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, November 15, 2010

The Confident Gaze

                In Shekar Deshpande’s article “The Confident Gaze” he explains how because the Western world cannot handle the actuality of third world countries, magazines like National Geographic somewhat “sanitize” their photographs. Deshpande uses a National Geographic magazine that was published in 1997 on India’s 50th year of independence. The cover of the magazine is the picture of a young boy painted in red paint staring curiously and intensely into the camera. He suggests that “[t]he “innocent” attractiveness of the photography of National Geographic, its ambiguous representation of the knower and the known as the most “natural” and inevitable parts of our world are what have made for the success of the magazine (par. 7). In other words National Geographic has caught on that in order to catch the Western viewer’s attention they need to make aesthetic situations out of the uncomfortable and different elements of other cultures. With National Geographic photographers often are taking images out of their original context in order to make the world a happy place for the Western eye. This gives the magazine the power to transform the images that no one wants to see into images that are considered beautiful representations. As Deshpande puts it, “[i]t is as if that world needs to be posed in the appropriate way to the Western Observer, he could not see it in its bare essentialities” (par.  12). National Geographic in a way poses its pictures to be both pleasurable to view and still have the ability to tell the story of the “other” world. 

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