ENG 100-N
Machine Culture: our technology, our selves
Spring 2015 W-F 11:30-12:45 Duffy 213
CRN: 40768
Prof. Peek
Office:
Cushing-Martin 123
Email:
wpeek@stonehill.edu
Office hours: Wednesdays 1-2:15 until Spring Break: Wednesdays 4-5:30
after Spring Break; I am also available most Mondays 11:30-1:00 and Fridays
after 2:30. Please confirm office
hour visits via email.
Class blog:
http://machinecultureN.blogspot.com
Is your Smart
Phone making you dumber? Is your Roomba innocently vacuuming by day while
plotting world domination by night? When you hear a machine beeping and you
jump to respond, is the machine serving you or are you serving it? As
Artificial Intelligence expert Josh Hall frames the issue, if we can program a
robot that will be more moral than humans, should we then allow it to rule us?
This class
explores the representation of technology, both technophilic and technophobic
visions, as created by artists from ancient Athens to the 21st century. The
questions we pursue will include: to what extent is technology the friend or
foe of humanity? Will machines enable our perfection or enhance our flaws?
Would it be better if our machines were more or less like us?
Our primary method
of analysis will be close-reading, a technique that demands careful attention
to the details of literary language as we read familiar texts in new contexts.
Our guiding question: as we study these older works as parables about
technology, what will we newly see in them and in ourselves?
This class is 3
credits, which means that you are expected to put in 6-9 hours per week outside
of class for preparation. Your daily responsibilities include coming to class
on time every day with the materials assigned for discussion (or notes from
your readings) and with the assignment completed.
NOTE: The class-determined penalty for not bringing assigned reading to class will be that the violator must …bring food to the next class.
Required Texts:
In the Stonehill
Bookstore:
Aeschylus. Prometheus Bound. Oxford
U. P. ISBN: 0195061659
Shakespeare,
William. The Tempest. New Folger Library. ISBN: 0743482832
Wells, H. G. The War of the Worlds. Penguin. ISBN-10: 0141441038
On Reserve:
Asimov, Isaac, “Bicentennial
Man” (available on Ares)
Blade Runner (dir. Ridley Scott, 1982; streaming
on Ares)
Brynjolfsson, Erik and Andrew
McAfee, Race Against the Machine, (Digital
Frontier Press, 2012), chapter 2 (Ares)
her (dir. Spike Jonze, 2014; streaming
on Ares)
Kurzweil, Ray. The Age of
Intelligent Machines (MIT Press, 1992), Intro and Chapter 5, “Mechanical
Roots” (Ares).
Little Red Riding Hood (dir. David
Kaplan, 1997; on regular reserve)
Plug & Pray (dir.
Jens Schanze, 2010; on regular reserve)
The Terminator (dir. James
Cameron, 1984; on regular reserve)
DAILY SCHEDULE:
Please note that
the pop quizzes will expect you to know vocabulary from the readings.
Thus, it is your task to look up and learn vocabulary that is not
familiar to you. In addition, pop quizzes may cover all the materials you're
asked to read or view before class, and may ask you about the arguments of the
material you read.
Key
terms for assigned work:
Read for class or View
for class means that you need to read this material before class meets to
discuss it.
In-class work or View
in class means that I will introduce the material or we will read it
together in class.
Discussion questions are
questions that you should think about and jot down notes for, with relevant page
numbers, before class, but you will not need to turn in your answers.
Note,
too, that I reserve the right to alter the syllabus during the course of the
semester.
W Jan 14
Review Syllabus
Read for class: “There will come soft rains” from The Martian Chronicles (PDF emailed)
F Jan 16
Representation 1: Form and Content
W Jan 21
Representation 2: Representation and Metaphor
“In-class Metaphor Exercise”
F Jan 23
Representation 3: Metonymy, synecdoche, and writing about
poetry
Homework to turn in: Read the “Representation and
Figurative Language” page link on the class blog. Using the subordinate and superordinate method we’ve learned
in class, diagram the poem by Hughes that you find there.
Quiz on Syllabus
Quiz on Syllabus
W Jan 28
Snow Day
F Jan 30
Representation 4: Poetry
Homework to turn in: “Homework Assignment for Representation Day 4”
Review homework done during snow days
Hand out poems for Paper #1
Sign up in class to workshop
W Feb 4
Representation 5: Details make the difference
Homework to turn in: “Homework Assignment on Vendler and ‘Praise in Summer’”
Read for class: Jacob and Wilhelm Grimm, “Little Red-Cap” (in packet)
View for class: Little Red Riding Hood, dir. David Kaplan, 1997; available on reserve
NOTE: this film is only about 12 minutes long. You can also find it on YouTube.
NOTE: this film is only about 12 minutes long. You can also find it on YouTube.
Prepare for class: a list of the formal differences between the Grimm and Kaplan versions of the Little Red Riding Hood story
Discuss in class: Writing papers about poetry
Sign up to be Resource People
UNIT 1: Machine Natives?
F Feb 6
"We are here to be curious, not to be consoled. The gift of the gods is consciousness." Jim Harrison
"We are here to be curious, not to be consoled. The gift of the gods is consciousness." Jim Harrison
Read for class: Prometheus
Bound to p. 62 AND the following essays in the "Introduction" section: "I: the Myth," (p. 3ff.), and "II: The Prometheus Bound" (p. 6ff.). Don't worry if you don't understand everything in these essays, but they'll still provide you with useful information.
Helpful
Hint: Make full use of the “Notes” and “Glossary” at the end; they explain many elements that may be unclear.
Discussion
Questions (jot down answers to bring to class and cite SPECIFIC PASSAGES for your answers):
Who is
Prometheus? (see notes at back of book) How is he characterized? That is, what does his manner of speaking reveal about
his character, and what do other characters say about him?
Who is
Hephaistos (in 1st 4 pages)? What does his manner of speaking reveal about his
character, and what do other characters say about him?
Who is
Zeus? What does his manner of speaking reveal about his character, and what do
other characters say about him?
Who is
Ocean? What does his manner of speaking reveal about his character, and what do
other characters say about him?
Who is Io (beginning p. 55)? What does
her manner of speaking reveal about her character, and what do other characters
say about her?
Writing instruction: Key words and body paragraphs with Paul Fussell
Writing instruction: Key words and body paragraphs with Paul Fussell
W February 11
Read for class:
1.
Prometheus
Bound to end
2.
"Daedalus
& Icarus" from Ovid, Metamorphoses (in packet).
View for class: Frontline: "Digital
Nation" (Feb. 2, 2010). Watch at least the first 26 minutes
(until the end of the Korean song).
Optional viewing:
Homework to complete for class: Bring one typed paragraph to class in answer to each of these questions (one paragraph for each):
1. The Icarus story is often taught as a moral tale about listening to one’s parents. What details in the story support that reading? Quote them.
2. If we were to read this story as being about new technologies, which details would we focus on to support that reading? Quote them.
Discuss in class: different models of intro paragraphs; or, how to integrate quotations
F Feb 13 Paper
#1 Due--Workshoppers only: Eric, Kristina, Alex
NOTE: If you are NOT workshopping your paper today, meet in Duffy 118 during our regularly scheduled class time (11:30).
NOTE: If you are NOT workshopping your paper today, meet in Duffy 118 during our regularly scheduled class time (11:30).
W Feb 18 Paper
#1 Due –Everyone else and workshoppers Yamilex, David, and Tim
NOTE: If you workshopped your paper on Feb. 13, meet in Duffy 206 during our regularly scheduled class time (11:30). Everyone else, your paper is due today in its folder.
NOTE: If you workshopped your paper on Feb. 13, meet in Duffy 206 during our regularly scheduled class time (11:30). Everyone else, your paper is due today in its folder.
UNIT 2: Machine Love
F Feb 20
View for class: "Be Right Back" Black Mirror, Season 2, Ep. 1
Read for class: E. M. Forester, “The Machine Stops” (packet)
Resource People: Alex & Katherine
W February 25
View for class: her
(dir. Spike Jonze, 2014, Ares)
Read for class: Bradbury, "The Long Years" (PDF)
Resource People: Chase, Nate, Tim
Read for class: Bradbury, "The Long Years" (PDF)
Resource People: Chase, Nate, Tim
Unit 3: Machine Fear
“I for one welcome our
new computer overlords."
Ken
Jennings, Jeopardy player after being
beaten by computer Watson
F Feb 27
Intro to Modernity
Clip show: Modern
Times
Read for class:
1.
Erik Brynjolfsson and Andrew McAfee, Race Against the Machine, chapter 2 (Ares)
2.
In packet: “Unit 4: the Technology of Modernity.” These readings include: page titled FYS 113 on Pastoralism, etc.; a reading from The Culture of Time and Space.
W Mar 4
Read for class: The
War of the Worlds, to p. 30
Discussion Questions:
1. Do you see pastoral ideas represented in the novel?
2. What aspects of late 19th century technology are represented
in the novel? Are they represented
in a positive way? A negative way? Some other way?
3. Consider the
location at the start of the novel (see the map at the back). Why does
Wells begin the story here, rather than in a city, the symbol par
excellence of modernity?
Review topics for Paper #2
Review topics for Paper #2
F Mar 6
Read for Class: The
War of the Worlds, to p. 112 (through Book 1)
Resource People: Anthony, Jennah, Justine
W Mar 11 Spring Break
F Mar 13 Spring Break
W Mar 18
Read for class: The
War of the Worlds, to end
Resource People: Katie, Hutch
F March 20
View for class: The
Terminator (available on Ares)
Resource People: Dave, Kevin, Royce
W Mar 25
Prof out sick
F Mar 27
Paper #2 due: Workshoppers: Justine, Katie, Brendan
If you are a workshopper on April 1, watch Plug & Pray. Everyone else, come to class with your papers in their folders.
W April 1
Paper #2 due: Workshoppers: Anthony, Katherine, Ashley, Jennah, Mateusz
F Apr 3 Easter Break (April 8 follows a Monday schedule)
Unit 4: Robo sapiens: Machine Intelligence
F April 10
Workshoppers' papers due
Workshoppers' papers due
View for class: Plug & Pray. The DVD is on reserve in the library (not on Ares). You can also watch it at Hulu: http://www.hulu.com/watch/480764 (dir. Jens Schanze, 2010). BUT: try watch this in one sitting (it's about 2 hours long). Otherwise Hulu will let you play this only on Hulu Plus, unless you delete the Hulu cookie and try re-loading the film.http://www.hulu.com/watch/480764 (dir. Jens Schanze, 2010, also streaming on ERes)
Read for class:
1. Ray Kurzweil, The Age of Intelligent Machines, Intro and Chapter 5, “Mechanical Roots” (ERes)
Write to turn in in class: in two typed paragraphs, write about the content and form of Plug & Pray.
1. Content: did the film present a distinct point of view on the issue of artificial intelligence? If so, what was that view?
2. Form: picking one or two scenes, how does the film’s representation of either an individual or a particular space shape your interpretation of them?
W April 15
Snacks provided by Nate!
Snacks provided by Nate!
Read for class: Isaac Asimov, “Bicentennial Man” (available on Ares)
Resource People: Poli, Mateusz
Resource People: Poli, Mateusz
F April 17
View for class: Blade Runner (dir. Ridley Scott, 1982, Ares)
Resource People: Eric, Joe, Kristina
Resource People: Eric, Joe, Kristina
W Apr 22
Paper #3 due: workshoppers: Kevin, Royce
Only these three workshoppers need to come to class today.
Only these three workshoppers need to come to class today.
F Apr 24
Snacks provided by Joe!
Snacks provided by Joe!
Paper #3 due: workshoppers: Joe, Nate, Chase, Hutch, Jackie
Everyone come to class with your papers in their folders (except for workshoppers, and Jackie, Chase and Royce)
W April 29
Snacks provided by Chase!
Snacks provided by Chase!
Read for class: Isaac Asimov, "The Life and Times of Multivac" (pdf)
Resource People: Ashley, Yamilex
PROCEDURAL MATTERS
AND POLICIES:
Assignments and Grades:
Everyone in the
class writes three papers that compose 50% of the final grade (with an extra 5%
going to the paper with the best grade). Work as a resource person and strong participation generally will compose 15% of your final
grade. The grades from five of the six (or more) pop quizzes (the lowest grade
is dropped) compose 15% of the final grade. The final exam (with essay section)
is worth 15%.
Papers and Quizzes:
Format:
1) Format your
papers with 1" margins on all sides, double-spaced, and fonts no larger
than 12 point (scaled roughly to Times New Roman size). Cover sheets are a
waste of paper, but a thoughtful title is always appreciated.
2) It is not
necessary to provide a “Works Cited” page for assigned readings. If you use
materials not explicitly assigned in class, cite them using MLA Style (the basics
are parenthetical references with a Works Cited page). When in doubt, use one
of the “Recommended Sites for Grammar, Usage, and Punctuation,” available at a
link on the right.
3) When you turn
in your papers, put them in your folder and make sure that all previous course
work, including drafts and other papers, are included in the notebook. You will not receive a grade on a paper until
you turn in the originals of your previous papers in their folder, with my
comments.
General Policies:
1) The grade on
late papers will drop 10 points per calendar day that the paper is late. A
paper is considered late if it is turned in after the start of class on
the day it is due.
2) If illness
prevents you from turning a paper in on time, email me as soon as possible, and we’ll make
appropriate arrangements. If you have a computer draft of a paper, you may
email that to me on the due date.
3) You must
complete all of the assignments to pass the class (even if they are turned in
so late that they cannot receive a passing grade).
5) Pop quizzes
cannot be made up. If you're absent on the day of a pop quiz, that quiz
will be one of your dropped quiz grades.
Procedures:
1) Once a
semester, you will workshop one of your papers in class. That is, you will read
a draft of your paper to the class and they will make suggestions directed
toward making it a stronger paper. You can then take their verbal comments and
turn in a final draft of the paper due a week after the day of the workshop.
You can continue to work with me polishing the paper even after it is
workshopped. The logistics: when it’s your turn to workshop, email your paper to me by 10 am
the afternoon they’re due, and I will make copies of the paper for the class to
read.
Do not miss class on the day your paper is to be workshopped. Your grade on the paper will drop by 10 points, and you will miss the benefit of feedback from your peers.
See the link on the RH side of the blog for detailed instructions on workshopping and serving as a Resource Person.
2) I encourage you
to bring rough drafts to my office hours for discussion. Sometimes we can have
even more productive meetings if several class members come at the initial
stage of thesis development. I cannot
read emailed drafts unless I specifically ask for them.
Grading Guidelines: I give out numerical rather than alphabetical grades. The
scale is:
97 = A+
93 = A
90 = A-
87 = B+
83 = B
80 = B-
77 = C+
73 = C
70 = C-
67 = D+
63 = D
60 = D-
59 & below = F
F = You fail to
turn in the paper, or your paper lacks a thesis, or you have no arguments or
evidence in defense of your thesis. Simply completing the work does not
guarantee a passing grade.
D = A thesis with
some supporting arguments and examples/quotations. A “D” signifies serious
problems with the organization of the argument (weak topic sentences,
unconvincing examples, no transitions between ideas) and/or with expression
(diction, wordiness, poor grammar, mechanical errors, lack of necessary
specifics).
C = A clear
thesis, with some convincing supporting arguments with examples/quotations.
Some acknowledgment of relevant objections, if appropriate. A “C” indicates
that there are problems with organization and/or developments of the thesis,
although the writing may be clear and the argument convincing.
B = A clear
thesis, with fully developed and convincing supporting arguments. Appropriate
and helpful examples/quotations. Careful attention to details of expression,
whether verbal or visual. Sensitivity to the subtleties of the text. You
demonstrate that you are a careful reader as well as a competent writer.
Consideration and refutation of relevant objections, if appropriate. Free of
mechanical errors.
A = Everything
required for a B, plus significant, original thought. The thesis and analysis
in an “A” paper are sophisticated, complex, subtle. In particular, the work
with quotations closely reads and builds on the ideas in the quotations.
Attendance Policy:
Attend every class.
We have a lot of ground to cover in a very short amount of time. If you become ill during the semester, send me
an email immediately. Please find a friendly face in class to take notes
for you and to collect or turn in any handouts or assignments that are due.
If you encounter
circumstances that make it difficult to abide by this policy, come and talk to
me. An excessive number of absences will have a deleterious effect on your
final grade. It is necessary, though not sufficient, that you attend at least
75% of the classes for a passing grade.
Diversity and inclusion: Stonehill College embraces
the diversity of students, faculty, and staff, honors the inherent dignity of
each individual, and welcomes their unique cultural and religious experiences,
beliefs, and perspectives. We all benefit from
a diverse living and learning environment, and the sharing of differences in
ideas, experiences, and beliefs help us shape our own
perspectives. Course content and campus discussions will heighten your
awareness to these differences.
The Office of Intercultural Affairs (Duffy 149) serves as an accessible resource to anyone
seeking support or with questions about diversity and inclusion at Stonehill.
If you are a witness to or experience acts of bias at Stonehill or would like
to learn more about how we address bias incidents, please email diversity@stonehill.edu.
English Department Policy on
Plagiarism
In support of Stonehill
College's Academic Integrity Policy, the English Department requires that its
faculty notify the Director of Academic Services about every student who has
plagiarized or violated the Academic Honor Code in any manner. All
members of the College community have the responsibility to be familiar with
and to follow the College's policy on academic integrity. Since the
actions that constitute violation of the policy are covered in many
places, including The Hill Book and in presentations at orientation, pleading
ignorance will not work. If you have questions about what constitutes a
violation of the code or how to incorporate outside sources in your work,
please consult with your professor before you turn in your assignment.
Academic Integrity:
My expectation is that you will
adhere to the Academic Honor Code and Academic Integrity Policy, which can be
accessed in the Academic Policies section of the 2014-2015 Hill Book.
(From the The Hill Book): Academic dishonesty includes
but is not limited to the following actions:
1. Presenting another's work as if it were one's own;
2. Failing
to acknowledge or document a source even if the action is unintended (i.e.,
plagiarism);
[N. B. This can take various
forms: 1) using the writer's exact words without proper punctuation and citation; 2) paraphrasing the argument without
crediting the author; 3) providing a paraphrase that is too close to the
original—even if you cite the author; 4) even following the general outline or
drift of the argument without indicating the source of the idea];
3. Giving or receiving, or attempting to give or receive, unauthorized assistance or information in an assignment or examination
4.
Fabricating data;
5.
Submitting the same assignment in two or more courses without prior
permission of the respective instructors;
6. Having
another person write a paper or sit for an examination;
7.
Unauthorized use of electronic devices to complete work; or
8.
Furnishing false information, including lying or fabricating excuses, for
incomplete work.
Because we have reviewed in
class what constitutes academic honesty, we will not consider ignorance of the
rules to be a valid excuse. A
violation of Stonehill’s
Academic Integrity Policy will result in a failing grade for the course.
When in doubt, always verify with me if something is being done properly or is allowable in this class rather than simply make an assumption based on the fact that it was or is currently allowable in another class.
Students with
documented disabilities: Stonehill College is
committed to providing all students equal access to learning opportunities. The
Office of Disability Services works with students who have disabilities to
provide and/or arrange reasonable accommodations.
Students registered with the
Office of Disability Services are encouraged to self-advocate and contact their
professors as soon as possible, preferably prior to the start of the semester,
to inform them of the accommodations for which they qualify.
Students are responsible for
providing their professors with an accommodations verification letter from the
Office of Disability Services and discussing their needs with them.
Students who have, or think they may have, a disability
are invited to contact the Office of Disability Services for a confidential
appointment at (50
