A.
In Cynthia Selfe's article she voices the fears and facts of technology around the world. Selfe explains in the first narrative that Americans have grown used to things being done for them; like researching things on the internet instead of putting in time of going through books; and we have created our own environment (our own world). She gives an example by saying that we as americans watch something on the TV or internet and think we have experienced that feeling or that place because we have watched it on the TV or internet; even when we haven't stepped out of our house. In the second narrative, Selfe puts emphasis on the fact that although American is indeed the land of opportunity, it is only the land of opportunity to those who can afford it or make it to this country to try and get to a higher status then they were in. She also goes on to say that no matter what language you speak, the ethnicity you are, etc. you always can have the opportunity to be succesfull in America. The third and last narrative focuses on feminists and the people who think that everyone can get along and be happy no matter what sex you are. Selfe points our that even though many women use the technology available to them like teh internet and Tv and such; the actual users and benefiters were and are supposed to be men. Now there are a ton of stuff for women to use as desired. The un-gendered utopia focuses on non-judgemental work between both sexes. The main goals is that both men and women escape the sterotypical references etc that are always given out to men and women.
B. "If citizens of all kinda are to have access to technology and the opportunities it provides, we do not see such a narrative imagined in the Land of Difference narrative; if technology is to improce the lives of all Americans regardless of the race and class and other differences, our collective ability to envision such a world is not evident in these images."
Selfe is saying that although the American dream is somewhat to make all people equal; it is not so because if we did want that, that evidence would be more evident in our advirtisments. The advertisments would show a plethora of different people; whereas the advertisments actually made do not. They only show the "higher class"; or "the most fortunate people".
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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