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



Thursday, October 28, 2010

Narrative #2: “Land of Equal Opportunity” And “Land of Difference”

Pgs (301-305)

Summary: As a culture we believe that technology creates change. This change is established using “the electronic landscape.” The electronic landscape recreates the American dream, focused on equal opportunity. Advertisements use this “electronic landscape” to emphasize traditional American values. These traditional values date back to the 1950s. These values are used as a collective cultural memory to indicate a bright future, a future of change. The land of equal opportunity is a landscape based off the Americans traditional values, this landscape is told through many different versions. Technological process is dependent on what Americans accomplish in the land of Opportunity. Advertisements suggest American citizens can achieve the same security and traditional values that existed in the 1950s by purchasing software. In reality, our cultural experience tells us the land of opportunity is limiting. The opportunity is only available to certain groups in this country. This narrative fails to show the underprivileged groups that don’t have the opportunity. This limits our country to the group of people who already have the opportunity, thus change is not occurring.

Quote: Cynthia L. Selfe speaks of our technology advances, as a culture, are connected to social progress. “Because our culture subscribes to several powerful narratives that link technological process closely with social progress, it is easy for us-for Americans, in particular-to believe that technological change leads to productive social change. By believing in these continuously told narratives that place achievement on technological process, we are subject to ignorance. As a culture, we begin to rely on technological change to better our social environment.


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