{"id":636,"date":"2011-12-09T11:10:13","date_gmt":"2011-12-09T15:10:13","guid":{"rendered":"http:\/\/blogs.shu.edu\/english\/?page_id=636"},"modified":"2017-06-16T12:51:28","modified_gmt":"2017-06-16T16:51:28","slug":"636-2","status":"publish","type":"page","link":"http:\/\/blogs.shu.edu\/english\/636-2\/","title":{"rendered":"Semester-Long Sequence"},"content":{"rendered":"\n\n\n\n\n\n\n\n
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Making Judgments about Technology<\/strong><\/p>\n<\/td>\n

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Unit I:\u00a0 Introduction to Course<\/h3>\n

Unit II, Exploratory Essay:\u00a0 Initiating an Inquiry into Technology<\/h3>\n

Generic Goal: <\/strong>\u00a0Students will consider an issue based on their reading,
\nas well as their own experiences. The purpose of this assignment is to encourage
\nstudents to think about an issue, to integrate their own experiences with their
\nreading, and to develop an idea about that issue. To do this they must evidence
\nthe ability to think critically about texts, to link ideas found in outside
\nsources together and with their own ideas, and to incorporate material from one
\nof the unit essays to support and\/or connect with their ideas .<\/p>\n

Primary task:<\/strong> To identify a technology that presents an intriguing
\nquestion, one that students can investigate in a variety of ways for the entire
\nsemester. The essay will serve to pose their question, through personal
\nobservations and stories and through consideration of one of the essays.
\nTwo of the following Presence of Others <\/em>essays on science and technology:
\nRifkin, Oppenheimer, J. Q. Wilson, Samuelson.<\/p>\n

Requirements:<\/strong><\/p>\n

Read at least two essays in the unit<\/p>\n

Paper: 2-3 pages, with 12 pt. font (at least 500 words)<\/p>\n

Mode of arrangement:\u00a0 Process analysis.<\/p>\n

Stylistic concept:\u00a0 Purpose and audience.<\/p>\n

Research concepts:\u00a0 Incorporation of quotations; in-text citations and
\nWorks Cited (MLA format).<\/p>\n

Grammar concepts:\u00a0 To be determined after seeing first draft.<\/p>\n

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<\/td>\n\n
The purpose of this sequence is to provide the
\nstructure for a semester-long inquiry into technology.\u00a0 Every essay
\nbuilds–or has the potential to build–to the final essay.\u00a0 Students
\ndo <\/em>have the capacity to consider a question over an extended period of
\ntime, and the quality of their writing–and of their engagement with the
\ncourse–can improve significantly as a result.<\/span><\/span><\/h5>\n
The purpose of the first essay is primarily to
\nprompt the students to connect their own experience and observations to a
\nquestion related to technology, initiating a process of investment in the
\nsubject.\u00a0 A shortened version of this essay may serve as the
\nintroduction to the research essay.<\/span><\/span><\/h5>\n

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<\/td>\n\n

Unit III, Analytical Essay I:\u00a0 The Role of the Media in Relating to
\nTechnology<\/h3>\n

Generic goal:<\/strong>\u00a0 Students will examine a visual text, interpret its
\nmeaning, and develop an argument in which their ideas about the image are
\ndeveloped by serious examination of ideas about images in one or more of the
\nessays they have read. The purpose of this assignment is to further develop
\nstudents’ analytical skills by considering different types of texts in
\nconjunction.<\/p>\n

Primary task:<\/strong> To analyze an image (or set of related images) connected
\nto the technology they\u2019ve chosen, using one of the essays in the images
\nsection of The Presence of Others <\/em>as models.
\nPresence of Others <\/em>essays on images:\u00a0 Plato, Updike, Churchill,
\nGates.<\/p>\n

Requirements for Analytical Essay I:<\/strong><\/p>\n

Paper: 2-3 pages (500-750 words)<\/p>\n

Mode of arrangement:\u00a0 Division and classification<\/p>\n

Stylistic concept:\u00a0\u00a0 Figurative language<\/p>\n

Research concept:\u00a0 Note taking; further practice in all previous techniques<\/p>\n

Grammar concepts:\u00a0 To be determined after reading first drafts<\/p>\n

 <\/td>\n

<\/td>\nStudents enjoy talking and writing about images.
\nHere they get a chance to think about the image that their technology has in
\nthe U.S.<\/span><\/p>\n
<\/h5>\n<\/td>\n
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<\/td>\n\n

Unit IV, Analytical Essay II:\u00a0 Critiquing an Argument on Morality<\/h3>\n

Generic goal: <\/strong>Students will closely analyze a text, consider the relationship between
\nwhat is said (the argument being made\/ the thesis) and how it is said
\n(rhetorical strategy, tone and stance, audience, language), evaluate the value
\nof the ideas, and develop an argument about the relationship of content to form
\nbased on this judgment. The purpose of this assignment is for students to
\nfurther develop their reading and analytical skills and to construct an argument
\nbased on their observations.<\/p>\n

Primary task:<\/strong> To critique one of the essays on morality using a
\nframework they
\nestablish either by using the perspective of another essay or by using a
\nperspective they develop on their own. (Students must examine Carter, Gilligan, etc, for
\nframework they establish; e.g., Carter does it through anecdote and
\nbeing hypothetical; Gilligan through analysis of interviews; Shalit through comparison
\nof two eras.)
\nPresence of Others <\/em>essays on morality:\u00a0 Carter, Gilligan, Shalit, E.
\nO. Wilson, Shoumatoff..<\/p>\n

Requirements for Analytical Essay II:<\/strong><\/p>\n

Paper: 2-3 pages (500-750 words)<\/p>\n

Mode of arrangement:\u00a0 Comparison\/contrast<\/p>\n

Stylistic concept:\u00a0 Bias in language<\/p>\n

Research concept: Paraphrasing and summarizing; further practice in all previous
\ntechniques<\/p>\n

Grammar concepts:\u00a0 To be determined after reading first draft<\/p>\n

 <\/td>\n

<\/td>\nThe Shoumatoff essay offering a Native American on
\n“American” values, the Gilligan essay on gender and moral development,
\nthe E. O. Wilson essay on genetic basis for morality, and the Carter essay
\non the nature of integrity–each provides
\ninteresting perspectives that students can use to develop their thinking
\nabout how to make an ethical judgment about their chosen technology. <\/span><\/td>\n		<\/td>\n<\/tr>\n
<\/td>\n\n

Unit V, Persuasive Essay:\u00a0 The Role of Ethics in Assessing Technology<\/h3>\n

Generic goal: <\/strong>Students will write a paper taking a position on an
\nissue, with the focus on developing a persuasive argument. They must use at
\nleast two of the text essays to support their position. The purpose of this
\nassignment is to develop students’ ability to construct a convincing argument
\nand use textual material in support of that argument. Part of this process
\nshould include the consideration of a perspective (or perspectives) different
\nfrom the student\u2019s own.<\/p>\n

Primary task:<\/strong> To apply an essay from the moralities unit, most likely
\nthe one that they critiqued in Unit IV, to their technology issue.
\n\u00a0<\/em>Most likely moral issues to apply to technology will have to do with
\ngender, culture, and the nature of ethics..\u00a0 <\/em>For example, gender may influence one’s
\nperception about the isolating effect of computers.\u00a0 One’s culture can be
\naffected by industrialization and modernization.\u00a0 Presence of Others <\/em>essays on
\nvalues:\u00a0 Shoumatoff, Gilligan, E. O. Wilson, Carter; also possibly Sullivan
\nand Turkle.\u00a0 In addition they will need reread an essay from the technology
\nunit and incorporate its perspective.<\/p>\n

Requirements for Persuasive Essay:<\/strong><\/p>\n

Paper: 3-5 pages (750-1250 words)<\/p>\n

Mode of arrangement: Definition<\/p>\n

Stylistic concept:\u00a0 Tone and stance<\/p>\n

Research concept: Analyzing and evaluating web sites; further practice in all
\nprevious techniques<\/p>\n

Grammar concepts:\u00a0 To be determined after reading first draft<\/p>\n

 <\/td>\n

<\/td>\nPart of their final essay will require taking a
\nmoral position on technology.\u00a0 This essay helps them develop a
\nperspective on some aspect of morality.<\/span><\/td>\n		<\/td>\n<\/tr>\n
<\/td>\n\n

Unit VI, Research Essay:\u00a0 Taking an Informed, Nuanced Position on One
\nAspect of Technology<\/h3>\n

Generic goal:<\/strong>\u00a0 Students will develop a researched argument paper, going beyond the text
\nessays and finding at least two or three outside sources of different types to
\nconnect with their position. They will be required to acknowledge and evaluate
\ndiffering opinions in their essay. The purpose of this assignment is to prepare
\nstudents for the type of research writing they will be expected to do in their
\nclasses, using outside sources and the full range of research writing
\ntechniques.<\/p>\n

Primary task:<\/strong>\u00a0 To integrate much of the thinking students have
\ndone surrounding their inquiry into technology in an essay that revisits at least
\none of the essays from the previous units and that incorporates material from
\nsources they have discovered on their own. Specifically, a superior essay will make a judgment about an aspect of technology that (1) relies on analysis
\nof technology’s image, (2) their critique of the basis of morality, and (3)
\ntheir own sources. Presence of
\nOthers<\/em> essays on technology:\u00a0 Students will revisit the essay they looked at in Unit II and possibly Shelley
\nand Martin.<\/p>\n

Requirements for Research Essay:<\/strong><\/p>\n

Paper: 3-5 pages (750-1250 words)<\/p>\n

Mode of arrangement:\u00a0 Cause and effect<\/p>\n

Stylistic concept:\u00a0 Logical fallacies<\/p>\n

Research concept:\u00a0 Further practice in all previous
\ntechniques<\/p>\n

Grammar concepts:\u00a0 To be determined after reading the first draft<\/p>\n

 <\/td>\n

<\/td>\nIn this last essay, students have a chance to pull
\ntogether all the threads from the semester to answer their initial (though
\nprobably revised) question.\u00a0 In addition, they will have a chance to
\nfind sources that further develop and support their thesis.<\/span><\/td>\n		<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Making Judgments about Technology Unit I:\u00a0 Introduction to Course Unit II, Exploratory Essay:\u00a0 Initiating an Inquiry into Technology Generic Goal: \u00a0Students will consider an issue based on their reading, as well as their own experiences. The purpose of this assignment is to encourage students to think about an issue, to integrate their own experiences with … Continue reading “Semester-Long Sequence”<\/span><\/a><\/p>\n","protected":false},"author":600,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-636","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/636","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/600"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=636"}],"version-history":[{"count":4,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/636\/revisions"}],"predecessor-version":[{"id":1276,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/636\/revisions\/1276"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=636"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}