The Promises and Pitfalls of Digital Media and the Internet (Timothy Wu, The Master Switch and Evgeny Morozov, The Net Delusion)

One of the goals of this class is to push students to start thinking critically and analytically about the broad

implications of the Digital Media Revolution for society (politically, economically, culturally, etc.). This final

essay assignment is designed to make you think more deeply about one of the broad thematic issues/topics covered in

class, formulate an argument based on those readings and a selection of articles that you find on your own, and to

write out those arguments in the form of an essay.
*Please note: This assignment should not be treated as a �book report.� I�m not interested in a simple summary of the

material you�ve read. What I am looking for is a synthesis of the material that incorporates the readings from class,

current reporting on the topic, as well your own analysis of the connections and implications for how digital media

are changing the way we live in the 21st century.
Instructions:
First, choose one of the following broad themes/topics (and accompanying authors)
that are listed in the syllabus:

ext, do a thorough reading of the material. You should have a firm grasp of the core arguments of the author(s), the

positions they take, and why.
Then, begin looking for related articles from Mediashift, Lore.com, or your own daily consumption of news and

reporting that deals with digital media. These articles must be from legitimate sources and substantive in nature

(look for at least one page of text; a 50 word blog posts does not count). Pick at least five articles that you will

incorporate into your final essay.
Finally, spend some time thinking, brainstorming, making notes, thought bubbles, hieroglyphics (whatever your

creative process!) on the connections (as well as contradictions) between the articles you’ve gathered and the

original source material from the author(s). Once you�ve done this, formulate a strong thesis statement (core

argument) about the how the articles and reporting you�ve gathered connects with, contradicts, or otherwise fits in

with the source readings as well as the larger implications for society. The remainder of your paper should support

your argument in a way that is clear, logical, and structured. Brief summaries of the source material and articles

being presented will of course be part of your paper; however, I am more interested in your own critical thought

process and analysis as you deliberate the implications of what you�ve read and the argument you�re making.
Rubric:
1. Overall Quality of Essay � this includes grammar, syntax, and structure, as well as proper use of sources and

citations (45 poor, 70 fair, 100 Pulitzer)
2. Critical Thinking (10 poor, 35 fair, 50 brilliant)
3. Arguments/Assertions are Logical (10 illogical, 35 acceptable, 50 Socratic)
4. Use of Source Readings, Articles in Presenting arguments (10 marginal, 35
acceptable, 50 masterful)
A note on Citations/Sources
I am not requiring a certain citation format for this essay (e.g., MLA, APA, Chicago Style, etc.). However, your

citations should be consistent and include the following: Author, Title of book or article, page number (if

applicable), date of publication or date of access to URL, and complete URL (for instance,

https://www.nytimes.com/2013/05/14/business/global/hm-agrees-to-bangladesh- safety-plan.html and NOT

https://nytimes).
You must use in-text citations within your paper, using (Author, Date, pp#), and include a Works Cited list at the

end of your essay.

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Poetry Research Analysis: Compare Julio Marzán’s “The Translator at the Reception for Latin American Writers” and “Ethnic Poetry”: what do those poems suggest about the representation of ethnic minorities?

Essay #3: Poetry Research Analysis
Your research essay will ask you to discuss a pair of poems according to one central concept, and to develop that

discussion by including secondary sources. You can learn more about secondary sources by viewing the Foothill Library

instruction videos referenced in the Syllabus (see Syllabus for links). You are required to use three secondary

sources–scholarly to the extent that those sources have been professionally vetted (all of the sources in the

Foothill Library databases are considered scholarly). If you have any question regarding a secondary source’s

legitimacy, please ask.

Choose one of the following:

1. Compare Julio Marzán’s “The Translator at the Reception for Latin American Writers” and “Ethnic Poetry”: what do

those poems suggest about the representation of ethnic minorities?

2. Consider Robert Frost’s “Design” and Emily Dickinson’s “I heard a Fly buzz–when I died”: what do the natural

objects (the creatures, etc.) in these poems symbolize?

3. Discuss Thomas Hardy’s “The Convergence of the Twain” and David R. Slavitt’s “Titanic”; what do these poems

suggest about death and the Titanic?

4. Consider Jimmy Santiago’s “Green Chile” and Sally Croft’s “Home-Baked Bread”: How do these poems use food imagery?

5. Discuss Robert Herrick’s “To the Virgins, to Make Much of Time” and Andrew Marvell’s “To His Coy Mistress” within

the larger context of seventeenth-century carpe diem poetry.

Julio Marzán (b. 1946)
The Translator at the Reception for
Latin American Writers 1997
Air-conditioned introductions,
then breezy Spanish conversation
fan his curiosity to know
what country I come from.
“Puerto Rico and the Bronx.” 5
Spectacled downward eyes
translate disappointment
like a poison mushroom
puffed in his thoughts as if,
after investing a sizable 10
intellectual budget, transporting
a huge cast and camera crew
to film on location
Mayan pyramid grandeur,
indigenes whose ancient gods 15
and comet-tail plumage
inspire a glorious epic
of revolution across a continent,he received a lurid script
for a social documentary 20
rife with dreary streets

Julio Marzán (b. 1946)
Ethnic Poetry 1994
The ethnic poet said: “The earth is maybe
a huge maraca / and the sun a trombone /
and life / is to move your ass / to slow beats.”
The ethnic audience roasted a suckling pig.
The ethnic poet said: “Oh thank Goddy, Goddy / 5
I be me, my toenails curled downward /
deep, deep, deep into Mama earth.”
The ethnic audience shook strands of sea shells.
The ethnic poet said: “The sun was created black /
so we should imagine light / and also dream / 10
a walrus emerging from the broken ice.”
The ethnic audience beat on sealskin drums.
The ethnic poet said: “Reproductive organs /
Eagles nesting California redwoods /
Shut up and listen to my ancestors.” 15
The ethnic audience ate fried bread and honey.
The ethnic poet said: “Something there is that
doesn’t love a wall / That sendsthe frozen-ground-swell under it.”
The ethnic audience deeply understood humanity. 20

Robert Frost (1874–1963)
Design 1936
I found a dimpled spider, fat and white,
On a white heal-all,° holding up a moth
Like a white piece of rigid satin cloth —
Assorted characters of death and blight
Mixed ready to begin the morning right, 5
Like the ingredients of a witches’ broth —
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.
What had the flower to do with being white,
The wayside blue and innocent heal-all? 10
2 heal-all: A common flower, usually blue, once used for medicinal purposes.
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall? —
If design govern in a thing so small.

Emily Dickinson (1830–1886)
I heard a Fly buzz — when I died — c. 1862
I heard a Fly buzz — when I died —
The Stillness in the Room
Was like the Stillness in the Air —
Between the Heaves of Storm —
The Eyes around — had wrung them dry — 5
And Breaths were gathering firm
For that last Onset — when the King
Be witnessed — in the Room —
I willed my Keepsakes — Signed away
What portion of me be 10
Assignable — and then it was
There interposed a Fly —
With Blue — uncertain stumbling Buzz —
Between the light — and me —
And then the Windows failed — and then 15
I could not see to see —

Thomas Hardy (1840–1928)
The Convergence of the Twain 1912
Lines on the Loss of the “Titanic”°
i
In a solitude of the sea
Deep from human vanity,
And the Pride of Life that planned her, stilly couches she.
ii
Steel chambers, late the pyres
Of her salamandrine fires,° 5
Cold currents thrid,° and turn to rhythmic tidal lyres.
iii
Over the mirrors meant
To glass the opulent
The sea-worm crawls — grotesque, slimed, dumb, indifferent.
iv
Jewels in joy designed 10
To ravish the sensuous mind
Lie lightless, all their sparkles bleared and black and blind.
v
Dim moon-eyed fishes near
Gaze at the gilded gear
And query: “What does this vaingloriousness down here?” 15
vi
Well: while was fashioning
This creature of cleaving wing,
The Immanent Will that stirs and urges everything
vii
Prepared a sinister mate
For her — so gaily great — 20
A Shape of Ice, for the time far and dissociate.
viii
And as the smart ship grew
In stature, grace, and hue,
In shadowy silent distance grew the Iceberg too.
ix
Alien they seemed to be: 25
No mortal eye could see
The intimate welding of their later history,
x
Or sign that they were bent
By paths coincident
On being anon twin halves of one august event, 30
xi
Till the Spinner of the Years
Said “Now!” And each one hears,
And consummation comes, and jars two hemispheres.

David R. Slavitt (b. 1935)
Titanic 1983
Who does not love the Titanic?
If they sold passage tomorrow for that same crossing,
who would not buy?
To go down . . . We all go down, mostly
alone. But with crowds of people, friends, servants, 5
well fed, with music, with lights! Ah!
And the world, shocked, mourns, as it ought to do
and almost never does. There will be the books and movies
to remind our grandchildren who we were
and how we died, and give them a good cry. 10
Not so bad, after all. The cold
water is anesthetic and very quick.
The cries on all sides must be a comfort.
We all go: only a few, first-class.

Jimmy Santiago Baca (b. 1952)
Green Chile 1989
I prefer red chile over my eggs
and potatoes for breakfast.
Red chile ristras° decorate my door, braided strings of peppers
dry on my roof, and hang from eaves.
They lend open-air vegetable stands 5
historical grandeur, and gently swing
with an air of festive welcome.
I can hear them talking in the wind,
haggard, yellowing, crisp, rasping
tongues of old men, licking the breeze. 10
But grandmother loves green chile.
When I visit her,
she holds the green chile pepper
in her wrinkled hands.
Ah, voluptuous, masculine, 15
an air of authority and youth simmers
from its swan-neck stem, tapering to a flowery
collar, fermenting resinous spice.
A well-dressed gentleman at the door
my grandmother takes sensuously in her hand, 20
rubbing its firm glossed sides,
caressing the oily rubbery serpent,
with mouth-watering fulfillment,
fondling its curves with gentle fingers.
Its bearing magnificent and taut 25
as flanks of a tiger in mid-leap,
she thrusts her blade into
and cuts it open, with lust
on her hot mouth, sweating over the stove,
bandanna round her forehead, 30
mysterious passion on her face
and she serves me green chile con carne
between soft warm leaves of corn tortillas,
with beans and rice — her sacrifice
to her little prince. 35
I slurp from my plate
with last bit of tortilla, my mouth burns
and I hiss and drink a tall glass of cold water.
All over New Mexico, sunburned men and women
drive rickety trucks stuffed with gunny-sacks 40
of green chile, from Belen, Veguita, Willard, Estancia,
San Antonio y Socorro, from fields
to roadside stands, you see them roasting green chile
in screen-sided homemade barrels, and for a dollar a bag,
we relive this old, beautiful ritual again and again. 45

Sally Croft (b. 1935)
Home-Baked Bread 1981
Nothing gives a household a greater sense of stability and common comfort than the
aroma of cooling bread. Begin, if you like, with a loaf of whole wheat, which requires
neither sifting nor kneading, and go on from there to more cunning triumphs.
— The Joy of Cooking
What is it she is not saying?
Cunning triumphs. It rings
of insinuation. Step into my kitchen,
I have prepared a cunning triumph
for you. Spices and herbs 5
sealed in this porcelain jar,
a treasure of my great-aunt
who sat up past midnight
in her Massachusetts bedroom
when the moon was dark. Come, 10
rest your feet. I’ll make
you tea with honey and slices
of warm bread spread with peach butter.
I picked the fruit this morning
still fresh with dew. The fragrance 15
is seductive? I hoped you would say that.
See how the heat rises
when the bread opens. Come,
we’ll eat together, the small flakes
have scarcely any flavor. What cunning 20
triumphs we can discover in my upstairs room
where peach trees breathe their sweetness
beside the open window and
sun lies like honey on the floor.

Robert Herrick (1591–1674)
To the Virgins, to Make
Much of Time 1648
Gather ye rose-buds while ye may,
Old Time is still a-flying;
And this same flower that smiles today,
Tomorrow will be dying.
The glorious lamp of heaven, the sun,
The higher he’s a-getting,
The sooner will his race be run,
And nearer he’s to setting.
That age is best which is the first,
When youth and blood are warmer;
But being spent, the worse, and worst
Times still succeed the former.
Then be not coy, but use your time,
And while ye may, go marry;
For having lost but once your prime, 15
You may for ever tarry.

Andrew Marvell (1621–1678)
To His Coy Mistress 1681
Had we but world enough, and time,
This coyness, lady, were no crime.
We would sit down, and think which way
To walk, and pass our long love’s day.
Thou by the Indian Ganges’° side 5
Shouldst rubies find; I by the tide
Of Humber° would complain.° I would write love songs
Love you ten years before the Flood, And you should, if you please, refuse
Till the conversion of the Jews. 10
My vegetable love should grow°
Vaster than empires, and more slow;
An hundred years should go to praise
Thine eyes and on thy forehead gaze,
Two hundred to adore each breast, 15
But thirty thousand to the rest:
An age at least to every part,
And the last age should show your heart.
For, lady, you deserve this state,
Nor would I love at lower rate. 20
But at my back I always hear
Time’s wingèd chariot hurrying near;
And yonder all before us lie
Deserts of vast eternity.
Thy beauty shall no more be found, 25
Nor in thy marble vault shall sound
My echoing song; then worms shall try
That long preserved virginity,
And your quaint honor turn to dust,
And into ashes all my lust. 30
The grave’s a fine and private place,
But none, I think, do there embrace.
Now, therefore, while the youthful hue
Sits on thy skin like morning dew,
And while thy willing soul transpires° breathes forth 35
At every pore with instant fires,
Now let us sport us while we may,
And now, like amorous birds of prey,
Rather at once our time devour
Than languish in his slow-chapped° power. slow-jawed 40
Let us roll all our strength and all
Our sweetness up into one ball,
And tear our pleasures with rough strife
Thorough° the iron gates of life. through
Thus, though we cannot make our sun 45
Stand still, yet we will make him run.

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The Main Topic of the thesis is the Race between renewable and non-rewable sources of energy, and how important Electric Vehicles and Advance Technology Vehicles are in this race.

1) My Thesis Proposal
2) School’s Step By Step Guide
3) Some of the Topics I would like the writer to address

The best way would probably be to start the paper by addressing the issue of nonrenewable vs. renewable energy and then talk about Electric Vehicles. The main focus of the paper should be about the Electric Vehicles and how they can be promoted and how consumer acceptance should be achieved. The writer is also kindly expected to do some surveys and interviews on the topic. Please be aware that I am currently in Japan just so the writer knows. Also, I will also be conducting some interviews and will report the data back to the writer. The writer is kindly required to comply with the 3 documents I will upload later which are my Thesis Proposal, the School’s Step by Step Guide and what they expect, Some of the points I would like the writer to please explore in the paper. I chose the 30 day period because I would like a well thought of and a well written paper. This paper is extremely important to me and to my career and my school is very very strict when it comes to plagiarism and the quality of the paper. So please I kindly ask the writer to give the paper the time needed and to comply with the 3 documents I will upload and to write a well thought of and well written paper. I am willing to aid in the field market research and the writer is more than welcome to contact me anytime he/she wants day or night.

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Literature Review Outline and Justification

A clear thesis statement describing the topic as well as what specific aspects of the topic will be discussed in the final literature review paper Include an outline of specific topics to be discussed in an appendix following the reference page
A statement or discussion about the theoretical importance of the topic (e.g., how does research on the specific topic relate to theoretical or methodological questions) This should include a discussion of one of the following 1) what empirical research is missing from the literature, 2) new methods or techniques used in this area of research, 3) a controversy in this area research
Include at least 10 sources. Correct APA style formatting should be used when citing references in the text of your justification and for the reference page.

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Is the evidence based on generalization?

A. Use the questions below to evaluate the evidence. First decide what type of evidence the author using. Then, describe the evidence and then analyze it. The questions below will help you analyze and evaluate the argument.
• Is the evidence based on generalization?
• Is the evidence based on analogy, specific cases, personal experience or anecdote?
• Is the evidence based on authority
The author uses an authority figure (another author, a doctor, an academic) or an institutional authority to support claims
• Does the author provide empirical evidence? Is the evidence based on experimental data? Observational data? Survey data? To evaluate empirical evidence consider the questions below.
Is a causal claims made?
If yes, is a causal claim possible? Was random assignment used?
Is a correlational claim made?
If yes, are there other potential explanations for the data (e.g., potential third variables)?
Decide if the evidence is generalizable (e.g., external validity)
Is the data robust? Can it replicate in a number of settings with different samples (e.g., is there overreliance a specific sample)
Is it ecologically valid? Would it happen in real life, outside of the lab?
Is it relevant? Does it matter? Are the findings useful for solving problems or improving the quality of life?
B. Why is the author using this evidence? Is it convincing?
C. To write an argument analysis, describe the main claims and explain how the author supports each claim.
• What are the main claims?
• How does the author support and/or advance the argument?
• How convincing is the evidence used to support the author’s claims?

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The purpose of this paper is to find out if stress at workplace can result in increased contemplations of quitting, and if perceived organizational support can reduce the turnover despite the job-related stress

The purpose of this paper is to find out if stress at workplace can result in increased contemplations of quitting, and if perceived organizational support can reduce the turnover despite the job-related stress

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Chopin as a performer- critical assessment

Present a brief critical synthesis of the recent writings and reviews current in this area of musicological research – Frederick Chopin as a performer. Make sure that you do not just summarise material, but present a critical assessment of the area.

Use Music Library and Internet resources to research the topic – Frederick Chopin as a performer.

Make sure to indicate at the end of each bibliography the sources you use to construct your bibliography. Eg: Between ésprit and genie: Chopin in the field of performance (Author: Gooley, Dana) – Source: grove music online OR oxford music online OR music library (must be able to be obtained in australia)
You must document accurately and consistently the sources you use to construct your bibliography, must say where you found that academic reading (which internet website)

Bibliography needs to be 10 pages long. (around 140 internet and library resources, all must be academic resources, academic writings and reviews on Chopin as a performer)

Read the abstract of each resource (as you need to find 140 resources, no need to read all, but the important parts relevant to the essay), and present a critical assessment.

To structure the essay:
(Identify the areas that are focused, and focus on one paragraph for each area. such that chopin’s pianism, chopin’s performance technique, chopin’s performance history, chopin as a genius, why he did not like performing in public, why chopin liked performing in salons)
must emphasise chopin liked performing in salons, why he didn’t like performing in public concerts.

Each area should be discussed with relevant academic resource and reviews, put in footnotes in CHICAGO style when quoting. MUST BE IN CHICAGO STYLE FOR ALL REFERENCING AND BIBLIOGRAPHY.

ALL academic resources must be relevant to music and chopin as a performer, must be relevant!! Check in the library for Chopin bibliography catalogue on Chopin as a performer, chopin’s pianism etc.

I have included a few references I have already found. please include these.

• Creating a legend or reporting the facts? Chopin as a performer in the biographical accounts of F. Liszt, M.A. Szulc, and F. Niecks (Skowron, Zbigniew 2004)
• Early life. Life in Paris [Chopin as a performer]. Method of work [Compositions for piano, use of the damper pedal] (The New Music Review and Church Music Review Daniel Gregory Mason yr:1915 pg:106)
• Chopin performance tradition and its relationship to analysis Authors: Graff, Steven Lewis
• The great piano virtuosos of our time from personal acquaintance: Liszt, Chopin, Tausig, Henselt (Lenz, Wilhelm von (Author)
• Chopin: The Great Performers in Warsaw (Author: Mckelvey) Source: American Record Guide. Nov-Dec, 2010, Vol. 73 Issue 6, p110, 3 p.
• Chopin in performance: History, theory, practice (Author: Szklener, Artur)
• Chopin’s pianism and the reconstruction of the ineffable (Author: Bellman, Jonathan)
• Between ésprit and genie: Chopin in the field of performance (Author: Gooley, Dana)

critical assessment of the reviews and readings on ‘Chopin as a performer’, and reference each writing when analysing ‘chopin as a performer’.

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