ICLT 331: Women, Technology, and Art
F01: Online course
Instructor: Dr. Amanda Golden
Office Hours: W 10am-12pm, and by appointment
Email: [email protected]
Course Website: womendigart.weebly.com
Required Texts
Sylvia Plath, The Bell Jar. HarperCollins, 2005. ISBN: 978-0060837020
Kazuo Ishiguro, Never Let Me Go. Vintage, 2006. ISBN: 978-1400078776
Additional readings will be available on Google Drive
Course Overview
Women, Technology, and Art begins with Zadie Smith’s essay “Generation Why?” (2010) and E. M. Forster’s story “The Machine Stops” (1909), two different views of technology and communication in the present and future, which will shape our consideration of topics ranging from the art of the novel, poetic form, and science fiction to visual art, film, and social media. We will read about a college student and aspiring writer in Sylvia Plath’s novel The Bell Jar (1963). We then turn to the poetry of the Poet Laureate of the United States from 2017 to 2019, Tracy K. Smith, and the role of bioethics in Nobel Prize winner Kazuo Ishiguro’s novel Never Let Me Go (2006). Students will analyze these texts in essays, discussion board postings, and digital projects.
Student Learning Outcomes and Methods of Assessment
Upon successful completion of this course, students will be able to:
1. Discuss social, cultural, and historical, issues that women writers and artists address.
(Core: Communication, Literacy, Critical/Analytical Thinking, Interdisciplinary Mindset and Skills, Ethical/Moral and Civic Engagement, and Global Perspective/World View)
2. Interpret stylistic features of literary texts and forms of media and how these features affect the impact of each text. (Core: Communication, Literacy, Critical/Analytical Thinking)
3. Compose a focused, organized, and clearly written analysis of literary texts. (Core: Communication, Literacy, Critical/Analytical Thinking, Global Perspective/World View)
4. Locate and evaluate research sources and incorporate and document them appropriately in writing, oral presentations, and digital projects.
(Core: Communication, Literacy, Critical/Analytical Thinking, Ethical/Moral and Civic Engagement)
5. Analyze different forms of media and work from different disciplines.
(Core: Communication, Literacy, Critical/Analytical Thinking, Interdisciplinary Mindset and Skills)
6. Work effectively in groups to interpret texts. (Core: Communication, Literacy, Critical/Analytical Thinking, Interdisciplinary Mindset and Skills, Global Perspective/World View)
Methods of Assessment:
Writing in class and completing blog postings—Outcomes 1, 2, 3, 5
Discussing texts and forms of media—Outcomes 1, 2, 5, 6
Analyzing materials from different disciplines and the ways that they inform each other—Outcomes 1, 2, 4, 5, 6
Contributing to group tasks discussing global texts and interpreting them using digital tools—Outcomes 1, 2, 5, 6
Participating in peer review process for essays—Outcomes 1, 2, 6
Giving presentations (podcasts or videos)—Outcomes 1, 2, 4, 5, 6
Writing literary analysis essay—Outcomes 1, 2, 3
Completing research project—Outcomes 1, 2, 3, 4, 5
Reading Assignments
For every reading assignment, students are expected to read the assigned pages thoroughly and carefully, taking detailed notes that they can refer to in class.
Writing Assignments
All writing assignments must be typed in 12-point and double-spaced, and thoroughly proofread. Do not include your name in documents submitted on Canvas.
Grading
Grade Scale:
100-94 A 79-77 C+
93-90 A- 76-74 C
89-87 B+ 73-70 C-
86-84 B 69-67 D+
83-80 B- 66-60 D
59-below F
Analytical Essay: 15%
Online Assignments, Discussion Board Postings, and Writing Center Reflections (averaged together): 40%
Podcast or Video: 15%
Script: 20%
Open Group Discussions: 10%
Discussion Board Postings
You will post on our Canvas Discussion Board on dates indicated on the syllabus. Questions and prompts for postings will be on Canvas. Your postings will engage the question or topic in depth, analyzing quotations and examples when appropriate. Your responses should interpret and analyze course readings, building from previous topics we have discussed. Because these postings are short, you are encouraged to develop your own impressions, rather than consult internet sources. If you do consult internet or any other sources, you must cite them. Cutting and pasting any material you do not quote appropriately and cite from websites is plagiarism.
Discussion board postings will be assessed using the following rubric:
4: Exceptional. The discussion board post is focused and coherently integrates examples with explanations or analysis. The post demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate. The entry reflects in-depth engagement with the topic.
3: Satisfactory. The discussion post is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The post reflects moderate engagement with the topic.
2: Underdeveloped. The discussion board post is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The post reflects passing engagement with the topic.
1: Limited. The discussion board post is unfocused, or simply rehashes previous comments, and displays no evidence of student engagement with the topic.
0: No Credit. The discussion board post is missing or consists of one or two disconnected sentences.
Adapted from https://www.chronicle.com/blogs/profhacker/a-rubric-for-evaluating-student-blogs/27196
Replying to Others
Exceptional. Responses to classmates' postings are clear, specific and forward dialogue with them, asking questions of them as well as making useful comments.
Good. Responses to classmates' postings are clearly worded. Developing ideas; sometimes stimulates discussion.
Underdeveloped. Responses to classmates' postings are often worded in confusing manner and show little sense of what others have written.
No Credit. Abusive or distracting comments; persistent lack of participation.
Writing Center Visit Reflections
Over the course of the term, you are required to have at least one online appointment with a tutor from English Department Writing Center, bringing an assignment from this course (such as a posting, project, presentation, essay rough draft, or final draft) that you are writing or revising. You can make an appointment at any stage in the writing process, from brainstorming to editing. You can also visit the writing center to strengthen a particular skill, such as commas, introductions, or any aspect of writing or communication. Following your visit, complete a 250-word response reflecting on your visit. This reflection should include a description of the task or assignment that you brought to the center, the feedback you received, and your plans for moving forward. The reflection will be graded using the blog assessment rubric, and for quotations you should analyze the language of your own writing and the tutor's feedback you receive. In addition, your reflection must also contemplate your own growth as a writer and critical thinker. Your reflection is due on Canvas no later than the dates indicated on the syllabus, but can be uploaded earlier.
Course Policies
Make Your Deadlines
Late assignments will not be accepted. Know and keep your deadlines. All due dates are posted in this syllabus.
Withdrawal Policy
See the Withdrawal From a Course under “Academic Policies and Rules” in the New York Tech Academic Catalogs.
The decision to withdraw from a course should be made only after consulting with the course instructor and advisor, as withdrawing from a course may affect visa status (for international students) and/or financial aid eligibility, as well as result in financial obligation to New York Institute of Technology. Consult with the Office of International Education, the Office of Financial Aid and the Bursar's Office for more information.
Statement on Academic Integrity and Plagiarism
Students enrolled in a course at New York Tech agree that by taking such course they consent to the submission of all required papers for textual similarity review to any commercial service engaged by New York Tech to detect plagiarism. Each student also agrees that all papers submitted to any such service may be included as source documents in the service’s database, solely for the purpose of detecting plagiarism of such papers.
Plagiarism is the appropriation of all or part of someone else’s works (such as but not limited to writing, coding, programs, images, etc.) and offering it as one’s own. Cheating is using false pretenses, tricks, devices, artifices or deception to obtain credit on an examination or in a college course. If a faculty member determines that a student has violated the Academic Integrity Policy and committed academic dishonesty by plagiarism, cheating or in any other manner, the faculty has the academic right to 1) fail the student for the paper, assignment, project and/or exam, and/or 2) fail the student for the course and/or 3) bring the student up on disciplinary charges, pursuant to Article VI, Academic Conduct Proceedings, of the Student Code of Conduct.
For help understanding citation and paraphrasing, make an appointment in the Writing Center or go to the NYIT Library Research Assistance Writing & Citing page.
If you are tempted by time constraints or other reasons to plagiarize or to cheat or if you are confused about an assignment, contact your professor and discuss the work you are having trouble with OR contact the Wellness Center and talk about your problems with a counselor.
Original Work
All assignments and other work must be created for the course for which you are enrolled. Work submitted for other courses or work created before the start of the course may not be submitted without the express consent of the instructor.
Netiquette
For email and online discussions:
- Write clearly and succinctly.
- In email, provide a descriptive subject, provide a greeting at the beginning and your name at the end.
- Never write in all-caps.
- Be cautious when using humor or sarcasm. Use a civil tone and avoid offensive language.
- Proofread!!
Computer Access
According to university policy, all students are required to own or have access to a computer system off campus with connectivity to the Internet, a functioning web camera, and a current version of Microsoft Office. NOTE: Microsoft Works is not compatible with Microsoft Office. Students may download Office 365 Pro Plus (PC or Mac) through the NYIT Service Central software downloads.
Coursework Copyright
All lectures and course materials, including power point presentations, exams, quizzes, outlines, assignments, instructions and similar materials, are protected by copyright. The instructor is the exclusive owner of copyright for the materials he/she creates. Students may take notes and make copies of course materials for their own use, but may not reproduce or distribute (or allow to be reproduced or distributed) lecture notes and/or other course materials publicly, whether or not a fee is charged, without express written consent from the instructor. Students may not present as their own work any protected course material (answers to quizzes or tests, essays, papers, etc.) on a “note sharing” service. Doing so constitutes a violation of the Academic Integrity Policy.
Library Resources
All students can access New York Tech’s virtual library from both on and off campus at www.nyit.edu/library. The same login you use to access NYIT email and NYITConnect will also give you access to the library’s resources from off campus.
On the upper left side of the library’s home page, select links for “Find Resources”, “Innovation Labs”, “Research Assistance”, “Services”, For Faculty”, “Library e-News” and “Contact“. Using the search boxes in the middle of the library homepage will also assist you in navigating the library’s web pages. Should you have any questions, please select “Contact” on the left side to submit a “Ask-A-Librarian” form or to Live Chat with a Librarian.
Support for Canvas, Zoom, and Other Technologies
Support for Canvas, Zoom, and other technologies is available through Information Technology Services. You may also email [email protected] or call 516.686.1400.
Additional Resources for Further Learning
If you would like additional help in the course, please contact your instructor for guidance. You are also encouraged use New York Tech’s academic support services: the Learning Center, the Writing Center, and Brainfuse (online tutoring, 24/7). For more information and links to the individual centers, see www.nyit.edu/tutoring.
Support for Students with Disabilities
The Office of Accessibility Services works with students to make sure disability-related accommodations are implemented. In addition to monitoring compliance with the Americans with Disabilities Act (ADA) and other applicable laws, the OAS actively supports students on the Long Island and New York City campuses in the pursuit of their academic goals and a barrier-free educational environment. Identification of oneself as an individual with disability is voluntary and confidential. Students interested in registering for accommodations are encouraged to contact Maureen Holahan, Assistant Director of Accessibility Services, at any point during their NYIT career.
Bear Bytes
The Bear Bytes initiative provides all students on our New York campuses with access to healthy, nutritious food as well as health and wellness resources. The Grizzly Cupboard, a food pantry located on each NY campus, is open on each New York campus. For the Grizzly Cupboard's hours of operations, and details regarding local food pantries and other resources, please visit the Bear Bytes web page.
First-Generation Student Resources
A first-generation student is defined as someone who is the first in their family to earn a college degree. New York Tech’s definition is any student who is the first in their family to work toward and earn a college degree in the United States. We also include students whose parents have college degrees that were earned at institutions outside of the U.S. New York Tech strives to recognize, serve, empower, and celebrate our first-generation students when they join our New York Tech community and progress through their respective academic programs. Please visit our online First Generation Resources and Events for helpful university information and resources.
Wellness Center
College students often experiences difficulties that can interfere with academic success, from academic stress to relationship concerns. If you are struggling, or if you know someone who is, we strongly encourage you to seek support. Visit the Wellness Center to find out about the many resources that are available to New York Tech students.
The Writing Center
The New York Tech Writing Center helps students with writing and reading assignments. Anyone with an assignment from any NYIT class may visit. While the Writing Center can assist you with grammar and punctuation, it is not primarily an editing service. Rather, you can work with writing instructors to address specific writing concerns or issues. Please make an appointment using My NYIT to receive additional support at any stage of the writing process. Click "Academics," then "Tutoring."
Weekly Schedule (Subject to Change)
Unless otherwise noted, assignments are due on Canvas on Sunday by 11pm, est.
Week 1: 9/7-9/11
1. Read Zadie Smith, “Generation Why?” and E. M. Forster, “The Machine Stops” (1909). You can also use the Audiobooks App.
2. Academic Integrity Quiz Due on Canvas, Sunday 9/11, by 11pm, est.
3. Introduction and Syllabus Confirmation Due on Canvas, Sunday 9/11, by 11pm, est.
4. Discussion Board Posting 1 Due on Canvas, Sunday 9/11, by 11pm, est.
Week 2: 9/12-9/18
1. Read Plath, The Bell Jar 1-50 (Ch. 1-4).
2. Read They Say/I Say Introduction and Chapter 1; Review Index of Templates.
3. Discussion Board Posting 2 Due 9/18, by 11pm, est.
Week 3: 9/19-9/25
1. Read The Bell Jar 50-98 (Ch. 5-8).
2. View Sylvia Plath’s Drawings.
3. Discussion Board Posting 3 Due Sunday 9/25, by 11pm, est.
Week 4: 9/26-10/2
1. Read The Bell Jar 99-153 (Ch. 9-12); and 236-244 (Ch. 20).
2. Read They Say/I Say chapter 3 and Understanding Rhetoric Issue 4.
3. Contribute to Open Group Discussion by 10/2, 11pm, est.
4. Zoom Meetings with Instructor
Week 5: 10/3-10/9
1.Read Plath’s poems, “The Colossus,” “Ariel,” “Lady Lazarus,” and “Daddy.”
2. Listen to recordings of Plath reading her poems and 1962 interview.
3. Analytical Essay Rough Draft Due 10/9, by 11pm, est.
Week 6: 10/10-10/16
1. Analytical Essay Final Draft Due 10/16, by 11pm, est.
Week 7: 10/17-10/23
1. Read poems by Tracy K. Smith, "Einstein's Mother," "Everything that Ever Was," "Flores Woman," "Wade in the Water"
2. View Poet Laureate Tracy K. Smith Inaugural Reading and Tracy K. Smith reads "Wade in the Water."
3. Poetry Reading Assignment Due 10/23, by 11pm, est.
Week 8: 10/24-10/30
1.Read Natalie Diaz, "The Facts of Art."
2. Read Sumita Chakraborty, “Image 004.”
3. Discussion Board Posting 4 Due 10/30, by 11pm, est.
Week 9: 10/31-11/6
1. Read first third of Kazuo Ishiguro, Never Let Me Go
2. View Ishiguro discusses Never Let Me Go
3. Contribute to Open Group Discussion by 11/6, by 11pm, est
Week 10: 11/7-11/13
1. Read second third of Never Let Me Go.
2. Discussion Board Posting 5 Due 11/13, by 11pm, est.
Week 11: 11/14-11/20
1. Finish Never Let Me Go.
2. Discussion Board Posting 6 Due 11/20, by 11pm, est.
Week 12: 11/21-11/27
1. Read Mina Loy, "Feminist Manifesto," "Brancusi's Golden Bird," and "Auto-Facial-Construction."
2. View Laurie Anderson recordings, O Superman and Home of the Brave.
Week 13: 11/28-12/4
1. Script and Podcast or Video Rough Draft Due 12/4, by 11pm, est.
Week 14: 12/5-12/11
1. Writing Center Reflection Due 12/13 by 11pm, est.
2. Script and Podcast or Video Final Draft Due Sunday 12/13, by 11pm, est.
3. End of Term Reflection Due