English 102-18, English Composition II: Speaking and Writing About the Internet, Culture, and Technology (Spring 2010)
MWF 12-12:50, MHRA 2207
Instructor: Alan Benson
Phone: 334-5867 (this is a shared line; I am only reachable during office hours)
Email and IM:
Office: MHRA 3307
Office Hours: 11 a.m.-noon Monday and Wednesday and by appointment
About ENG 102
English 102 is designed to address three of the proficiencies listed under Student Learning Goals in the UNCG General Education Program. These proficiencies are:
- Ability to write and speak clearly, coherently, and effectively as well as to adapt modes of communication to one’s audience;
- Ability to interpret academic writing and discourse in a variety of disciplines
- Ability to locate, analyze, synthesize, and evaluate information
(2007-2008 UNCG Undergraduate Bulletin 53)
English 102 also carries a speaking-intensive (SI) designation. The SI requirement states that “students receive instruction in an appropriate mode of oral communication (interpersonal or small group communication, or presentational speaking), and enhanced opportunities to practice improvement of oral communication skills” (2007-2008 UNCG Undergraduate Bulletin 54)
Course Description
This speaking-intensive composition course focuses on issues raised by the development of networked technology, the rise in computing power, the possibility of global interconnectivity, and the relationship between older generations and the generation to which most (if not all) of you belong: the group known variously as Generation Y, the Millennial Generation, the Echo Boomers, and the Trophy Generation. In this class, we will explore the new writing contexts created by, and in, the online world; investigate the rhetoric of “Digital Nativeness;” examine the cultural assumptions underlying our use of technology; and learn how to use the tools of the academy (textual analysis, research on human subjects, source investigation, etc.) to write back to earlier authors and assert our own ideas in an academic environment.
Learning Goals
- To advance and extend students’ knowledge of oral argumentative discourse, and apply this knowledge as a mode of learning how to write, do research, and engage in inquiry;
- To advance and extend students’ appreciation for writing and speaking as public and community-based processes through the activities of drafting, peer review, and revision, as well as individual and small group oratory exercises.
- To introduce students to the principles of invention, arrangement, style, memory, and delivery in oral presentations.
- To help students to develop the habit of synthesizing, versus reporting on or simply summarizing, source information in both oral and written communication.
Required Materials
- Born Digital: Understanding the First Generation of Digital Natives – John Palfrey and Urs Gasser (Basic Books, 2008, ISBN: 0465005152)
- The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30) – Mark Bauerlein (Tarcher, 2008, ISBN: 1585426393)
- Technê Rhêtorikê: Techniques of Discourse for Writers and Speakers –Laurie Lyda, Will Dodson, and Alan Benson, eds. (Fountainhead Press, ISBN: 978-1-59871-254-4)
In addition to these texts, I will provide supplementary handouts from various sources on our subject matter, along with readings about academic speaking and presenting. I will provide a few in hard copy form; most you will need to download and print.
Recommended Materials
- Oral Presentations in the Composition Course – Matthew Duncan and Gustav W. Friedrich (Bedford/St. Martin’s, 2006, ISBN: 0312417845)
- A Writer’s Reference – Diana Hacker (Bedford/St. Martin’s, 6th edition, ISBN: 0312450257)
- Flash drive for backup
Grading
I will base your grade on your performance in the following assignments:
- Research Project25%
- Research Presentation10%
- Blackboard Posts 10%
- Leading Discussion10%
- Reflective Writing 10%
- Literature Review and Issue Debate25%
- Discussion Participation and Extemporaneous Speaking10%
Research Project
At the beginning of the semester, you will be placed in a 3- to 4-person group. Each group will choose a topic on which to conduct semester-long research projects in which you investigate an aspect of Internet culture or technology. Using your assigned text as a guide, you will research and write a 2500- to 3000-word research paper. This paper must have a strong thesis/argument, show signs of extensive research, use evidence well, and be formatted properly. The paper will be due on the last day of class.
Research Presentation
You will collaborate with your group members on a 15- to 20-minute presentation containing multimedia (video, audio, and/or interactive) content. The presentations will take place during the last weeks of class. You will be graded as a group, but you will also have the opportunity to grade both your own work and your group members’ contributions.
Blackboard Posts
By midnight the day before each class (in other words, every Sunday, Tuesday, and Thursday), you will post on Blackboard a detailed discussion question, including relevant contextual information for the class, about the readings for the next class. Your questions should interrogate the authors’ claims, draw connections to other readings, and suggest other possible interpretations. In other words, your questions should be more like short responses than simple interrogatives. You will use these responses as a guide for our in-class discussions.
Leading Discussion
Each class, two or three of you will be responsible for leading discussion on your questions or other students’ questions. You should, therefore, have at least some idea of what you think the answer(s) might be. You must be prepared to introduce the questions, clarify what led you to ask the questions, and to identify the material on which you think we should focus. (I strongly recommend, then, that you print out at least your own question, and a copy of other people’s responses would be beneficial as well.) Consider your posts as research ideas to help you work on your research project and your reflective writing (see below). You will sign up for discussion days during class.
Reflective Writing
You will write five 600-word essays in which you will reflect on readings, your writing process, or other specified topics. I will announce topics for these reflective essays a week in advance of their due date.
Literature Review and Issue Debate
Each group will research an issue raised in the texts we read in class. You will find academic discourse on the topic (in other words, you’ll use the library to find articles in journals, not magazines, Web sites/blogs, or newspapers), briefly contextualize the issue in light of this research, and explain how the text we read as a group fits into the larger discussion about the topicdiscxt. 111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111. You will offer, at the conclusion of your presentation, an issue for the class to debate. In addition, each individual group member will submit a 700- to 800-word critical analysis of one of the scholarly articles.
Discussion Participation and Extemporaneous Speaking
You will be expected to participate in class discussions and debates. You will pay close attention to contextual information provided by each day’s Discussion Leaders and Literature Reviewers, taking notes and preparing extemporaneous responses. I will call on 2-3 students each period to speak for no less than two uninterrupted minutes about a topic for the day, reading or film, depending on what your assignment is for that day.
Attendance
Attendance is vital for success in college classes. Attendance is particularly important to this class, since a) it is a speaking-intensive class (you can’t participate if you miss class); b) a large portion of your grade is connected to a group project (missing class can damage other people’s grades); and c) our exploration of these texts will involve discussions spanning several class meetings (you can’t discuss topics intelligently if you don’t know what’s already been said).
You are allowed three absences without penalty. Each subsequent absence drops your final grade by one letter. On your sixth absence you fail the class. Since each class is a mere 50 minutes long, punctuality also counts; if you are more than 10 minutes late, you will be marked absent.
I do not differentiate between excused and unexcused absences.
Preparation
Come to class ready to discuss the day’s readings, your writing, or other topics. Also be prepared to work. Bring your notebook, books, and any supplemental readings to every class unless advised otherwise. Failure to prepare counts against you; if you do not keep up with assignments your grade will suffer. Likewise, failure to participate counts against you; you will not be able to passively sit through class and still receive a decent final grade.
Written Work
All written work must follow MLA, APA, or CMS (Chicago) citation and formatting styles. In general, everything you turn in to me will be typed, double-spaced, in 12-point Times New Roman font, with one-inch margins, using either Microsoft Word or OpenOffice formats (.doc, .docx, or .odt). If I ask you to submit hard copy, it must be stapled in the proper order. Do not come to class with loose pages and ask me if I have a stapler. I do not have a stapler. Find a stapler before class. Whatever you do, do not dog-ear your pages in a vain attempt to get them to stay together. That makes me ill.
Revision
Revision is a vital element of the composition process. No piece of writing is ever complete; it can always be improved. At this point, you should be comfortable revising your work before submitting it to the instructor. However, to help you improve your revision strategies, you will be able to revise and resubmit two longer pieces of writing (reflections or your critical analysis) for the chance at a higher grade. All revisions will be due one week after I return the paper to you.
Late Work
Does not exist in this class. Seriously, I don’t accept it. Blackboard time-stamps all submissions, so if it is one second late, it will not be accepted. If you are having network problems, find a public terminal or use a friend’s computer to submit it. If the assignment requires a hard copy, make arrangements to have a classmate or friend deliver a paper copy to me before class begins.
It is your responsibility to ensure that your paper is saved in a state that I can open. Garbled files are your problem, not mine. (Yes, I know about Corrupted-Files.com. Just don’t.)
Approach to the Readings
ENG 102, like ENG 101, is a course on rhetoric. While our texts focus on your generation, you should not approach the readings in the same way that you might a sociology text. When reading for this class, you need to pay attention not just to the claims the authors make, but also to the ways in which they make these claims. How are their arguments structured? How do they present evidence? How do they construct their personae and their audience through their writing? The topic of these texts is important, but it is just as important for you to gain familiarity with the argumentation style favored by U.S. colleges, media, and other elite institutions.
Technology
While reading and writing are often considered to be isolated endeavors, discussion is key to understanding texts and sparking new ideas for writing. This classroom is an isolating technology-free zone: no cell phones, no Blackberries, no iPods, no iPhones.
Use a notebook (not a notebook computer) for your notes. You may bring a laptop to class, but it should remain in your bag unless you need to use it for a presentation. When class starts, the laptops close—no exceptions. It may seem a bit absurd to ban computers from a class devoted to discussing online discourse; my excuse is that the clickety-clack of 20+ people typing is disruptive and distracting.
Conferences
I have scheduled a week during which we will meet one-on-one in lieu of regular class meetings. During these conferences, we will discuss your progress and any questions you may have for me. Additional conferences can be scheduled at the discretion of individuals or groups.
General Rules and Guidelines
I really shouldn’t have to tell you these rules, but here goes:
- Respect. Part of your college education is learning to deal with people who have different backgrounds, views, morals, politics, interests, and fan club memberships than your own. Disagreements are unavoidable, but discussion will be polite. I do not tolerate any language that is sexist, racist, or homophobic. Everyone is entitled to her or his own view, but we will not discuss issues using discriminatory language. I will treat you as adults who have put some thought into your stances—even if I do not agree with them. I ask that you extend the same courtesy to your fellow students and to me.
- Disrupting Class. Speak in turn. Stow all cell phones. No texting during class. Keep snacks within reason (nothing really smelly, large, or preparation-intensive; leave the omelets and pizzas at home please).
- Tech Support. If you’re having problems with your computer, please contact 6-TECH (6-tech.uncg.edu or 256-8324) for support. “My computer crashed” or “my printer is out of ink” no excuse; the university provides server space and printers all over campus.
Plagiarism/Academic Dishonesty
Don’t do it. All verified cases of academic dishonesty (including cheating and plagiarism, the use of another’s text or ideas without proper credit and citation) will be reported to the proper university officials. The results will not be fun and may include expulsion. See the university’s “Academic Integrity Policy” online at academicintegrity.uncg.edu.
Resources
- The Writing Center: UNCG has an excellent Writing Center that can help you brainstorm paper ideas, work on grammatical issues, and polish your writing. Please visit the Writing Center as often as you like. Take both your work in progress and all documentation relating to the assignment (prompts, comments of prior drafts, research notes) and plan to stay up to an hour. www.uncg.edu/eng/writingcenter/
- The Speaking Center: The Speaking Center can help you practice your delivery, build confidence in your speaking skills, improve your speechmaking, and design effective final project presentations. You must make an appointment (two days in advance) to work with a Speaking Center consultant. speakingcenter.uncg.edu
Disability Access
Students in university classrooms who have various disabilities (whether visible or invisible) are, of course, welcome, and their rights protected under the Americans with Disabilities Act. However, it is imperative that students with disabilities register with the Office of Disability Services (ods.dept.uncg.edu or 334-5440) and inform the instructor of any special needs as early as possible so that the necessary arrangements or adjustments can be made.
Tentative Class Calendar
This schedule is subject to change. You are responsible for
keeping up with those changes and adjusting accordingly.
I will assign homework and specific readings for each class period, so obviously your attendance is important if you want to know what it is we’re doing. Please note that this list only includes the major texts. You will also read supplemental texts that will be made available on Blackboard.
Key:TR = Technê Rhêtorikê
BD = Born Digital
DG = The Dumbest Generation
BB = blackboard reading (print and bring to class). t only includes the oue text fits into the larger discussion about the topic11111111111111111111111111111111111111111111
Week One (20-22 Jan): Introductions, syllabus, policies, groundwork for class
Week Two (25-29 Jan): Research and rhetoric
Day / Topic / To be completed by classtimeM25 / My research
Introduction to rhetoric and rhetorical history / TR: “Rhetorical Foundations”
W27 / Rhetorical history / TR: “Rhetorical Approaches”
F29 / Rhetorical history and applications / Examples of appeals (bring copies)
Week Three (1-5 Feb): Establishing your argument
Day / Topic / To be completed by classtimeM1 / The field of study: “Digital Natives” and the definition of a generation
Establishing a thesis
Framing an argument / BD: “Introduction”
W3 / DG: “Introduction” and “Knowledge Deficits”
F5 / BB: “Here Come the Millennials” and “A Portrait of Students Today” (videos)
Reflection 1 due
Week Four (8-12 Feb): Identity/identities
Day / Topic / To be completed by classtimeM8 / Defining an identity
Sur/sousveillance
Use of evidence/sources / BD: “Identities”
W10 / BD: “Dossiers”
F12 / BB: Excerpts from Delete
Week Five (15-19 Feb): Identity/identities
Day / Topic / To be completed by classtimeM15 / Sur/sousveillance
Negotiating possible identities
(In)visibility of identity categories
Performativity
Use of evidence/sources / BD: “Privacy”
W17 / BB: “The Work of Race in the Age of Mechanical Reproduction”
F19 / BB: “The Work of Race in the Age of Mechanical Reproduction”
Reflection 2 due
Week Six (22-26 Feb): Anonymity
Day / Topic / To be completed by classtimeM22 / Anonymous interactions
(Cyber)bullying
The rhetoric of danger / BD: “Safety”
W24 / BD: “Aggressors”
BB: Excerpt from Excitable Speech
F26 / BB: articles and videos on “Anonymous”
Week Seven (1-5 Mar): Individual Conferences
Day / Topic / To be completed by your conferenceM1 / Meet one-on-one with me in my office. / TR: Rhetorical Applications
Bring questions for me
W3
F5
Week Eight (8-12 Mar): No class (Spring Break)
Week Nine (15-17 Mar): Creation and recreation
Day / Topic / To be completed by classtimeM15 / Recap
Digital creation
Control of information
Library research / BD: “Creators”
W17 / Reflection 3 due
Week Ten (22-26 Mar): Remixing and rethinking
Day / Topic / To be completed by classtimeM22 / Report from CCCC: Remixing
Use of sources
Plagiarism / BD: “Creators”
W24 / BD: “Pirates”
F26 / BB: readings to be announced
TR: readings to be announced
Week Eleven (29-31 Mar): Issue debates
Day / Topic / To be completed by classtimeM29 / Issue debates / TR: readings to be announced
Readings and writing assigned by individual groups
Reflection 4 due
W31
Week Twelve (5-9 Apr): Reality and hyperreality
Day / Topic / To be completed by classtimeM5 / What is the real?
The idea of hyperreality
Performativity
Remixing and Photoshopping
How do we know what we know? / BB: excerpt from Simulacra and Simulation
W7 / BB: excerpts from Simulacra and Simulation and Image-Music-Text
BB: excerpt from Image-Music-Text
F9
Week Thirteen (12-16 Apr): Online education
Day / Topic / To be completed by classtimeM12 / Online education
Computers in the classroom
Why this class? Why this topic? / BD: “Learners”
W14 / DG: “Online Learning and Non-Learning”
F16 / DG: “The Betrayals of the Mentors”
TR: readings to be announced
Reflection 5 due
Week Fourteen (19-23 Apr): Getting your brain around it all