In the frontline video “Growing Up Online” They discuss the issues around the youth using the Internet at a young age. Frontline talks with students and parents about the pros and cons of technology; mainly the use of the Internet and social applications used online. C.J. Pascoe, Ph.D., Digital Youth Project, UC Berkeley mentions that “It's just this huge shift in which the Internet and the digital world was something that belonged to adults, and now it's something that really is the province of teenagers. So there's a proliferation of pictures and videos and them living their lives, in essence, online.” Parents are worried about how open their children are to complete strangers and that there children aren’t straightforward with them when it comes to talking about their online lives. “Growing Up Online” discusses the issues around popularity, self-esteem, overall look, fame, and consequences of cyber-bullying. The children of today are bombarded with constant insults at school and out of school; kids cannot take a break because they arrive back home and use the Internet for entertainment but are still in contact with those tormenters through Facebook, Myspace, or Aim. With these insults always being said without pause this can cause severe depression and can lead to suicide. Parents are worried for their children because they cannot protect their children through Internet means. Technology users of today are very open but only show their best traits while online. They cannot show their so-called darker, real version of themselves because they feel they will be rejected from their online friends.
I believe Parents can underestimate their children sometimes; “Growing Up Online seemed to show some of the worst cases. Yes we’re given access to some delicate subjects online, which would give kids the option to pursue material that would make parents uneasy. The use of certain applications online like spark notes can be viewed as a tool to help cheat, but I believe it can give the option to pursue interesting material quicker. From my own personal experience, if I read material that is interesting, I usually hunt down the full text to absorb. There is so much information out there I would guess it’s hard to tell what is worthy of our attention. Yes, we tend focus a great deal of our time watching media which could be complete hog wash, but I think are generations is smart enough to know the difference.
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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