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Assignment #1 - Everything is Miscellaneous*
This assignment is a copy of Assignment 1 of INFO 202: Information Organization and Retrieval, taught by Robert Glushko, at Berkeley. Mr. Glushko holds the copyright to this information.
The original syllabus can be found at: http://rosetta.sims.berkeley.edu:8085/sylvia/f07/view/202.complete
At this point, you've read the first nine chapters of David Weinberger's "Everything
is Miscellaneous." Instead
of defining what he means by "everything" and "miscellaneous," Weinberger
presents his arguments through many scenarios and examples. So your assignment
is to explain what Weinberger means by "everything" and "miscellaneous," citing
(by page number) at least three passages in the book that illustrate the scope
and meaning of each concept.
Do you agree with Weinberger? Has he made a compelling case? Take a clear
stand on whether Weinberger has convinced you or not that "everything
in miscellaneous." If you agree, cite (by page number) at least two arguments
in the book against "authoritative organization." If you disagree,
cite at least two arguments (or make two of your own) and explain why you think Weinberger's
case falls short.
Your paper should be about 500-750 words (between 2 and 3 printed pages),
and no cover page is necessary. Turn in papers via Blackboard "Assignments"
section.
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Criteria |
Evaluation |
Points |
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Poor /
Needs Work |
Good |
Excellent |
10 points total |
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1 |
1.75 |
2.5 |
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Use of Concepts |
IT concepts are mentioned but not
explored. Student limits use of concepts to buzzwords, or repetition
of class material |
Concepts are not essential to the
student's main points. Student tries to fit in as many concepts
as possible into the paper without necessarily exploring them. |
Concepts are central to the student's
paper. Student shows an ability to use a few concepts to reach new
insights into the topic. |
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Creative Interpretation
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Student limits analysis to surface
observations. The essay is based almost entirely on factual description. |
New relationships or connections between
concepts and the topic are explored, but not in depth. |
Student uses IT concepts to explore
unusual relationships or connections that are not obvious. there
is little or no description in the paper. |
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Organization |
Paper is poorly organized. Student frequently strays
off course or has many irrelevant points. Paper is often indecipherable
or incoherent. |
Introductory paragraph and conclusion contain new
ideas that were not explored in the essay. Student strays off topic
occassionally. |
Organization is clear and logical. The introduction
and conclusion are well-developed and relate strongly to the rest
of the paper. Student does not make any irrelevant points. |
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Presentation |
Paper reads like a first draft. Has numerous problems
in grammar, word choice, spelling and punctuation. More than 15%
of the sentences are in the passive voice. No consistent citation
style. |
Paper has occasional problems with grammar, word
choice, spelling or punctuation. Between 10 and 15% of the sentences
are in the passive voice. Citation style is consistent. |
Paper does not read like a rough draft. Student
has eliminated all obvious errors in word choice, grammar, spelling,
and punctuation. Less than 10% of the sentences are in the passive
voice. Citation style is consistent and based on an accepted citation
style.
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This assignment is a copy of Assignment 1 of INFO 202: Information
Organization and Retrieval, taught by Robert Glushko, at Berkeley.
Mr. Glushko holds the copyright to this information.
The original syllabus can be found at: http://rosetta.sims.berkeley.edu:8085/sylvia/f07/view/202.complete
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Last Modified: October 30 2008 20:40:56.
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