Narative # 3: "The un-gendered Utopia" and "The same old gendered stuff"
Pages 305-307
In This section of Cynthia Selfe's essay "Lest We Think the Revolution is a Revolution: Immages of Technology and the Nature of Change," written in 1999, Selfe describes how Americans wish to have this ramantic (idealistic) ideal about the internet being cross-genderal. The idea goes that computers are new and non gender specific therefore there should be an equal opertunity for both geders to use it and be represented. However this idea is untrue, Selfe points out that computers are used by and directed twords primarily males. Also she presents that even when we try to spread out of our historical gender specific roles we can't help but fall back into them becaouse they are so deeply ingrained into thaoughs and ways we cannot escape them.
In Cynthia Selfe's 1999 Essay "Lest We Think the Revolution is a Revolution: Immages of Technology and the Nature of Change" she states, "we find ourselves, as a culture, ill equipped to cope with the canges that this Un-gendered Utopia narrative necessitates" (306). By this she means that thoughout our history we difine our genders not only physically but by the roles that they play in society, by changing up the historical roles we lose what it means to be male or female therefore to preserve our gender identities we uncounciously fall back into the traditional roles.
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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