Welcome!

Welcome to our Eng 100 Blog “Conversations Beyond the Classroom”! The title of this blog refers to the community of active readers & collaborative learners we are creating by sharing our academic writing for Eng 100 with each other + a larger group of students, instructors, academics, and just about anybody who chooses to follow our blog! When you write and post your reader responses here (and, later, as you write your essays for the course), I encourage you to use this audience to conceptualize who you are writing for and, most important, how to communicate your ideas so that this group of academic readers and writers can easily follow your line of thinking. Think about it this way: What do you need to explain and articulate in order for the other bloggers to understand your response to the essays we’ve read in class? What does your audience need to know about those essays and the authors who wrote them? And how can you show your readers, in writing, which ideas you add to these “conversations” that take place in the texts we study?

As students of Eng 100, you will use this blog to begin conversations with other academic writers on campus (students and instructors alike). We become active readers of each other’s writing when we comment on posts here. And, best of all, we are using this space to share ideas! We encourage you to use this blog to further think through the topics and writing strategies you will be introduced to this quarter. As always, be sure to give credit to those people whose ideas you borrow for your own thinking and writing (you should do this in the blog by commenting on their post, but you will also be required to cite what you borrow from your peers/instructors if and when it winds up in your essays. More details on that later…).

Finally, keep in mind that writing to and for this audience is a good way to prepare for the panel of readers (faculty at WCC) who will be reading and assessing your writing portfolio at the end of the quarter. We hope that as a large group of active readers, we can better prepare each other for this experience. But, in the meantime, let’s have fun with it! I am really excited see how far we can take this together!

--Mary Hammerbeck, Instructor of Eng 100



Monday, November 1, 2010

Cynthia Selfe

A.)       In the essay, “Lest We Think the Revolution is a Revolution”, Cynthia L. Selfe explains that technology is bringing us out of the past and forming the future. In the first narrative she talks about how the “global village” and the “Electronic colony” will bring us peace. This is supported when Selfe states, “the computer network that spans the globe will serve to erase meaningless geopolitical borders, eliminate racial and ethnic differences, re-establish historical familial relationship which binds together the peoples of the world regardless of race, ethnicity, or location” (Selfe 294). Since America is having a hard time bringing us peace, technology will do it for us. That is basically what this claim is suggesting. The “global village” which is the internet leaves out things like racism and by doing so eliminating peoples differences which will in return bring peace towards everyone. That is the means of the global village but the “Electronic community” seems to be a little more realistic if you ask me.
            In the second narrative, “Land of Equal Opportunity” and “Land of Difference” is introduced and has a different idea of things. It is saying that there is openness to it, and that any American no matter what race or gender is included in the principles of fairness towards things. It is basically the opposite of what the first narrative is stating. Narrative two is saying that no matter whom or what you are; technology will always be equal to you. Narrative three talks about the “Un-Gendered Utopia” and the “Same Old Gendered Stuff”. This Narrative is focused on genders and how technology can change passed stereotypes. Women are stereotyped as stay at home moms while men are stereotyped as being a working man who is in charge of supporting their family. Technology is trying to help change the views of people who believe these stereotypes and make it so that man and women are looked upon as equal.
B.) Claim #1: “In this story, Americans use technology to become world travelers, to learn about—and acquire knowledge of—other cultures, while remaining comfortably situated within their own living rooms and, thus, comfortably separated from the other inhabitants of the global village” (pg. 296-297).
Evidence: Cynthia L. Selfe supports this claim by showing us an ad that says “Welcome to the planet. One tribe. One world atlas.” This ad is covered with foreign icons and pictures relating to different parts of the Earth. Americans can find this on the web and feel like they are acquiring knowledge of other cultures while sitting comfortably in their homes in front of their computer.
Claim #2: “It is clear, for instance, that fewer girls use computers in public secondary schools than do boys, especially in the upper grades, fewer women enter the advanced fields of computer sciences than to males, that the computer industry continues to be a space inhabited by and controlled primarily by males. (p.306)"
Evidence: This essay was written back in the 1990’s where computers were still a pretty new invention. Since men invented the computer, it was aimed more towards pleasing their needs. For example computer games were designed to be made for the man’s enjoyment. You didn’t see too many women playing video games on their pc. This is why there were so many more males using computers in secondary public schools than there were females.

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