Held Thursday, October 14, 1999
- Historical perspective: who's been involved in the development?
- Societal perspectives: what claims are there about how different
- Is hypertext hierarchical?
- Are hierarchical structures more predominant in some cultures?
- Thesis paragraph for research paper (Due Tuesday, October 26, 1999).
- Rebecca and I observed that there was less understanding about two
fundamental concepts than we had expected:
- The goal of most argumentative writing is to convince the reader
of something. Although it might make Maso cringe, in this class,
you will do so using formal techniques.
- When you read any text, you naturally evaluate the credibility
according to a number of factors.
- If we accept the first as a given, we need to consider how we might
evaluate texts as we, as readers, are convinced or fail to be convinced.
What makes an argument convincing?
- Rebecca and I have decided to try a new discussion format to help improve
- For each discussion, we will select individuals to play particular
- The Moderator is responsible for ensuring that the
discussion makes progress. Moderators may interrupt, call on people,
ask pointed questions, etc. Moderators are also responsible for
ensuring that everyone contributes.
- The Fact Checker ensures that comments are based on the
readings (for discussions that are based on the readings). The Fact
Checker makes sure that comments are not simply ``I think'' or
``I believe''. Each fact checker can decide for himself/herself
whether it is appropriate to permit ``facts'' or observations
not directly related to the readings.
- The Summarizer is responsible for summarizing past ideas
to help the discussion progress. Anyone can ask the summarizer for
a summary at any point in the discussion.
- The Clarifier is responsible for ensuring that everyone
understands the current status of the discussion. Clafiers and
summarizers work hand-in-hand.
- The Reporter is responsible for writing a short
summary of the discussion after the discussion. This report should
highlight the points raised and conclusions reached (if there are
- The Observer does not talk. (S)he makes notes on each
person's constibutions (helpful, distracting, amount of time, ...).
The observer should also note how well each person is playing his
or her role. We will summarize the contributions after the first
- Yes, we realize that all but the last two roles can be joined as
a more general moderator. Nonetheless, we'd like to try this
- The roles may evolve, old roles disapper, and new roles emerge
as our discussions progress.
- Observers will serve for a whole class. Other roles will rotate as
we move from topic to topic.
- Today's observer is Jake.
- Our first discussion: Will an artifact created by one culture
be inherently confusing or off-putting to those from other cultures?
- Moderator: John
- Fact Checker: Matt
- Summarizer: Isabel
- Clarifier: Sean
- Reporter: Marti
- Our second discussion: Is it appropriate to censor materials on
the Internet if those materials actively discourage others from
participating in the Internet?
- Moderator: Ellen
- Fact Checker: Marti
- Summarizer: Adam
- Clarifier: Yasir
- Reporter: Matt
- Our third discussion: Selected by moderator.
- Moderator: Kevin
- Fact Checker: John
- Summarizer: Sean
- Clarifier: Marti
- Reporter: Yasir
From Adam (redo), Jake, Kevin, Marti, Sean (redo)
- Based on all the readings, what do you believe is the biggest reason
African Americans are not using the Internet? (How's that for
making sure that it's based on the readings?)
- What are the main factors contributing to the exclusion of African Americans
and other minorities on the Internet? (How's that for a similar
- I am intrigued by the Maso piece. I found the material in the article
to be enlightening and especially enjoyed the poetic format she used.
But which actually caused the piece to be more effective than the
Spender article? Was it the content, the style, or a combination of
the two? (I realize we mentioned this at least implicitly in class,
but I never got a satisfying answer)
- Gingrich and Gore (I'm referring to Liberte, Egalite, Internete) claim
the Internet and cyberspace are the "land of knowledge," and permit
more achievement in democracy than the print media ever have. Does
Davidson really say anything in this article? I read the last
paragraph with basically the same amount of knowledge as I had when I
read the first one. It seems to ask questions but never answers them
to my satisfaction. In reference to our last discussion, can articles
like this really illustrate anything useful, or do they merely
articulate the issue at hand?
- How can hypertext form a haven for women writers without "ghettoiz[ing] the
writing"? How does Greco draw the line between the two?
- If the reason for under-representation of minorities on the Internet
isn't financial, then what is it? Do they not sell computers and internet
access to minorities?
- If they do sell to minorities, and minorities can afford them, is it a
lack of interest or desire that keeps them off the Internet? If I
were to say that women were incompetent, I would be strewn about
campus in many small pieces, however, to say that women are just the
same as men is quite a stretch, whether for the better or for the
worse, women and men are different in far more than the physical
sence, men have better spacial reckoning and can think three
dimensionally better than women. Women can performe menial tasks far
better than men. So who's the better off? computers are just a tool
that can be used in many ways, if men tend too use thier speacialty
skills more often while using a computer and women tend too use thiers
then what is surprising that the two are not identical. Men and Women
are different in how they utilize and learn computers.
- Could the reason for why more caucasian than any other race use computers
be that since the most technologically advanced nation in the world is
composed primarily of caucasians? I mean, if nigeria were the most
technologically advanced nation and was the center of the
technological revolution in the world then africans would make up the
bulk of high-technology users. It seems as simple as who's where
- Should all interested persons have access to the Internet - Including free
hardware, software, connection, training and support for underprivelaged
individuals and families? Is it feasible?
Monday, 22 March 1999
- Created Monday, March 22, 1999 as a blank outline. (Can you tell
what I was doing during Spring break?)
Wednesday, 13 October 1999
- Filled in selected student questions.
- Filled in introductory material on discussions and evlauation.