Pages 292-294
The first eleven paragraphs of the article "Lest We Think the Revolution is a Revolution Images of Technology and the Nature of Change" by Cynthia L. Selfe, introduces how when the typical English teachers get together they talk about change in subjects such as technology including computers. They suggest that technology is slowly becoming its own subject along with all the other regulars rather than a separate useful tool. Americans notice how beneficial this technology can be but at the same time they fear its rapid change. This 'change' could be good however; if it is used to blend together everyone's ideas it could become very educational and lead to productive social change. Teachers could use it to their advantage when teaching because electronics such as computers could help make a better place and environment.
Cynthia L. Selfe's article "Lest We Think the Revolution is a Revolution Images of Technology and the Nature of Change" was written in 1999. Selfe's writing introduces many different topics involving technology and imaged advertisements that could be helping make awareness to society. In one part of her essay she talks about the difference in gender roles and how they relate to technology, Selfe says that it could help with the gender role issue so that it would make it so that both men and women are equal. Selfe states, "It is clear, for instance, that fewer girls use computer in public secondary schools than do boys, especially in the upper grades, fewer women enter the advanced fields of computer science than to males that the computer industry continues to be a space inhabited by and controlled primarily by males. Computer games are still designed for boys; computer commercials are still aimed mainly at males; computing environments are still constructed by and for males" (page 306. par 1). This quote is a good example of how much society has changed in eleven years when it comes to who is allowed for what and who is not. Women were limited to technology in Selfe's opinion, but clearly now in days all genders use the computer equally and all technology is based around both genders, not just one.
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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