Previous Draft/ Annotated Bibliography done by Writer: 113894:
Intro
Science fiction is a genre of fiction that explores the future science and technology in an imaginative way (Carter, 2012). Science fiction portends that in the future, complex technologies shall emerge to solve some of the challenges people face today. Curiosity emerges on the future of science and technology, the kind of scientific innovations that will occur in the future, and how they will affect life on earth (Bailenson, Beal, Loomis, et al, 2004). Studying the influence of science fiction on public perception of science enables a researcher to understand the society’s future expectations, anxieties, and fears towards science. The researcher shall investigate how the genre changes the society’s values and approach to science; assess the interaction between science, technology, economics, and politics in science fiction; and explain how the science, that the genre presents, relates with other disciplines. The researcher shall also examine how science fiction shapes human culture, and identify the influences of science on art, literature, and other cultural aspects. Science fiction is the genre that delves into the issues of the future of scientific inventions. Since the public relies on science fiction to demystify the future state of science, the genre influences public opinion of science and can affect science policy.
Annotated Bibliography
Bailenson, J., Beal, A., Loomis, J., Blascovich, J., & Turk, M. (2004). Transformed Social
Interaction: Decoupling Representation from Behavior and Form in Collaborative Virtual Environments. Presence Journal, 13(4), 428-441.
The journal article has information on how science fiction influences human interaction. The researchers study how science fiction, in the virtual environments, influences human behavior and understanding of the future of science and technology. The main argument of the researchers is that science fiction has improved the understanding of the discipline of science and technological inventions. However, the genre has created a lot of anxiety on the future life, for example, through its application of biotechnology.
Blascovich, J., Loomis, J., Beall, A., Swinth, K., Hoyt, C., & Bailenson, J. (2002). Immersive
Virtual environment technology as a methodological tool for social psychology. Psychological Inquiry, 13(2), 103-124.
The researchers, in this journal article, assess the technologies that science fiction presents to the public. The researchers study the psychology behind the developers of science fiction. The research is an important source of information on the link between science fiction and the discipline of psychology.
Carter, N. (October 14, 2012). “What is Science Fiction?” YouTube Video. Retrieved on August
18, 2014 from https://www.youtube.com/watch?v=UIJtUH5tBpU
Carter explains the genre of science fiction. The video shall provide the researcher with information on the key elements of the genre. The video also has information on the aims of science fiction, and the themes that the genre addresses. Carter also analyzes the aspect of scientific foreshadowing and how it influences public perceptions towards science.
Gari, W., Slusser, G., Palumbo, D.E., & Sullivan, C.W. (2007). Science Fiction and the Two
Cultures. USA: McFarland and Company Inc Publishers.
The book analyzes science fiction from the perspective of two different cultures. There is the culture with science fiction, and the culture without science fiction. By analyzing the influence of science fiction from the two perspectives, the researchers show how human culture and perception towards science has changed. The authors portend that many people consume science fiction as if it is the reality of the future.
Mueller, L. (1996). “The End of Science Fiction.” Poetry Foundation. Retrieved on August 18,
2014 from http://www.poetryfoundation.org/poem/241790
Mueller’s poem postulates the necessity to end science fiction. The overall effect of the poem is that science fiction negatively shapes the public perception towards science. The poet warns that life does not require fantasy, and that science fiction creates an untrue and imaginative scenario. Humans think about false scientific inventions, and according to Mueller, the fiction should stop misleading the public.
The Economic Times Bureau. (February 23, 2012). “Making Science Fiction a Reality Show
may not be Wise.” The Economic Times. Retrieved on August 18, 2014 from http://articles.economictimes.indiatimes.com/2012-02-23/news/31091137_1_science-fiction-extinct-species-prehistoric-relics
The Economic Times Bureau argues that science fiction misleads the public’s perception towards science. The information in science fiction is widely misleading and imaginative, and the society should not allow the inclusion of the fiction in reality shows. The researcher shall use this source to get information on the negative aspects of science fiction’s effect on public perceptions of science.
Turner, F. (2005). Where the counterculture met the new economy. Technology and Culture,
Vol.46, 485-512.
Turner’s journal article explores how the technology in science fiction influences human culture. Turner argues that science fiction is a powerful tool that affects human beliefs and attitudes towards technology. The author also explains that the future technological innovations shall rely on science fictions whose basis is good research. The fiction, therefore, has the potential to transform future technological innovations.
Vanderleest, S. (1999). “Christian Perspectives on Technology through Science Fiction.”
Retrieved on August 18, 2014 from http://www.calvin.edu/academic/engineering/ces/ceec/1999/vanderleest.htm
Vanderleest examines public perception of science from a religious (Christian) perspective. The author’s argument is that science fiction has negative effects on Christian students of technology. Science fiction, according to Vanderleest, distorts the fundamental principles of Christian beliefs. The fiction, for instance, challenges the source of life (God) by foreseeing a situation where human beings shall become creators of living things.
Assignment INstructions:
Completing a Research Paper
The paper must be eight to ten pages in length (excluding the title and reference pages) and formatted according to APA style. You must use at least eight scholarly sources, and at least one of which is recommended material to support your points (the latter two can overlap). Two articles from the popular press can be used, but the requirement of five scholarly sources remains. Cite your sources within the text of your paper and on the reference page. For information regarding APA.
Writing the Research Paper
The Research Paper:
1.Must be eight to ten double-spaced pages in length, and formatted according to APA style.
2.Must include a title page with the following: ◦Title of paper
◦Student’s name
◦Course name and number
◦Instructor’s name
◦Date submitted
3.Must begin with an introductory paragraph that has a succinct thesis statement.
4.Must address the topic of the paper with critical thought.
5.Must end with a conclusion that reaffirms your thesis.
6.Must use at least eight scholarly sources, and one of the recommended materials from the course.
7.Must document all sources in APA style.
8.Must include a separate reference page, formatted according to APA style.
Grading Rubric:
Introduction and Thesis Statement
Total: 5.00
Distinguished – The introduction and thesis statement are skillfully developed and thoroughly prepare the reader for the content, direction, and purpose of the paper/presentation.
Proficient – The introduction and thesis statement are mostly developed, and adequately prepare the reader for the content, direction, and purpose of the paper/presentation.
Basic – The introduction and thesis statement are present, and loosely prepare the reader for the content, direction, and purpose of the paper/presentation.
Below Expectations – The introduction and thesis statement are present, though incomplete. Neither adequately prepares the reader for the content, direction, and purpose of the paper/presentation.
Non-Performance – The introduction and thesis statement is either nonexistent or lacks the components described in the assignment instructions.
Topic Critique
Total: 10.00
Distinguished – Comprehensively critiques the selected topic. Explanation provides detailed and relevant information based on credible research and scholarly sources.
Proficient – Sufficiently critiques the selected topic. Explanation provides details and information that is primarily based on credible research and scholarly sources.
Basic – Briefly critiques the selected topic. Explanation provides some detail based on credible research and scholarly sources; however, information may lack relevance to the selected topic.
Below Expectations – Critique of the selected topic lacks clarity and depth. Explanation lacks sufficient detail and relevance.
Non-Performance – The topic critique is either nonexistent or lacks the components described in the assignment instructions.
Conclusion
Total: 6.00
Distinguished – Clearly and concisely summarizes the main points of the research paper/presentation. The thesis statement is restated, and supporting details are accurate and relevant to the purpose of the final project.
Proficient – Adequately summarizes the main points of the research paper/presentation. The thesis statement is restated, and supporting details are accurate and relevant to the content and purpose of the final project.
Basic – Briefly summarizes the main points of the research paper/presentation. The thesis statement may be absent, and supporting details may lack relevance or accuracy.
Below Expectations – Attempts to summarize the main points of the research paper/presentation; however, the thesis statement is not restated and supporting details lack accuracy and relevance.
Non-Performance – The conclusion is either nonexistent or lacks the components described in the assignment instructions.
Critical Thinking: Evidence
Total: 2.00
Distinguished – Employs persuasive information from credible sources to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly.
Proficient – Employs applicable information from credible sources to develop an analysis of the topic.
Basic – Identifies applicable information from credible sources, but may neglect the application of such information toward the analysis of the topic.
Below Expectations – Displays information from external sources, but such information may lack credibility and/or relevance. Neglects the application of such information toward the analysis of the topic.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Integrative Learning: Connections to Discipline
Total: 2.00
Distinguished – Clearly evaluates own and others’ assumptions and carefully determines the relevance of contexts when presenting a position.
Proficient – Determines own and others’ assumptions and clearly identifies the relevance of contexts when presenting a position.
Basic – Determines some assumptions and identifies on a basic level the importance of contexts when presenting a position.
Below Expectations – Recognizes some assumptions, although such recognition may be incomplete. May inadequately identify the importance of contexts when presenting a position.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Integrative Learning: Integrated Communication
Total: 1.00
Distinguished – Utilizes a format, language, or graph (or other visual representation) in ways that enhance comprehension, while making clear the interdependence of language and meaning, thought, and expression.
Proficient – Utilizes a format, language, or graph (or other visual representation) to correlate content and form, demonstrating awareness of purpose and audience.
Basic – Utilizing a format, language, or graph (or other visual representation) that correlates in a basic way what is being communicated.
Below Expectations – Utilizes a format, language, or graph (or other visual representation) in appropriate forms, although attempts may be incomplete.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Reading: Relationship to Text
Total: 1.00
Distinguished – Analyzes texts for scholarly significance and pertinence within and across the various disciplines, assessing them according to their contributions and consequences.
Proficient – Utilizes texts in the context of scholarship to expand a foundation of disciplinary knowledge and to raise and discover significant inquiries.
Basic – Employs texts with the intent and expectation of increasing knowledge.
Below Expectations – Approaches texts only within the context of assignment.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics
Total: 0.75
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.
Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.
Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.
Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
APA Formatting
Total: 0.75
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Page Requirement
Total: 0.75
Distinguished – The paper meets the specific page requirement stipulated in the assignment description.
Proficient – The paper closely meets the page requirement stipulated in the assignment description.
Basic – The paper meets over half of the page requirement stipulated in the assignment description.
Below Expectations – A fraction of the page requirement is completed.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Resource Requirement
Total: 0.75
Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Proficient – Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.
Below Expectations – Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
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