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
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
Tuesday, October 12, 2010
Clive Thompson
We have all heard the arguments over todays younger generation: whether or not they are coming to an age of illiteracy. In his recent work, Clive Thompson suggests that todays students are not coming to that age of illiteracy but on the contrary we are bringing back Greek tradition from fifty years ago. In his article, "Clive Thompson on the New Literacy", Thompson maintains that "students were remarkably adept at what rhetoricians call kairos—assessing their audience and adapting their tone and technique to best get their point across. The modern world of online writing, particularly in chat and on discussion threads, is conversational and public, which makes it closer to the Greek tradition of argument than the asynchronous letter and essay writing of 50 years ago." In making this comment Thompson argues that students are not as dumb as people think, instead we have great skill in the area of assessing our audience and adapting to their tone which is a difficult task to most. Thompson also seems to think that todays young people write far more than any other generation before them. He describes this in his article, "young people today write far more than any generation before them. That's because so much socializing takes place online, and it almost always involves text." Thompson is insisting that students today are bettering themselves with all this writing; and it's for an audience that they are trying to appeal to. My own view is that Clive Thompson does have a valid point and yes I agree it's hard to capture a specific audience with writing and students today do it well; but what about spelling and grammar and such? I have first hand experience from being in classrooms for most of my life and for an example what I have witnessed is that students today don't have spelling skills or puncuation skills. Although some like Clive might object that in studies students have had great spelling in their writings in school, I reply that it's a little something called spell check and they aren't doing it on their own. The issue is important because if students aren't able to spell or correctly place a comma in a sentence without help from MicrosoftWord then I do fear we are coming to an age of illiteracy.
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You did a really great job at summarizing the article. And that your view is similar but not the same as everyone else's. I like how you added in that students might be able to adapt to their audience but still have an issue with spelling and punctuation. I never thought about that aspect.
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