PBS has long been dedicated to serving programs that are in the best interest of children, teens, and parents. In 2008 PBS worked with John Maggio and Rachel Dretzin and released another film meant to aid and protect children and parents, called “Growing Up Online”. This documentary covers how socializing online has affected some children, and how it could be affecting yours. They approach topics such as “cyber bullying” (as they call it); the reality of online predators and your children; the second life a child can create online; and throughout the film they bring up parents’ versus children’s opinions on the how and why factors of internet usage. Many of the kids admitted for the camera that “if [her] parents saw even, like, half of what [she does] online, [she’d] like, totally cry” and the parents in the film seem to realize this. Evan Skinner, a mom they interviewed, said her kids would get “edgy” if they were on facebook while she was in the room. That she would make a slight sudden noise, like “closing the refrigerator” and “boom, screen goes black.” Several adults who made an appearance in the video showed obvious hostility towards kids using the internet, saying things like “you must have all of your children’s passwords” and some made it seem they were blaming the internet for their children’s secrecy and problems.
But to be honest, at least in my opinion, the internet isn’t the cause of these problems. Having secrets is something every child will do without fail, whether they have the internet to aid them or not. And kids will always run into problems with other kids, whether online or in the school yard. As a woman in the documentary put it, the internet is simply an “extension” of a teen’s social life, it’s not the basis of it and it’s not the cause of problems. The only thing the internet does is help kids express themselves and get their thoughts across to others in another way. Some parents have this picture in their mind that the only thing the internet can do is harm their child. But in reality, the internet is a wonderful thing that can be used in helpful ways, from releasing stress, to entertaining, to feeling more social and “in the loop”. I think many parents judge the internet too harshly; in turn they begin to try and control their child’s every movement. Because of this, they don’t give their children any space or freedom to learn who they are as a person. Kids become too scared to show who they are or who they want to be while around their family because they’re afraid of their parents’ harsh thoughts. I’ve heard my whole life that you “find yourself” while you’re away at college, but I believe we should be allowed to find ourselves in the safety of our own homes where we can hopefully find comfort and support from our family. Love, acceptance, and help or a slight shove in a better direction is what your parents are supposed to provide for you in life. But reality is: most teens only see someone who is telling you who to be; someone is trying to suffocate you into becoming who they believe is the right kind of person. This isn’t always the case, but even one case like this is too many and unfortunately there are millions.
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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