408C W22 Ehrentraut

ENGL 408C

The Rhetoric of Digital Design Special Topic: Technological Non-Use

Meetings: Mondays & Wednesdays 1:00 - 2:20pm, HH 139 Instructor: Dr. Judy Ehrentraut, English Language and Literature Office: PAC 1064, UW Main Campus

Office Hours: Microsoft Teams, by appointment/Wednesdays 4:00 - 5:00pm at PAC 1064

Email: jehrentr@uwaterloo.ca

Course Description

This term, ENGL 408C will focus specifically on the topic of technological “non-use,” and will feature the following components: Neo-luddites and abstinence; digital detox and the culture of “unplugging”; ethics and discrimination in technology design. The course will culminate with students creating a design project that turns the concept of non-use into an object-to-think-with.

In the field of Human-Computer Interaction (HCI), non-use is viewed as a problem to be solved (e.g., why aren’t people using this or that feature of our software?). For media activists, non-use could designate a refusal to engage with certain technologies (e.g., unplugging from social media). This course will give students a new vocabulary for discussing technological interactions and being critical of the benefits and/or consequences of “mindful” non-use practices that promote human control over technology.

Grade Breakdown

Individual Seminar Presentation         (20%)

+ Reading Notes                     (10%)

First Monday Mini-Presentation         (10%)

+ Review                                 (5%)

Non-Use Design Project                     (20%)

+ Individual Essay                  (15%) Participation                                        (20%)

Individual Seminar Presentation + Reading Notes (20% + 10%)

Each student will prepare a 15-minute seminar presentation based on the reading(s) for that week, covering key points, terms, and points of contention or discussion. This is not simply a summary of the reading, although you must give a comprehensive overview of the text; instead, the goal of the presentation is to "translate" the weekly reading so that it is relevant within the context of previous and future course readings and assignments. What are your thoughts about this reading, and do you agree/disagree with what the author has put forth?

The presentation grade will be based on the following components:

• Comprehensiveness (did you cover the most important parts of the reading?)
• Relevance (did you relate the reading to other course readings or course themes?)
• Argument (did you present your own opinion of the reading in an engaging way?)

Students will also write a set of Reading Notes and upload them to the Dropbox before their presentation. Follow this format:

1. Do the reading.
2. As you read, underline passages that you feel are of significance. What is significant? Anything that will help you explain the reading to others, anything that reminds you of other readings, anything that coincides with the course theme.
3. Transcribe the significant passages in a text document, along with bibliographical information and page number(s).
4. Under each transcribed passage, write a short analysis about why it is significant. These must be in paragraph form using full sentences.

First Monday Mini-Presentation (10% + 5%)

Each student will give a 5-minute in-class presentation on one of the articles found in the First Monday special issue on non-use. Your goal is to quickly summarize the article’s main points, identify the author’s disciplinary approach (e.g., Anthropology, English, Gender Studies, etc.),

and state how the article compliments or diverts from the other assigned readings. The idea is to teach your chosen article to the rest of the class.

Everyone will also be responsible for submitting a 2-3 page write-up of the presentation. This should be a coherent and analytical review of the article, uploaded to Dropbox on the same day.

Non-Use Design Project + Individual Essay (20% + 15%)

In groups of 2 or on your own, create a prototype or conceptual idea for a device or tool that reflects the idea of non-use, controlled use or abstinence of technology. Where might this device or tool be deployed in the community to solve a problem, create a new experience, or open a discussion? You may also take an existing device or tool and critique and/or improve it in a new way. You will present your prototype or concept on the last day of class (April 4^th) and include audio and/or visual components. Even if you do not have a physical prototype, you must present the proof-of-concept.

Each student is also responsible for handing in their own essay that outlines the design concept of the device or tool, the reasons behind its conception, and how it might be used to create new digital habits that foster specific human goals such as communication, attention, honesty, presence, etc. This essay should be 4-6 pages in length (not including Works Cited list), and reference at least 2 readings from class and 2 additional readings not from class. Your essay should include a thesis that makes a statement about your design and its larger implications.

Participation (20%)

Students are expected to arrive on time, attend all classes, and actively engage in discussions. This is a seminar course, so rather than me lecturing everyone on the material, you should come to class having read the assigned article for that day. I will lead the discussion with questions, but it is up to you to contribute. Most classes will include a presentation by one of your peers, so please be present and attentive. Students who miss more than 2 classes without explanation risk losing this portion of their grade.

Late Policy and Extensions

Assignments that are handed in late will lose 5% per day, including weekends. If you require an extension, please email me at least 24 hours before the due date with a legitimate reason for the request. I unfortunately cannot grant extensions without some kind of proof that demonstrates a medical or family emergency. Students who regularly require extra time for assignments should register with Accessibility Services at the beginning of term, but must still request extensions from me.

Academic Integrity

The Faculty of Arts requires that I make you aware of the following: “Students are expected to know what constitutes academic integrity, to avoid committing academic offences, and to take responsibility for their actions. Students who are unsure whether an action constitutes an offence, or who need help in learning how to avoid offences (e.g., plagiarism, cheating) or about ‘rules’ for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Assistant Dean.

For information on offences and types of penalties, students should refer to Policy #71, Student Academic Discipline: http://www.adm.uwaterloo.ca/infosec/Policies/policy71.html. Students who believe that they have been wrongfully or unjustly penalized have the right to grieve. Refer to Policy #70, Student Grievance: http://www.adm.uwaterloo.ca/infosec/Policies/policy70.htm

Turnitin.com: Text matching software (Turnitin®) may be used to screen assignments in this course. Turnitin® is used to verify that all materials and sources in assignments are documented. Students’ submissions are stored on a U.S. server, therefore students must be given an alternative (e.g., scaffolded assignment or annotated bibliography), if they are concerned about their privacy and/or security. Students will be given due notice, in the first week of the term and/or at the time assignment details are provided, about arrangements and alternatives for the use of Turnitin® in this course. It is the responsibility of the student to notify the instructor if they, in the first week of term or at the time assignment details are provided, wish to submit the alternate assignment.