In “Growing Up Online”, produced and directed by Rachel Dretzin and John Maggio from FRONTLINE, viewers see how being online can alter a teenagers life whether it be a positive or negative influence. Frontline says that “90% of teens are online, immersed from a virtual world”, meaning that they shut out their parents from their life. Teenagers today use internet as a means of self expression, take that away and you take away their real identity, someone they aren’t afraid to be. As weird as it may sound, teenagers are more them selves online than with friends and maybe even family. Teenagers not only use the internet for education purposes, but to stay connect to friends. If teenagers are not online they lose connection with one another. As one of the teachers on the video were saying, more students struggle with school now than they did 30 years ago, students are just used to the quickness of things, and actually having to think and answer back and write things down is a little harder. The parents and teachers not only talk about students/teens being distracted with the internet, but that it could be dangerous. Parents and teachers had concerns that someone could become obsessed with a teen and stalk them. There are predators on the internet, and they are more vicious than the ones on playgrounds. But the teens argue that they are smart enough to ignore “predators”. They know not to get in trouble, if a “predator” sent them a sexual message, teens could easily delete it and be done with that problem. It is a statistic though, that 1 in 7 kids are sent a sexual message. It is said that the internet has created one of the biggest generation gaps in history, what does that mean for the future?
I believe that my life has not been affected by media or internet. In a way I feel as though I am one of the lucky teens; meaning I don’t live a double life, one in the public and one online. I am who I am and if internet has helped me become that than props to it. In the video, Jessica Hunter used the internet to change her identity to Autumn Edows. The internet not only changed her identity but it changed the way people viewed her. I feel as if the internet were to help or mold someone into a new person or change their personality it’d be for someone who is having problems in their life already and needs a way out, or new identity. That’s not the case for me though. Even though I do go on Facebook and have an email and am just as active on the internet as any other teen, it does not affect me. I’ve gotten to a point in my life where I can’t let the internet be a distraction for me, it is either for business or to be social. And my time on the internet has been minimized greatly since the work load of school, soccer, and work have kicked in. if I need to contact someone, I pick up my phone and call/text them, its simple. I tend to stay away from Facebook until after my homework is finished because I know ill get distracted and not finish anything for hours. In my case I don’t have time to be on the internet, I know that teens in the video used internet to connect one another. But if I had at least 2 more hours in a day, then I wouldn’t waste it talking to friends through a computer, I would go and talk to my friends in person. My parents don’t need to worry about me doing anything stupid on the internet because I am one of those people that know to stay away from people that may potentially want to rape you, or even people that even look like they’d stalk you. Parents must have trust in what their teens are doing on the internet.
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
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