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



Monday, October 25, 2010

Summary of Carr and Growing up online

Is Google Making Us Stupid?


“Certainly if you had all the world’s information directly attached to your brain, or an artificial brain that was smarter than your brain, you’d be better off.” (Paragraph 25)


Over the years, I have searched across the World Wide Web for information on things for an assignment or a project. Over time, I still remember those assignments I did on the computer and have but a fuzzy memory of what happened. The years roll by and the more assignments I did on my computer, the more I remember the research I did, I don’t remember the sites names and the research I did didn’t necessarily Personal Claim: I tend to not remember as much when I do projects and assignments on my computer and online.


Growing Up Online


Claim: The internet is a place where kids are manipulated to feel like they need to change.


There are reports of people changing their personas on the internet like if they thought their lives would be better if they did change how they act, talk, speak, etc. Autumn Edows (i.e. Jessica) was at first just a girl who was very reserved, until she joined myspace. When she did join, she took provocative pictures of herself and put them online for the whole world to see. Personal Claim: Due to the internet, I have become more open about who I am and more honest, which people respect me more for.

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