212 W19 Syllabus

ENGL 212: Topics in Critical Writing: Techno-Futures
Winter 2019 – Online
Professor: Dr. Kim Lacey (please, call me Kim!) Office: B 358

In-person office hours: Tu/Th 8:15-9:45 a.m. Office phone: 989-964-2016
and by appointment E-mail: [email protected]
Skype: kim.lacey5
Considerations before we begin this course:

 ENGL 212 is a Category 10 course, meaning you will be writing a lot.
 This is an asynchronous course, meaning we will not be “meeting” for a virtual lecture nor
will be meeting in person. You are responsible for completing each week’s module on time.
 Please read the course calendar, which is at the end of the syllabus, carefully. Note that
some assignments are due at different times throughout the week, but all are due by 11:59
p.m. EST. If you are living in a different time zone, please make sure you take careful note of
this requirement. No late assignments will be accepted. If you know there’s a conflict,
submit your work early.
Very important: Ask yourself this question: “What will happen to my participation in this course if my
computer goes down?” If the answer is “I am doomed,” then you should withdraw and register for a
face-to-face section another time. You need to have backup technology plans, because a “down”
computer will not excuse you from the work in this course. Please use a cloud-based storage system
(such as Dropbox, Google Docs, or OneDrive) to save your work and have access to it in multiple
locations.
Category 10: Written Communication

Student Learning Outcomes
Students will:
1. Summarize source material;
2. Analyze arguments conveyed in one or more modes of communication;
3. Synthesize sources to defend/support a thesis.
Class procedures
This course is divided into modules. You are expected to complete the activities in each module by the
due dates. While all of the modules are available “on demand,” the modules are NOT self-paced—that
is, each week has different activities that must be completed in that week (i.e., discussion posts). You
must complete all the activities in each module to earn credit. Please be aware that some modules will
require you to comment on others’ discussion posts. Just as you would in a face to face class, you are
expected to be active and participate in discussion with your classmates. Failure to do so will result in a
lower grade.
Participation in this course is asynchronous. You are not expected to be online at the same time as the
professor or as your peers, as long as you complete the assignments. Each week, all instructions and
assignments, along with a description of the week's activities, are made available to you in the
“Modules” tab.
I check the course site daily and will generally respond to questions within 24-48 hours, so feel free to
post any questions you have in the “Questions for Kim” discussion board. Please note, however, that
email is the easiest way for me to respond. Oftentimes, I will repost questions I receive via email on the
“Questions for Kim” discussion board (with your name removed). Many students have the same
questions, so this saves time for everyone. Please consider checking the “Questions for Kim” discussion
board before emailing me—someone may have already asked the same question!
Canvas is not a new tool at SVSU, and I do expect you to be well versed in using Canvas. However, if you
need help, please refer to the extensive library of Canvas how-to videos and help pages:
http://guides.instructure.com/
Participation
For this class, I strongly suggest you log on at least once a day, if for no other reason than just to keep up
with what is going on in the course. I also want to reinforce that you should try to check the course at
least one weekend day, even if you have completed the requirements for the week.
As in a face-to-face class, attendance does not equal participation. Merely logging in does not mean that
you are participating in class.
I recommend that you treat this like a face-to-face class, meaning you set aside some time each week
for you to “have class.” Even though we aren’t meeting, you should carve out specific time that you can
devote to this course. That might mean two hours every Tuesday and Thursday, or it might mean three
hours in the middle of the night. Whatever works for you, find a schedule and stick with it all semester.
It will make keeping up with the course load much easier.
Tone
The objective of the discussions we will have is to be collaborative rather than combative. Remember
that even an innocent remark in the online environment can be easily misconstrued. Some suggestions
to combat this are to carefully proofread your responses and to remember that humor online is
sometimes difficult to carry off. Sarcasm is particularly difficult to get across in written form, so be
careful.
Our classroom
We will spend most of our time in class in following places:
 Modules (direct access via “Modules” tab): The entire semester is built around 16 weekly modules.
In each module, you’ll find all the work to be completed that week. You should follow these in order.
 Assignments (direct access via the “Assignments” tab): Paper descriptions are available in the
“Assignments” tab. You can also find these under the “Files” tab.
 Discussion posts (direct access via the “Discussions” tab): This is where you will be participating in
the Current Events discussions, Questions and Answers, and some other activities. The “Modules”
link right to where you need to go for each activity.
 Weekly updates (direct access via each weekly “Module”): At the start of each week I will post a
short video discussing some of the issues of the week. These include, but are not limited to:
reviewing assignments, tricky ideas, points of interest and confusion, answers to questions, etc. I will
post the weekly update at the beginning of each weekly module.
 Watch, Read, Browse/Click Around (direct access via each weekly “Module” tab): Most weeks, you
will be required to watch videos, read articles, or peruse a website. All of these are noted on the
syllabus and are linked in the “Modules.” These assignments are self-explanatory.
 Pages (direct access via the “Pages” tab): This tab is a collection of smaller pages containing items
we’ll be using this semester. These include your “Groups” (see note below), links, where you’ll post
your Anthology Project links, sign-up for Current Events, and other actions. All of this will be linked
in the “Modules.”
 Questions for Kim (direct access via “Discussions” tab): Use this to post any questions that you
have about the course, modules, etc. I generally check here first when I enter Canvas, so post any
questions or problems (i.e., can't see links, when are things due, etc.) here. Others are free to
answer in this forum as well. This discussion forum will be pinned to the top of the “Discussions” tab
all semester.
A note about “groups”: Each student will be assigned into one of four groups: A, B, C, or D. Most weeks,
these groups will have some task to accomplish. Sometimes, this task will involve creating questions and
facilitating a discussion while other weeks you will have to answer questions and respond to others.
More specific instructions will be in the actual module itself. The groups are listed under “Pages” 
“Group Assignments.”
Textbooks
You might notice that we do not have any textbooks. All our texts (this includes readings and viewings)
are weblinks. This course is part of an Open Education Resources grant, which supports the
development of courses without requiring students to purchase textbooks. If you prefer to print out
your materials, you should factor in that cost for the semester. However, you are not required to print
anything if you don’t want to.
Technology requirements
To have success in this class, you are expected to access and use Canvas regularly. You should also have
access to a cloud-based storage system (as noted above). For your papers, you must use some sort of
word processing software. Office 365 is available to all SVSU students for free, which I encourage you to
use. Additionally, you must have access to a means of creating and posting a video. This could simply be
taking a video on your phone, tablet, or computer. Finally, you will also be required to have a dedicated
blogging platform for the “Anthology Project” assignment (please see the assignment description for
further details).
Assignments
Further details about assignments can be found under the “Assignments” and “Files” tabs on Canvas.
Please see the Course Calendar below for due dates.
Questions and Answers and Discussion post Week 1: 26% (2% each)
Synthesis Essays: 25% (5% each)
Interview Assignment: 10%
Current Events Summary Report: 5%
Current Events Video Presentation: 4%
Current Events Participation (on the week you’re not “presenting”): 4%
Ethical Evaluation Paper: 13%
Anthology Project: 13%
All assignments will use the ENGL 212 rubric, which can be found below at the end of this syllabus
(following the course calendar).
Grading Scale
↑95%: A
↑90%: A-
↑87%: B+
↑83%: B
↑80%: B-
↑77%: C+
↑73%: C
↑60%: D
0%: F
All grades will be posted on Canvas. I will not share grades on social media.
A note on the grading scale: SVSU does not assign C-, D+, D- grades. Anything below a 73% will result in
a D. Anything below a 60% will result in a F.
A note about extra credit and extensions: I do not give extra credit or extensions. Please complete all
assignments to the best of your capabilities on time.
Late work is unacceptable. Please ensure that your work is submitted on time. The deadlines are clearly
marked on all assignments and on the syllabus. If you know a due date conflicts with something outside
of class, plan ahead and submit your assignment early. I will send a confirmation e-mail by 9 a.m. the
next morning. If you do not receive a confirmation e-mail, I did not receive your paper.
Disability and Non-Discrimination Clause

Students with disabilities which may restrict their full participation in course activities are encouraged to
meet with the instructor or contact the SVSU Office of Disability Services, Phone: 989-964-4168. SVSU
does not discriminate based on race, religion, color, gender, sexual orientation, national origin, age,
physical impairment, disability, or veteran status in the provision of education, employment, and other
services.
Academic Integrity Policy

According to the SVSU Student Handbook, “Academic integrity is undermined whenever one is dishonest
in the pursuit of knowledge. Dishonesty takes many forms, including cheating, plagiarism, and other
activities for undermining the educational process and will be reported to the Academic Conduct Board
for further sanctions.”
Forms of plagiarism include directly transcribing (copying) without quotation and attribution,
summarizing without attribution, paraphrasing or patchwork paraphrasing without attribution, patching
electronic materials (including pictures, graphs, and/or charts) without attribution. In ENGL 212
deliberate plagiarism or cheating in any form will result in the grade of zero (0) for the entire
assignment. I reserve the right to use Turn It In if necessary.
The full Academic Integrity Policy can be found here:

http://www.svsu.edu/studentconductprograms/policies/academicintegritypolicy/
Writing Center Information
One of the many advantages of this University is the Writing Center. You are strongly encouraged to
meet with a tutor to discuss your writing. Sessions at the Writing Center are available on a first come,
first serve basis. Please stop by the Writing Center anytime you need additional help.
Writing Center Hours: M-R 11 a.m.-6 p.m.

Location: Zahnow 250 (2nd floor of the library)
Phone: 989-964-6061
Website: www.svsu.edu/writingcenter
Course Calendar
Important notes:
 This schedule is subject to changes. If changes are made, you will be notified in writing via e-mail.
 Make sure you read through and complete the entire module for each week. The “module work”
listed below is simply a checklist of weekly requirements. Each part of the modules has very specific
directions.
 Only major papers are listed in the “Major Assignment Due” column. There is other work that needs
to be completed during each week.
 Please note: our final assignment of the semester is due on a Saturday, not Sunday like most other
major assignments.
Major Assignment
Dates Reading
Due
Phase 1: Techno-Panic Through History
Week 1 1.1 Welcome!
January 14- 1.2 Watch
January 20 Weekly Update #1
1.3 Discussion Post
Introducing yourself
1.4 Read
“4 Thought-Provoking Questions to Spark Conversation”:
https://ideas.ted.com/4-thought-provoking-questions-
to-spark-conversation/
1.5 Discussion post
Respond to 4 questions in TED article
1.6 Watch
Introduce Interview Assignment
1.7 Watch
Introduce Synthesis Essays
1.8 Read
“History’s Greatest Technopanics”
http://www.bbc.com/future/story/20160701-historys-
greatest-technopanics
“Techno-Panic Cycles”
https://techliberation.com/2011/02/24/techno-panic-
cycles-and-how-the-latest-privacy-scare-fits-in/
“The Victorians Had the Same Concerns”
http://theconversation.com/the-victorians-had-the-
same-concerns-about-technology-as-we-do-60476
1.9 Watch
“Ray Kurzweil’s Craziest Predictions about the Future”
(12:16)
https://www.youtube.com/watch?v=YaZRx7qoYdU
1.10 Questions and Answers
Group A: Create and post 2 Discussion Questions
Group B: Create and post 2 Content Questions
Group C: Respond to 2 Discussion Questions
Group D: Respond to 2 Content Questions
Week 2: 2.1 Watch Synthesis #1

January 21- Weekly Update #2
January 27 2.2 Watch
Introduce Current Events Assignment
2.3 Read
“Don’t Touch That Dial!”
http://www.slate.com/articles/health_and_science/scie
nce/2010/02/dont_touch_that_dial.html
“Americans Are More Afraid of Robots Than Death”
https://www.theatlantic.com/technology/archive/2015/
10/americans-are-more-afraid-of-robots-than-
death/410929/
“11 Examples of Fear and Suspicion of New Technology”
http://lenwilson.us/11-examples-of-fear-and-suspicion-
of-new-technology/
“More Than 70% of US Fears Robots Taking Over Our
Lives, Survey Finds”
https://www.theguardian.com/technology/2017/oct/04
/robots-artificial-intelligence-machines-us-survey
“Humans Once Opposed Coffee and Refrigeration.
Here’s Why We Hate New Stuff”
https://www.washingtonpost.com/news/innovations/w
p/2016/07/21/humans-once-opposed-coffee-and-
refrigeration-heres-why-we-often-hate-new-
stuff/?noredirect=on&utm_term=.71896d039551
“12 Technologies That Scared the World Senseless”
https://www.techradar.com/news/world-of-tech/12-
technologies-that-scared-the-world-senseless-1249053
“When People Feared Computers”
https://www.theatlantic.com/technology/archive/2015/
03/when-people-feared-computers/388919/
Group A: Respond to 2 Discussion Questions
Group B: Respond to 2 Content Questions
Group C: Create and post 2 Discussion Questions
Group D: Create and post 2 Content Questions
2.5 Reminder
Synthesis #1 due Sunday!
Phase 2: The Future of the Body

Week 3 3.1 Watch
January 28- Weekly Update #3
February 3 3.2 Read
“When State-of-the-Art is Second Best”
http://www.pbs.org/wgbh/nova/next/tech/durable-
prostheses/
“Inside the Memory Machine”
http://www.pbs.org/wgbh/nova/next/body/memory-
prostheses/
“Creating a Prosthetic Hand That Can Feel”
https://spectrum.ieee.org/biomedical/bionics/creating-
a-prosthetic-hand-that-can-feel
3.3 Watch
“The New Bionics That Let Us Run, Climb, and Dance”
(18:57)
https://www.ted.com/talks/hugh_herr_the_new_bionic
s_that_let_us_run_climb_and_dance
“My 12 Pairs of Legs” (9:55)
https://www.ted.com/talks/aimee_mullins_prosthetic_a
esthetics
Group A: Create and post 2 Content Questions
Group B: Create and post 2 Discussion Questions
Group C: Respond to 2 Content Questions
Group D: Respond to 2 Discussion Questions
Week 4 4.1 Watch Interview

February 4- Weekly Update #4 Assignment
February 10 4.2 Read
“Why Human Head Transplants Will Never Work”
https://www.livescience.com/60987-human-head-
transplants-will-never-work.html
“World’s First Head Transplant Volunteer Could
Experience Something ‘Worse Than Death’”
https://www.sciencealert.com/world-s-first-head-
transplant-volunteer-could-experience-something-
worse-than-death
4.3 Watch
“Head Transplantation: The Future Is Now” (17:46)
https://www.youtube.com/watch?v=_EHCHv5u3O4&fea
ture=youtu.be
Group A: Respond to 2 Content Questions
Group B: Respond to 2 Discussion Questions
Group C: Create and post 2 Content Questions
Group D: Create and post 2 Discussion Questions
4.5 Reminder
Interview Assignment due Sunday!
Week 5 5.1 Watch Synthesis #2

February 11- Weekly Update #5
February 17 5.2 Read
“Why Cryonics Makes Sense”
https://waitbutwhy.com/2016/03/cryonics.html
“Why Freezing Yourself Is A Terrible Way to Achieve
Immortality”
https://gizmodo.com/why-freezing-yourself-is-a-
terrible-way-to-achieve-immo-1552142674
5.3 Browse/Click Around
http://www.cryonics.org/
5.4 Watch
“A Roadmap to End Aging” (22:45)
https://www.ted.com/talks/aubrey_de_grey_says_we_c
an_avoid_aging
“Suspended Animation is within Our Grasp” (18:06)
https://www.ted.com/talks/mark_roth_suspended_ani
mation
5.6 Reminder
5.7 Reminder
Current Events Week next week!
Week 6 6.1 Watch Current Events:

February 18- Weekly Update #6 Presenters’ Videos
February 24 6.2 Presenters: Video presentation: 3-4 minutes due Monday
Non-presenters: Discussion participation: 25-word
response to each question from each presenter
Phase 3: Intelligent Systems

Week 7 7.1 Watch
February 25- Weekly Update #7
March 3 7.2 Watch
Introduce Ethical Evaluation
7.3 Watch
“IBM Watson: How It Works” (7:53)
https://www.youtube.com/watch?v=_Xcmh1LQB9I
Jeopardy! (Watch first of three episodes listed) (20:19)
https://archive.org/details/Jeopardy.2011.02.The.IBM.C
hallenge
https://www.ibm.com/watson/
7.5 Read
“Watson’s Next Feat? Taking on Cancer”
https://www.washingtonpost.com/sf/national/2015/06/
27/watsons-next-feat-taking-on-
cancer/?utm_term=.02b025102eb7
“MD Anderson Benches IBM Watson in Setback for
Artificial Intelligence in Medicine”
https://www.forbes.com/sites/matthewherper/2017/02
/19/md-anderson-benches-ibm-watson-in-setback-for-
artificial-intelligence-in-medicine/#77c90e4e3774
Spring Break No work

March 4-10
Week 8 8.1 Watch
March 11- Weekly Update #8
March 17 8.2 Watch
Introduce Anthology Project
http://sophiabot.com/
8.4 Read
“Facebook’s Head of AI Really Hates Sophia the Robot
(and with Good Reason)”
https://www.theverge.com/2018/1/18/16904742/sophi
a-the-robot-ai-real-fake-yann-lecun-criticism
“The Complicated Truth about Sophia the Robot—an
Almost Human Robot or PR Stunt”
https://www.cnbc.com/2018/06/05/hanson-robotics-
sophia-the-robot-pr-stunt-artificial-intelligence.html
8.5 Watch
“We Talked to Sophia” (3:38)
https://www.youtube.com/watch?v=78-1MlkxyqI
“Japanese Hotel Run by Robots” (1:33)
https://www.youtube.com/watch?v=xmt6OCBeS94

March 18- Weekly Update #9
March 24 9.2 Browse/Click Around
https://waymo.com/journey/
9.3 Read
“6 Surprising Ways Driverless Cars Will Change Our
World”
https://www.nbcnews.com/mach/science/6-surprising-
ways-driverless-cars-will-change-our-world-ncna867061
“Driverless Cars Are Further Away Than You Think”
https://www.technologyreview.com/s/520431/driverles
s-cars-are-further-away-than-you-think/
“As Driverless Car Crashes Mount, Fear of Riding in
Them Rises, Too”
https://www.tampabay.com/news/As-driverless-car-
crashes-mount-fear-of-riding-in-them-rises-
too_170344568
“Twelve Things You Need to Know about Driverless Cars”
https://www.theguardian.com/technology/2017/jan/15
/driverless-cars-12-things-you-need-to-know
9.4 Watch
“Tony Seba on the Driverless Car Disruption” (17:25)
https://www.youtube.com/watch?v=xg03UUYKG1s
“Are We Going Too Fast on Driverless Cars?” (4:34)
http://www.sciencemag.org/news/2017/12/are-we-
going-too-fast-driverless-cars
“The Ethical Dilemma of Self-Driving Cars” (4:16)
https://www.ted.com/talks/patrick_lin_the_ethical_dile
mma_of_self_driving_cars
“How a Driverless Car Sees the Road” (15:30)
https://www.ted.com/talks/chris_urmson_how_a_drive
rless_car_sees_the_road
9.6 Reminder
9.7 Reminder
Current Events next week
Week 10 10.1 Watch Current Events:

March 25- Weekly Update #10 Write-up and Video
March 31 due Monday
10.2 Presenters: Video presentation: 3-4 minutes; Summary
report: 500 words
Non-presenters: Discussion participation: 25-word
response to each question from each presenter
10.3 Reminder
Post link for Anthology Project
Phase 4: Making and Things

Week 11 11.1 Watch Ethical Evaluation
April 1-April 7 Weekly Update #11
11.2 Watch
“What is 3-D Printing and How does it Work?” (2:21)
https://www.youtube.com/watch?v=Vx0Z6LplaMU
“17 Incredible 3-D Printed Objects” (8:41)
https://www.youtube.com/watch?v=FSu19nz7NlE
“Printing a Human Kidney” (16:48)
https://www.ted.com/talks/anthony_atala_printing_a
_human_kidney
11.3 Read
“3D-Printed Prosthetic Limbs: The Next Revolution in
Medicine”
https://www.theguardian.com/technology/2017/feb/1
9/3d-printed-prosthetic-limbs-revolution-in-medicine
“The 3D-Printed Gun Controversy: Everything You
Need to Know”
https://www.cnet.com/news/the-3d-printed-gun-
controversy-everything-you-need-to-know/
“Meet the NYC Entrepreneurs Bringing 3-D Printing to
the Masses”
https://nypost.com/2018/08/02/meet-the-nyc-
entrepreneurs-bringing-3d-printing-to-the-masses/
11.5 Reminder
Ethical Evaluation due Sunday!

April 8-April 14 Weekly Update #12
12.2 Watch
“How It Works: Internet of Things” (3:38)
https://www.youtube.com/watch?v=QSIPNhOiMoE
12.3 Read
“A Simple Explanation of ‘The Internet of Things’”
https://www.forbes.com/sites/jacobmorgan/2014/05/
13/simple-explanation-internet-things-that-anyone-
can-understand/#22ebd3061d09
“What is the Internet of Things? Wired Explains”
https://www.wired.co.uk/article/internet-of-things-
what-is-explained-iot
“The Internet of Things You Don’t Really Need”
https://www.theatlantic.com/technology/archive/201
5/06/the-internet-of-things-you-dont-really-
need/396485/
“In the Programmable World, All Our Objects Will Act
as One”
https://www.wired.com/2013/05/internet-of-things-
2/
12.5 Reminder
Phase 5: Cyborgs and Bioart
Week 13: 13.1 Watch
April 15-April Weekly Update #13
21 13.2 Read
“The Insane and Exciting Future of the Bionic Body”
https://www.smithsonianmag.com/innovation/the-
insane-and-exciting-future-of-the-bionic-body-918868/
“As a Species, We Have a Moral Obligation to Enhance
Ourselves”
https://ideas.ted.com/the-ethics-of-genetically-
enhanced-monkey-slaves/
“Are Cyborgs the Next Step in Human Evolution?”
https://bigthink.com/amped/are-cyborgs-the-next-
step-in-human-evolution-2
13.3 Watch
“How We’ll Become Cyborgs and Extend Human
Potential” (15:14)
https://www.ted.com/talks/hugh_herr_how_we_ll_be
come_cyborgs_and_extend_human_potential
“We Are All Cyborgs Now” (7:46)
https://www.ted.com/talks/amber_case_we_are_all_c
yborgs_now
Group C: Respond to 2 Content Questions
Group D: Respond to 2 Discussion Questions
April 22-April Weekly Update #15
28 14.2 Course Evaluations
14.3 Read
“Bioart: The Ethics and Aesthetics of Using Living
Tissue as a Medium”
https://www.wired.com/2011/07/bioart/
“This Artist is Growing an Ear on His Arm”
http://www.slate.com/articles/technology/future_ten
se/2015/02/stelarc_and_other_contemporary_artists_
experiment_with_science.html
“7 Bio-Artists Who Are Transforming the Fabric of Life
Itself”
https://io9.gizmodo.com/7-bio-artists-who-are-
transforming-the-fabric-of-life-i-558156053
“Extended-Body: Interview with Stelarc”
https://web.stanford.edu/dept/HPS/stelarc/a29-
extended_body.html
https://www.glofish.com/about/glofish-science/
http://stelarc.org/projects.php
http://www.ekac.org/gfpbunny.html
14.6 Reminder
14.7 Reminder
Anthology Project due Saturday, May 4!
14. 8 Bye and thank you!
Week 15: Anthology Project
April 29-May 4 due Saturday, May
4
ENGL
212: Content Organization Style Conventions
Rubric
 The paper presents a logical,  The structure of the  The sentences are  The grammar, spelling,
persuasive, scholarly paper’s overall argument consistently clear, punctuation, and usage
argument about a particular is remarkably clear and coherent, and conform to conventions
topic. logical. syntactically varied. of academic writing.
 The paper addresses  Individual paragraphs are  Precise word choice  References to sources
relevant authorities on the always unified and and an appropriate are accurately cited and
topic and clearly explains its coherent. tone support the documented according to
A relationship to their ideas.  Transitions between paper’s purpose and the appropriate style
 The paper weighs a wide paragraphs underscore display a command of manual.
range of viewpoints, and the links in the paper’s the conventions of  Format is consistently
persuasively articulates the argument. academic writing. correct and appropriate.
reasons for its position on  The paper possesses a
the topic. skillful and interesting
 The paper creates genuine introduction and
interest in the topic. conclusion.
 The paper presents a logical  The structure of the  Sentences are usually  The paper is free of
argument about a particular paper’s overall argument clear, coherent, and serious errors in
topic in a scholarly manner. is clear and logical. syntactically varied. grammar, spelling,
 The paper often engages  Individual paragraphs are  Word choice and tone punctuation, or usage.
relevant authorities on the almost always unified and support the paper’s  References to outside
topic and employs their coherent. purpose and usually sources are usually cited
ideas.  Transitions link the display a command of accurately and
 The paper considers a range paragraphs. the conventions of documented according to
B
of viewpoints and presents  The paper possesses an academic writing. the appropriate style
them fairly in the course of introduction and manual.
explaining its position on the conclusion that accurately  Format is correct and
topic. reflect the paper’s appropriate
 The paper is able to express content
the interest that the topic
might possess.
 The paper presents a  The clarity and logic of the  Sentences are  Errors in grammar,
reasonably successful paper’s organizational generally clear and spelling, punctuation, or
argument about a topic, structure could be correct; however, usage occasionally
although its force may at somewhat clearer. some may be basic, interfere with
times be compromised by  Individual paragraphs choppy, or lack communication and
faulty logic or superficial occasionally lack unity or syntactic variety. damage the writer's
thinking. coherence.  Word choice and tone credibility.
 The paper sometimes  Transitions between generally support the  References to outside
engages relevant authorities paragraphs seem wooden paper’s purpose but sources are generally
C
on the topic; its stance and arbitrary. may less consistently cited and documented,
regarding their ideas could  The introduction and display a command of but not always in the
be clearer. conclusion are the conventions of appropriate style.
 The paper’s presentation of perfunctory, but do academic writing.  Format is generally
alternative viewpoints on present the content of the correct and appropriate.
the topic is occasionally paper, albeit not in an
lacking. interesting way
 It does not consistently
engage its audience.
 The paper’s argument about  The paper’s  Sentences are  Many errors in spelling,
a topic is only marginally organizational structure is frequently basic, grammar, punctuation,
successful. unclear; the reader may choppy, or repetitive and usage impede
 The paper’s attention to be confused by the in structure and may communication and
what others have said on the direction of the argument. display lapses in clarity undercut the writer's
topic is minimal.  Paragraphs often lack or coherency. credibility.
 The paper’s presentation of unity or coherence.  Inappropriate word  References to outside
D alternative viewpoints is  Transitions are choice or tone detract sources are not clearly
often lacking. occasionally missing or from the paper’s cited; documentation
 The paper does not attempt illogical. purpose and style is inappropriate.
to engage the audience in  The introduction and frequently display a  Format is not
the topic or explain its conclusion are awkward; lack of command of consistently correct or
interest. they may not relate the conventions of appropriate
clearly to the content of academic writing.
the paper.
 The paper’s argument about  The paper’s  Sentences are mostly  Numerous errors in
a topic is unsuccessful; it organizational structure is basic, choppy, or spelling, grammar,
might be confusingly underdeveloped. repetitive in structure punctuation, and usage
unclear, obviously biased, or  Most paragraphs seem to and display lapses in impede communication.
insufficiently developed. have no unifying idea, and clarity or coherency.  References to outside
 The paper neglects to may include gaps in logic;  Inappropriate word sources are not cited.
consider what others have often they simply choice or tone detract  Format is not
said or written on the topic. summarize a series of from the paper’s consistently correct or
F  The paper’s presentation of events. purpose and display a appropriate
the material seems to use  No effort is made to link general lack of
sources solely to support its paragraphs with command of the
own point, without transitions. conventions of
considering opposing  The introduction or academic writing
viewpoints. conclusion may be
 The paper does not attempt missing or
to engage the reader in the underdeveloped.
topic or explain its interest.

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ENGL 212: Topics in Critical Writing: Techno-Futures

Winter 2019 – Online

Professor: Dr. Kim Lacey (please, call me Kim!) Office: B 358

Considerations before we begin this course:

Category 10: Written Communication

Disability and Non-Discrimination Clause

Academic Integrity Policy

The full Academic Integrity Policy can be found here:

Writing Center Hours: M-R 11 a.m.-6 p.m.

Week 2: 2.1 Watch Synthesis #1

Phase 2: The Future of the Body

Week 4 4.1 Watch Interview

Week 5 5.1 Watch Synthesis #2

Week 6 6.1 Watch Current Events:

Phase 3: Intelligent Systems

Spring Break No work

Week 9 9.1 Watch Synthesis #3

Week 10 10.1 Watch Current Events:

Phase 4: Making and Things

Week 12 12.1 Watch Synthesis #4

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