College of Central Florida WK1 Grand Theft Auto Playing with Prejudice Paper

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Week 1: Mon. 6/1 Syllabus Review: print own copy Discuss policies, procedures, and Course Schedule Introductions Discuss "how to" read critically: Annotating Hand out; please print from Blackboard Homework 1: Read Chapter One "Understanding Arguments and Reading Them Critically” & complete the "Respond” Activities on page 19 and then paraphrase the definitions for the following words or phrase in the “Cultural Contexts for Argument on pages 30-31: Explore Your Assumptions, Remember, Don't Assume, and Respect Wed. 6/3 Homework is due at the beginning of class Class Discussion & other in-class activities Introduction to Internet Library Research/MLA Homework 2: Read Chapter Two "Arguments Based on Emotion: Pathos” & Chapter Three "Arguments Based on Ethos” & complete Question for in the Respond” activities on page 56 MLA Workshop Workshop WA1: Introduce Writing Assignment 1 with prompt and worksheet Week 2: Mon. 6/8 Homework is due at the beginning of class slo 90 Class Discussion MLA Workshop & Workshop for WA1 with worksheet/prompt Homework 3: Read C. Richard King's "Redskins: Insults and Brand" pp. 554-565 (complete Question #1 in the "Respond” Activities on page 565,) and then read Chapter Five "Fallacies of Argument" & complete Question #3 on page 96. MLA Workshop Workshop, WA1: Rough Draft of Writing Assignment 1 033 zelo login ini disob Wed. 6/10 Homework is due at the beginning of class Final Draft of WA1 is due on Blackboard by 11:30am (you will earn a full letter grade deduction on your essay for late submission) Homework 4: Read Melinda C.R. Burgess, et al., "Playing with Prejudice: The Prevalence and Consequences of Racial Stereotypes in Video Games" pp. 567-576 and complete Question #1 on page 575. Occasions for Argument In a fifth-century BCE textbook of rhetoric (the art of persuasion), the philosopher Aristotle provides an ingenious strategy for classifying argu- ments based on their perspective on time-past, future, and present. His ideas still help us to appreciate the role arguments play in society in the twenty-first century. As you consider Aristotle's occasions for argument, remember that all such classifications overlap (to a certain extent) and that we live in a world much different than his. Arguments about the Past Debates about what has happened in the past, what Aristotle called forensic arguments, are the red meat of government, courts, businesses, and academia. People want to know who did what in the past, for what reasons, and with what liability. When you argue a speeding ticket in court, you are making a forensic argument, claiming perhaps that you weren't over the limit or that the officer's radar was faulty. A judge will have to decide what exactly happened in the past in the unlikely case you push the issue that far. FBI - FLASH ALERT US Election Databases HACKED! CHAPTER 1 UNDERSTANDING ARGUMENTS 17 16 READING AND UNDERSTANDING ARGUMENTS arguments about past actions--heated enough to spill over into the public realm—are common in disciplines such as history, philosophy, and ethics. Arguments about the Future In his Ernies In the aftermath of the 2016 election, many researchers both in and outside the government devoted themselves to trying to understand the effects of hacking on the election and, more specifically, the extent to which Russia was involved in such activities. Cybersecurity experts from agencies such as the CIA, FBI, and Homeland Security argued that they had extensive evidence to show that Russia had conducted a number of hacking expeditions and had manipulated messages on social media to try to disrupt the American elections. Others inside the Trump administration argued that the evidence wasn't convincing; the president even declared that it had been "made up." As this book goes to press, the argument over what happened is still raging. What hacks actually occurred in the run-up to the election? Which state voting procedures, if any, were violated? What part did the Russian govern- ment play? These are all forensic questions to be carefully investi- gated, argued, and answered by agencies and special counsels currently at work. Some forensic arguments go on ... and on and on. Consider, for example, the lingering arguments over Christopher Columbus's "dis- covery" of America. Are his expeditions cause for celebration or nota- bly unhappy chapters in human history? Or some of both? Such pronou contine a subje even th gramma LINK TO Debates about what will or should happen in the future-deliberative arguments-often influence policies or legislation for the future. Should local or state governments allow or even encourage the use of self-driving cars on public roads? Should colleges and universities lend support to more dual-credit programs so that students can earn college credits while still in high school? Should coal-fired power plants be phased out of our energy grid? These are the sorts of deliberative questions that legislatures, commit- tees, or school boards routinely address when making laws or estab- lishing policies. But arguments about the future can also be speculative, advancing by means of projections and reasoned guesses, as shown in the follow- ing passage from an essay by media analyst Marc Prensky. He argues that while professors and colleges will always be responsible for teach- ing students to learn from the knowledge provided by print texts, it's about time for some college or university to be the first to ban physical, that is to say paper, books on its campus, a controversial proposal to say the least: . So, as counterintuitive as it may sound, eliminating physical books from college campuses would be a positive step for our 21st-century students, and, I believe, for 21st-century scholarship as well. Academ- ics, researchers, and particularly teachers need to move to the tools of the future. Artifacts belong in museums, not in our institutions of higher learning -Marc Prensky, “In the 21st Century University, Let's Ban Books" CUAL Arguments about the Present Arguments about the present--what Aristotle terms epideictic or ceremonial arguments-explore the current values of a society, affirm- ing or challenging its widely shared beliefs and core assumptions. Epi- deictic arguments are often made at public and formal events such as inaugural addresses, sermons, eulogies, memorials, and graduation James B. Comey, former director of the FBI who was fired by President Trump, testifies before the Senate Intelligence Committee on June 8, 2017. Chip Somodevilla/Getty Images CHAPTER 1 UNDERSTANDING ARGUMENTS 19 18 READING AND UNDERSTANDING ARGUMENTS e speeches. Members of the audience listen carefully as credible speakers share their wisdom. For example, as the selection of college commence- ment speakers has grown increasingly contentious, Ruth J. Simmons, the first African American woman to head an Ivy League college, used the opportunity of such an address (herself standing in for a rejected speaker) to offer a timely and ringing endorsement of free speech. Her words perfectly illustrate epideictic rhetoric: 1000 el 4040 eht Universities have a special obligation to protect free speech, open dis- course and the value of protest. The collision of views and ideologies is in the DNA of the academic enterprise. No collision avoidance tech- nology is needed here. The noise from this discord may cause others to criticize the legitimacy of the academic enterprise, but how can knowledge advance without the questions that overturn misconcep- tions, push further into previously impenetrable areas of inquiry and assure us stunning breakthroughs in human knowledge? If there is anything that colleges must encourage and protect it is the persistent questioning of the status quo. Our health as a nation, our health as women, our health as an industry requires it. --Ruth J. Simmons, Smith College, 2014 eli 4040 elit elit Perhaps more common than Smith's impassioned address are values arguments that examine contemporary culture, praising what's admira- ble and blaming what's not. In the following argument, student Latisha Chisholm looks at the state of rap music after Tupac Shakur: Are rappers since Tupac-like Jay Z-only in it for the money? Many epideictic arguments either praise or blame contemporary culture in this way. Michael N. Todaro/Getty Images With the death of Tupac, not only did one of the most intriguing rap rivalries of all time die, but the motivation for rapping seems to have changed. Where money had always been a plus, now it is obviously more important than wanting to express the hard- ships of Black communities. With current rappers, the positive power that came from the desire to represent Black people is lost. One of the biggest rappers now got his big break while talking about sneakers. Others announce retirement without really having done much for the soul or for Black people's morale. I equate new rappers to NFL players that don't love the game anymore. They're only in it for the money. ... It looks like the voice of a people has lost its heart. -Latisha Chisholm, "Has Rap Lost Its Soul?" RESPOND. In a recent magazine, newspaper, or blog, find three editorials-one that makes a forensic argument, one a deliberative argument, and one a cere- monial argument. Analyze the arguments by asking these questions: Who is arguing? What purposes are the writers trying to achieve? To whom are they directing their arguments? Then decide whether the arguments' pur- poses have been achieved and how you know, As in many ceremonial arguments, Chisholm here reinforces common values such as representing one's community honorably and fairly. 30 READING AND UNDERSTANDING ARGUMENTS CHAPTER 1 UNDERSTANDING ARGUMENTS 31 RESPOND. Take a look at the bumper sticker below, and then analyze it. What is its purpose? What kind of argument is it? Which of the stasis questions does it most appropriately respond to? To what audiences does it appeal? What appeals does it make and how? . Remember: ways of arguing differ widely across cultures. Pay atten- tion to how people from groups or cultures other than your own argue, and be sensitive to different paths of thinking you'll encoun- ter as well as to differences in language. . Don't assume that all people share your cultural values, ethical principles, or political assumptions. People across the world have different ways of defining family, work, or happiness. As you present arguments to them, consider that they may be content with their different ways of organizing their lives and societies. Respect the differences among individuals within a given group. Don't expect that every member of a community behaves-or argues-in the same way or shares the same beliefs. Avoid thinking, for instance, that there is a single Asian, African, or Hispanic culture or that Europeans are any less diverse or more predictable than Americans or Canadians in their thinking. In other words, be skep- tical of stereotypes. WARNING POLITICALLY INCORRECT filo/Getty Images CULTURAL CONTEXTS FOR ARGUMENT Considering What's "Normal" If you want to communicate effectively with people across cultures, then learn about the traditions in those cultures and examine the norms guiding your own behavior: Explore your assumptions! Most of us regard our ways of thinking as "normal" or "right." Such assumptions guide our judgments about what works in persuasive situations. But just because it may seem natural to speak bluntly in arguments, consider that others may find such aggression startling or even alarming.
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Playing with Prejudice
Use of Data
Burgess et al. found that their claims that the representations of minorities in video games
corresponded to their popular media stereotypes. The researchers conducted a content analysis of
various popular video games, especially the Grand Theft Auto (GTA) series. Through the
analysis, the researchers found that minorities, particularly African Americans, Latinos, Haitian,
and Cubans, are portrayed as overag...


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