Instructor: Ben McCorkle
Office: 313 Skiles Hall
Office Phone: 404.894.1025
Office Hours: M/W/F 10:00 - 11:00 AM & by appt.
Email: warren.mccorkle AT lcc.gatech.edu

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Note: Syllabus is subject to change as needed.

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a provocation.
Betty Adcock:
"Computers and all their elaborations have a place, so long as they stay in the toolshed where they belong.  Limited, as reasonable aids for medicine, real science and records storage, they're valuable.  But the culture our tools are creating for us is not worth the jeopardized quality of civic life, of literary heritage, of real time, and of participation in the natural world."

Paul Jones:
"[Technology] is what makes humans human--our sophisticated tool-making and tool-creating.  With technology we probe, extend ourselves, explore, discover and even destroy the mysteries that our world presents us." (from L&T, 556)

The Goal of English 1101 at Georgia Tech is to improve students' written and oral communication skills through a rhetorical focus on argument. In this course students explore a variety of non-fiction arguments within the discipline of science, technology and culture studies. Students learn how to read critically and write effectively as they examine how arguments develop within social, political and historical contexts. To enhance their understanding of a variety of communication modes, students learn how to expand and support their written work with oral presentations, and they explore visual as well as textual arguments. Additionally students learn how to improve their writing through their engagement with a variety of educational technologies. Working independently and collaboratively, students improve their composition skills while gaining a deeper understanding of audience and the contexts that inform effective communication.

Specific to our class is a focus on the role of technology in the shaping of culture; as the twentieth century German philosopher Martin Heidegger believed, the essense of technology is relational rather than instrumental—that is, it’s more about social interactions than technical issues. In the pursuit of such a focus, three issues in particular will drive this quarter-long inquiry. How does technology help us make sense of our culture, and how can technology be used to challenge or critique our cultural assumptions? How does technology give shape to our very identities—both as a society and as a collection of individuals inflected by gender, class, ethnicity, and so on? And for that matter, what is technology in the first place? To those ends, we will be examining, discussing, and writing on a variety texts from different media (television, film, digital, etc.) as well as printed readings that deal with such issues.
 

• Literacies and Technologies. Robert Yagelski, ed. New York: Longman, 2001.

• Good Reasons: Designing and Writing Effective Arguments. Lester Faigley and Jack Selzer. New York: Longman, 2003.

• The Little, Brown Handbook, Brief Version. Jane E. Aaron. New York: Longman, 2002.
 

Essays--There will be two short essays, 4-5 pages in length, assigned this quarter, and one will require a preliminary outline. They will each be revised once; if desired, however, you may revise both of these papers one additional time by the end of the quarter.

Readings--Several readings are assigned throughout the quarter. We’ll be discussing and writing about these at length, so actually reading them is essential to the functionality of our class. If it seems that we are having trouble completing the readings for class, I will begin assigning impromptu quizzes which will figure into the final participation grade.

WebX Virtual Classroom--Outside of class proper, I’ve set up a WebX discussion board which we will use to explore writing topics, continue heated class talks, deal with logistical concerns, and whatever other purposes we deem appropriate. During the course of the quarter, I’d like each student to make at least 10 separate page-length contributions to this site: 5 directly responding to our readings or in-class discussions, and 5 replies to your classmates’ responses.

Collaborative Critical/Rhetorical Analysis Oral Presentation—Working in pairs, you will present to the rest of the class a 20-minute analysis of the day’s reading, explaining the rhetorical and argumentative strategies at work in the piece. Afterwards, you’ll lead the class in a 10 – 15 minute discussion.

Final Web Writing Project—This final project will involve the development of an individual web site, which will be based on an argumentative analysis of a topic germane to the course (don’t worry; we’ll figure out what these are along the way).

• 1 Individual Rhetorical Analysis Essay: 20%
• 1 Collaborative Critical/Rhetorical Analysis Oral Presentation: 10%
• 1 Individual Critical Argument Outline: 10%
• 1 Individual Critical Argument Essay: 20%
• 1 Final Web Writing Project: 20%
• Class and Online Participation (including diagnostic essays, attendance, and reading quizzes): 20%

I will calculate all letter grades according to the following scale:

A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 1-59

A+/98 ; A/95 ; A-/92 ; B+/88 ; B/85 ; B-/82 ; C+/78 ; C/75 ; C-/72 ;
D+/68 ; D/65 ; D-/62; F/1-59*

*Failure to complete an assignment will result in a "0"

Plagiarism and Academic Honesty:
All work you turn in for this class must be your own work, with all outside reference sources properly cited and acknowledged. All written assignments for this course will be turned in through the anti-plagiarism program “Turn It In” (http://www.turnitin.com). The "Student Conduct Code of the Rules and Regulations" (Georgia Institute of Technology General Catalog, Section XIX) states, “Academic misconduct is an act that does or could improperly distort student grades or other student academic records” and offers the following descriptive list:

• Possessing, using, or exchanging improperly acquired written or verbal information in the preparation of any essay, laboratory report, examination, or other assignment included in an academic course;
• Substitution for, or unauthorized collaboration with, a student in the commission of academic requirements;
• Submission of material that is wholly or substantially identical to that created or published by another person or persons, without adequate credit notations indicating authorship (plagiarism);
• False claims of performance or work that has been submitted by the claimant;
• Alteration or insertion of any academic grade or rating so as to obtain unearned academic credit;
• Forgery, alteration, or misuse of any institute document relating to the academic status of the student.

The Code continues, “While these acts constitute assured instances of academic misconduct, other acts of academic misconduct may be defined by the professor.” Consult the Honor Code online at “http://www.honor.gatech.edu/” or in the General Catalog to remember your primary commitment to academic honesty. Students who engage in academic dishonesty may receive a 0.0 on the assignment or fail the course. In addition, the instance will be reported to the Dean of Students who may take further action.

Software/Computing Resources and Requirements:
We will meet regularly this quarter in a multimedia computer lab, and we will make frequent use of Internet applications in the lab and from remote locations (i.e. your home or dorm room). I assume all students enrolled this quarter will meet the technology requirements for incoming freshmen at GT. You must have access to your own computer with Internet capabilities to complete the work in this class. We will use e-mail applications, Web browsers, and 3 online conferencing applications (Web Crossing, MOO, and Faketown) as a means of communicating both in and out of class. These tools will enable you to meet with classmates in "chat" rooms (Faketown and MOO environments) and to engage in electronic "bulletin board" discussions (Web Crossing) in order to complete coursework. You will receive detailed instructions within the first few weeks about how to download and access these applications, if necessary, on your personal computer. Previous knowledge of Internet research, e-mail, and conferencing software is not a prerequisite for this course, but those students who have had exposure to at least some of these technologies may have an advantage over those who are completely new to the Internet and/or to electronic forms of communication. If you have doubts about your abilities, consult with me ASAP.

Late Work:
Essay drafts can be up to three days late, but with each passing day, your grade on the assignment will drop 1/3 of a letter grade (from a B+ to a B after one day, from a B to a B- after two days, etc.). Additionally, if you fail to produce copies of your drafts in time for reader response sessions (when Draft One is due for each essay), your class participation grade will drop one letter grade.

Attendance:
You are both expected and encouraged to come to each class meeting. After two unexcused absences, I will lower your final grade by 1/2 a letter (from a B+ to a B-, for example); this fine is doubled on reader response days. Tardiness of more than 15 minutes is considered an unexcused absence, and persistent tardiness (i.e., more than three) of less than 15 minutes will count as one unexcused absence. For an absence to be excused, it must be documented, for instance a doctor’s note.

Students with Disabilities:
Any student who feels that he/she may need an accommodation for any sort of disability, please make an appointment to see me during office hours. Students with disabilities should also contact Access Disabled Assistance Program for Tech Students (ADAPTS) to discuss reasonable accommodations. For an appointment with a counselor call (404) 894-2564 (voice) / (404) 894-1664 (voice/TDD) or visit Suite 210 in the Smithgall Student Services Building. For more information visit the following website: http://www.adapts.gatech.edu/.

It is your responsibility to keep current with this schedule, but remember also that the schedule may change. Readings listed for any particular day are to be completed in advance of that day; you need to be prepared to discuss them in class.

Abbreviation Key:
L&T = Literacies and Technologies
GR = Good Reasons
LB = Little, Brown Handbook

Week Two:
M (8.25) Essay 1 prompt given out; “What to Argue About” (GR, 1-29)
W (8.27) “Finding Good Reasons” (29-57); collaborative invention
F (8.29) “Rhetoric of Good Arguments” (GR 77-103); rhetorical analysis exercise

Week Three:
M (9.1) No class: Labor Day
W (9.3) “Definition Arguments” (GR 107-129); viewing: “Computers in Composition”
F (9.5) Draft of Essay 1 Due; follow-up discussion of video.

Week Four:
M (9.8) “Causal Arguments” (GR 129-153); web-based activity
W (9.10) “Evaluation Argument” (GR 153-159); discussion of oral presentations
F (9.12) Reader Response Day; Grammar review (bring LB, review 186-213)

Week Five:
M (9.15) Revised Essay 1 Due; “Narrative Argument” (GR 169-181)
W (9.17) Essay 2 prompt given out; “Rebuttal Argument” (GR 183-197); web activity
F (9.19) Collaborative invention; “Thesis and organization” (LB 18-26)

Week Six:
M (9.22) Outlines for Essay 2 Due—feedback on WebX
W (9.24) Henderson & Barkow; Postman (L&T)
F (9.26) Birkerts (L&T)

Week Seven:
M (9.29) Draft of Essay 2 Due; MOO session
W (10.1) Johnson, Berry (L&T)
F (10.3) Bolter (L&T)

Week Eight:
M (10.6) Reader Response Day; mechanics/punctuation (review LB 310-358)
W (10.8) Christian, Sweeney, Eldred (L&T)
F (10.10) Eldred (L&T)

*** Viewing: Freedom Downtime (time/place TBA) ***
(WebX discussion linking film to our readings before next class meeting)

Week Nine:
M (10.13) No Class: Mid-term Recess
W (10.15) Revised Essay 2 Due; in-class discussion/analysis of film
F (10.17) Faketown session; discussion

Week Ten:
M (10.20) Final Prompt given out; in-class collaboration
W (10.22) Bigelow, Turkle (L&T).
F (10.24) Catch-up on unfinished business

Week Eleven:
M (10.27) Regents’ Exam Review, Freire (L&T)
W (10.29) Coyle (L&T)
F (10.31) "Electropolis" (L&T)

Week Twelve:
M (11.3) Writing workshop: quotation, citation, paraphrasing (review LB, chapter VII)
W (11.5) In-class activty: What is hypertext?
F (11.7) Begin “hypertext” drafts

Week Thirteen:
M (11.10) Workshopping “hypertext” drafts
W (11.12) Workshopping “hypertext” drafts
F (11.14) Dreamweaver workshop

Week Fourteen:
M (11.17) Web design consortium (review GR 255-266; LB 128-134)
W (11.19) Web design consortium (cont.)
F (11.21) Web Page Presentations

Week Fifteen:
M (11.24) Web Page Presentations
W (11.26) Web Page Revision Roundtables
F (11.28) No Class: Thanksgiving Holiday

Week Sixteen:
M (12.1) Catch-up on unfinished business
W (12.3) In-Class Assessment Essay
F (12.5) Final Web Projects Due by 5 p.m.