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



Tuesday, October 26, 2010

Recently I previewed the documentary, “Growing Up Online,” which was directed and produced by Rachel Dretzin and John Maggio.  Throughout the video I was introduced to different characters, who have different stories dealing with the similar topic of social networking.  Social networking sites like Facebook and MySpace have created an instant connection among peers, but they have also influenced more distant relationships.  It’s not uncommon for students to spend an entire day at school interacting with friends just to return home, and continue their conversation over Facebook.  Web sites like Facebook and MySpace not only help friends stay in touch but also help you meet new people.  Although majority of people are who they say they are, an online relationship can only be so close. 
            Jessica Hunters classmates would describe her as a shy girl who typically kept to herself.  She admits that making friends in school was not her forte due to her quite personality, but at age 14 Autumn Edows was created.  Edows was Hunters online identity, whom was the complete opposite of Hunters usual traits.  She was sexy and well known among her hundreds of MySpace friends.  The friends Edows made on the internet saw her as a person she realistically was not.  Because of MySpace, Edows received what she had always strived for, friends, who shared similar perspectives on life.  Through school, Hunter was not able to fulfill the connection among her peers that she was looking for, but MySpace made it possible.
            Facebook and MySpace are two very main social networking sites, but they are not the only ways in which teenagers commutate online.  Many website provide you with information you are searching for as well as a discussion board.  Sarah was a “normal” high school girl, popular among her peers and very outgoing, none of her classmates were under the impression that she had a serious problem.  Although no one she went to school with understood she had a problem, it was no secret. Sarah was struggling with anorexia and often commutated her issue with girls similar to her on the internet.  Unfortunately the advice she would receive from her online “friends” were only making her situation worse by advising her on tips how not to eat.  Although she had many friends at school to talk amongst, she left it unknown. 
            Facebook is certainly encouraging social interaction among peers and friends, but it obviously is not making people any closer.  These social networking sites increase peoples’ abilities to be someone there not.  Although people don’t always do it for bad intentions I have seen it done a lot.  I have seen girls make fake web pages that were only used for a form of bullying or making people upset. 

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