualizing and evaluating sources for Progression 1 essay: We will take a tour through the library databases to see which ones might best serve our unit inquiry.
Homework:
Start drafting the essay—at least three paragraphs—for the beginning, middle or end of the essay. While doing that keep in mind that your writing goal in this progression involves deeply engaging with the arguments of the shared texts, and developing a position(s) of your own.
September 16, Thursday:
1 min idea sharing on your essay topics
Analyzing the beginning and conclusion of two sample essays (download from Canvas)
Homework:
Read chapter 26, “Quoting, Paraphrasing, Summarizing” (pp. 541-554) from Everyone’s An Author.
Now by using three shared texts and at least one secondary source, compose the first draft for Progression 1 essay. Make sure you keep in mind techniques of “quoting, paraphrasing, summarizing” as you compose the essay.
Week 4
September 21, Tuesday:
Synthesis Heuristic/ Thesis Building Heuristic—(Handouts)
Homework: Based on feedback you received on your thesis, prepare your draft for Peer Review on Thursday
September 23, Thursday
Peer Review
Homework: Further build your paper based on peer feedback. Final Draft is due on Tuesday, September 28.
Write a quick response to the movie, and discuss some responses.
Homework:
1. Read and write a precise summary (In 500 Words) of Chapter 14: “Writing Analytically/ “Let’s Take a Closer Look”” (pp. 229-251) from Everyone’s An Author).Post Summary to Canvas Assignment link by midnight Wednesday, September 29.
2. Get online and locate a media artifact for critical and rhetorical analysis. Read the assignment description carefully and look for the appropriate media artifact (music video, movie/animation clip, video advertisement etc.).
September 30, Thursday:
In the Class:
1. Generating key critical/rhetorical concepts together from
“Let’s Take a Closer Look”” (pp. 229-251) from Everyone’s An Author.
3. Initial analysis of your media artifact–Critically examining your media artifact: What do you see in your artifact? What signs, symbols? What values or ideologies are being communicated? Whose values or ideologies are those? Who is communicating those values or ideologies? Who is benefitting and who is losing? Does your artifact echo any aspect/s of Miss Representation? How?
Homework:
1. Write a one and half page description of your media artifact. Try to be specific, accurate, and attempt to re-create the artifact as closely as possible in and through words. Post the Description to Canvas Assignment link by midnight, Saturday October 2
2. Read and summarize in 300-500 words, “Visual Analysis” (pp. 256-261) from Everyone’s An Author. Post summary to Canvas Assignment link by Sunday, October 3.
3. Bring your your media artifact to the class.
Week 6
October 5, Tuesday:
1.Discussion of Rhetorical terms. Rhetorical angle at the artifact.
Homework:
1. Read and summarize (in 300- 500 words) chapter 18: “Analyzing and Constructing Arguments” (pp. 411-437) from Everyone’s An Author. (Summary due to Canvas Assignment link by Tuesday Midnight, Oct. 5).
2. Read and summarize in 300-500 words Sika A. Dagbovie-Mullins’ “Pigtails, Ponytails, and Getting Tail: The Infantilization and Hyper-Sexualization of African American Females in Popular Culture” (PDF in Canvas).Post Summary to Canvas Assignment link by Wednesday, Oct. 6).
October 7, Thursday:
We will discuss the key concepts related to analyzing arguments.
We will also analyze Dagbovie-Mullins’ “Pigtails, Ponytails, and Getting Tail: The Infantilization and Hyper-Sexualization of African American Females in Popular Culture” article.
Then, we will review some sample Rhetorical Analysis essays (PDFs in Canvas)
Homework: Read and summarize in 300-500 words Asa Berger’s “Semiotic Analysis” (PDF in Canvas).Post Summary to Canvas Assignment link by Monday, Oct. 11).
Week 7
October 12, Tuesday:
We will examine advertiser’s key promotion strategies. Also discuss rhetorical and sexual appeals routinely used by advertisers and popular media.
You will work on pairs. You will also look at each other’s media artifact and share your critical observations
Homework:
1. Read and summarize (in 300-500 words) Asa Berger’s Chapter” Discourse Analysis” (PDF in Canvas). Post the summary to Canvas Assignment link by Wednesday, Oct. 13).
October 14, Thursday:
In Class: 1. Group discussion on central ideas in Asa Berger’s Chapter” Discourse Analysis”
Homework: Keep working on your analysis. Bring the full draft for peer review on Tuesday.
Week 8
October 19, Tuesday:
No Zoom Class for Main Section. Meet at SI section at 11AM.
Peer Review
Homework:
1. Revise your draft based on peer review feedback. Submit a revised draft (rough draft) for my feedback in the Assignments section.
2. Read and post 300-500 words summary of Paul Krugman’s “Confronting Inequality” (click on the link). Post in Canvas Assignment link due by Tuesday, Oct. 20.
October 21, Thursday:
Come to regular zoom class
Unit 3 begins–
Screening of a video clips related to American Dream:
Review the assignment sheet for argument essay. Discuss Paul Krugman’s “Confronting Inequality.”
Homework: Read and summarize in 300-500 words Tim Roemer’s “America Remains the World’s Beacon of Success”; Shayan Zadeh’s “Bring on More Immigrant Entrepreneurs” (PDF in Canvas) ; and Gary S. Becker and Kevin M. Murphy’s “The Upside of Income Inequality”. Look for instances of claims being made and supported—analytical claims, argumentative claims, explanatory claims. Summary due to Canvas Assignment link by Sunday, Oct. 24).
Week 9
October 26, Tuesday:
No Zoom Class, but use class time to explore your potential essay topic or research question/s. Remember your essay topic or research question/s should or could be on any issues, questions, debates or controversies associated with the idea of American Dream. Try to look for something you are interested in and want to research further. Be ready to share your tentative topic/research questions to the class on Thursday.
Homework:
1. Read and summarize in 300-500 words Brandon King’s “The American Dream: Dead, Alive, or on Hold” (click on the link). Post the summary to Canvas Assignment link by Wednesday, Oct. 27.
October 28, Thursday:
Small Group Conference with Santosh. Come together as a group to see me on your assigned slot.
Homework: 1. Revise your Rhetorical Analysis Essay based on my feedback and turn in the polished draft through Canvas Assignment link by midnight, Saturday, Oct. 31 .
2. Read chapter 17: “Making a Proposal” (pp. 371-390) from Everyone’s An Author, and start thinking about your own research proposal for your argument essay project.
Week 10
November 2, Tuesday:
1. We will unpack Brandon King’s article and other articles you read and summarized.
2. Your research: What did you find as the associated issues of “American Dream”?
3. We will read and discuss two sample argument essays from past semesters.
4. We will discuss the components of research proposal (I will have handouts for you).
Homework:
1. Please write a 250-word research essay proposal. (Proposal due to Canvas Assignment link by midnight Wednesday, Nov. 3).
2. Read and Summarize in 300-500 words Chapter 12: “Arguing a Position: This is Where I Stand” (pp. 143-161) from Everyone’s An Author. Post Summary to Canvas Assignment link by midnight Wednesday Nov. 3.
November 4, Thursday:
1. We will share our research proposals in the class: claim/ thesis, sources, research methods etc.
2. We will look at various elements of argument.
3. We will also do narrowing the focus exercise.
4. Evaluation criteria distributed and explained
Homework: Start drafting the Introduction of the essay
Week 11
November 9, Tuesday:
No Class–Data Collection: Conduct Interviews, Visit your Sites or Conduct Surveys to gather first-hand data sources for your essay.
Homework: Based on data collected and sources found, draft first 4 pages of your essay.
November 11, Thursday
No Class- Veterans’ Day
Week 12
November 16, Tuesday
• Thesis Building Heuristic
• Small Group Peer Feedback on thesis and structure.
Homework: Complete a first draft of your argument essay and get ready for peer review on Wednesday.
November 18, Thursday
Peer Review
Homework:Revise your draft based on the peer review and submit an updated draft for my feedback through Canvas Assignment link.
Week 13
November 23, Thursday
Start working on the portfolio. Read the portfolio requirements below and begin the revision process for Essay 1 and Essay 2.
Portfolio Requirements:
Your final portfolio should contain electronic copies of your three polished essays (Review Essay final draft, Rhetorical Analysis Essay final draft, and Argument Essay final draft) and a 2 double-spaced reflection on the entire semester–what you learned and how, what readings stood out, and what assignments and writing and research activities benefitted you the most.
Homework: Write course reflection for the portfolio.
November 25, Thursday
No Class–Thanksgiving
Week 14
November 30, Tuesday
Small Group Conference with me. Come together as a group to see me in your assigned slot.
Homework: Revise your draft based on my feedback.
December 2, Thursday
Portfolio Workshop.
Homework: Read Chapter 37, “Assembling a Portfolio” from Everyone’s An Author (pp. 809-817), and use ideas to organize your portfolio.
Week 15
December 7, Tuesday
Put together portfolio. Write Course reflection. Finalize your Argument Essay
December 9, Thursday
Course Evals. Final Q&A
Your Portfolio is due in Canvas on Monday, December 13. Your Argument Essay is also due to Canvas on December 13.
Your final portfolio should contain electronic copies of your three polished essays (Review Essay final draft, Rhetorical Analysis Essay final draft, and Argument Essay final draft) and a 2 double-spaced reflection on the entire semester–what you learned and how, what readings stood out, and what assignments and writing and research activities benefitted you the most. Upload those pieces through Canvas link.
