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 26, 2010
"Is Google Making Us Stupid?"
In Nicholas Carr's essay "Is Google Making Us Stupid?" he starts off by talking about his own experience over the past few years with technology and how it has affected him. Carr brings his ideas of technology into play when he says that technology has been changing his brain and the way he thinks. Carr says he's not thinking the way he used to think and his concentration is scarce. He then goes on to bring in Clive Thompson and Marshall McLuhan; McLuhan backs up Carr by saying, "Media are not just passive channels of information, They supply the stuff of thought, but they also shape the process of thought. And what the net seems to be doing is chipping away my capacity for concentration and contemplation."(para.3) Carr's essay contintues with strong evidence about the net chipping away concentration with qoutes from Scott Karp a blogger and Bruce Friedman another blogger who blogs about computers in medicine; they both have had trouble absorbing long bits of information and they also blame the net. Carr next talks about a published study of online research habits conducted by scholars from University College of London and they suggested that we may be in the midst of change in the way we read and think. Carr brings another idea to the table when he says "Thanks to the ubiquity of test on the Internet, not to mention the popularity of text-messaging on cell phones, we may well be reading more today than we did in the 1970s or 1980s, when television was our medium of choice."(para.7) Is our generation becoming stupid or smarter? Carr doesn't specify yet; but he does continue with this idea that a communications system has never played so many roles in our lives or had such intense influence over our thoughts than the internet does today.
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