First an essay about my project and a lesson plan or explanation of how it could be used in the classroom. Jenna and I worked together on this project but each created a separate interactive book and classroom assignment, etc. While our projects are the same 'idea,' we each worked on two different projects to see how we may differ in our presentation and so forth.
After the essay is the 'interactive book' that uses videos and pictures and text to show how a text can be written into other art forms.
Colleen Boyle
ENG468
Final Project
Due April 25, 2011
Comparing Contexts Activity
For my final project, Jenna Tackett and I developed an exercise where texts are presented with their different adaptations including pictures, paintings, films, and stage performances. I think that students can benefit from this type of presentation of multiple texts that are related or inspired by one another.
However, this type of activity or discussion is only possible with popular works that have been adapted multiple times. Some of the works that Jenna and I discussed being good for this type of activity include Romeo and Juliet, Peter Pan, Wizard of Oz, Frankenstein, Alice in Wonderland, Pride and Prejudice, The Lion the Witch and the Wardrobe, Dracula, and others that seem suitable. Whether reading the text and watching clips and examining other types of adaptations or reading a text and watching a whole film, I think students can benefit from observing the differences of context and the transformation it takes when becoming a new type of media.
Studying the adaptations and how a changing context reinvents a story will help students prepare to write papers that compare two texts or discuss how different modes of writing can be employed whether they are writing 'academic' papers or working on creative projects like fiction writing or short film making. This is the perfect jump off for a final project where students have the opportunity to create a short film from a written text, short story, or novel, assuming that the students have access to the technology.
For my example presentation below, I used Romeo and Juliet since it is a play typically taught in High Schools and has been adapted numerous times and has a modern adaptation that uses the original text in a modern setting. I have the presentation set up so that students would watch clips while in the process of reading of the text. It would either be assigned to read the play alone at home and then as a class with the clips or just read together in the class. I have also included pictures, still shots from films, and other images that relate to the particular scene of the play. The following discussion questions would be then discussed after seeing the different adaptations or used as a writing assignment.
1) What changes exist between the text and the film adaptation?
2) Why do you think these changes were made? Technology issues? Other cultural factors?
3) If you were adapting the text, what changes would you make or wouldn't make?
4) What things remained the same? Why do you think they remained the same?
5) What cultural differences exist between the original and adaptation, and how do you think they effected the adaptation or the original text?
Students would have a writing assignment to follow up this type of exercise that allows them to use their observations about the comparison and write a thoughtful essay about the two texts. Or a creative project would follow that allows them to take a text and adapt in a modern setting as a short film. I would advise students to make conscious changes in their creative project but to have a clear understanding of why they made those changes. I think the creative option would be more engaging and fun for students.
*Below is the presentation. Like a youtube video, there is an option to make it go full screen. I apologize for the youtube clips if they have subtitles or any other annoying defects. I did use the full texts of Romeo and Juliet, and some of the clips are very long.
Wednesday, April 27, 2011
Wednesday, April 20, 2011
Closing out the semester, revisiting past questions
At this point in the semester, it is important to look back and see how our opinions have evolved, transformed, and possibly fused with one another's outlooks. I find that my first blog post hasn't changed in all its answer or outlooks but that some need to be revised or elaborated on more fully. Here are a few of those revisions (without trying to write a lengthy novel about writing and teaching writing).
4. Close your eyes and take a few minutes to picture someone in the act of writing. Who are they? What do they look like? Where are they? What exactly are they doing? Describe the scene in as much detail as possible.
One of the things that has changed in my 'picturing' someone writing is that I no longer exclusively see words on paper or computer screen. Discussions about how writing is also designing and composing is now included in the imagery of seeing someone in the act of writing. I feel like it more has to do with the creation of something, rather than simple text and words on paper.
8. Is writing a private thing, a social thing, or both? In what ways?
My answer for this has not changed drastically. I still see writing as being both a private and social thing. I think we write for both social and private situations. I would like to add that they are very different in that the context and perspective of the writing changes when someone else is reading the text. When writing in a social situation, another dynamic is introduced that adds an element of the readers perspective, their context, and their filters to the meaning.
9. When people talk about "illiteracy,' what do you think they are talking about? Who is illiterate in this country? What are some of the primary causes of illiteracy? Is illiteracy a problem?
My answer to this question has to be changed. I based my previous answer of the assumption that people define illiteracy the way I define it (the inability to read the alphabet and written words). I defined it based on the lack of a skill. But it is apparent from the National Endowment for the Arts report that people view illiteracy as the lack of people who read for fun and enjoyment. I disagree with this 'definition' but it is apparent that people do not read 'high' literature as much as organization thinks we 'should.' This does not factor in the amount of reading done on a day to day basis or on the internet. I find that report to be misleading and find most of my friends read text online and in their daily lives but do not sit down and read The Great Gatsby, but that does indicate they cannot read or are illiterate.
4. Close your eyes and take a few minutes to picture someone in the act of writing. Who are they? What do they look like? Where are they? What exactly are they doing? Describe the scene in as much detail as possible.
One of the things that has changed in my 'picturing' someone writing is that I no longer exclusively see words on paper or computer screen. Discussions about how writing is also designing and composing is now included in the imagery of seeing someone in the act of writing. I feel like it more has to do with the creation of something, rather than simple text and words on paper.
8. Is writing a private thing, a social thing, or both? In what ways?
My answer for this has not changed drastically. I still see writing as being both a private and social thing. I think we write for both social and private situations. I would like to add that they are very different in that the context and perspective of the writing changes when someone else is reading the text. When writing in a social situation, another dynamic is introduced that adds an element of the readers perspective, their context, and their filters to the meaning.
9. When people talk about "illiteracy,' what do you think they are talking about? Who is illiterate in this country? What are some of the primary causes of illiteracy? Is illiteracy a problem?
My answer to this question has to be changed. I based my previous answer of the assumption that people define illiteracy the way I define it (the inability to read the alphabet and written words). I defined it based on the lack of a skill. But it is apparent from the National Endowment for the Arts report that people view illiteracy as the lack of people who read for fun and enjoyment. I disagree with this 'definition' but it is apparent that people do not read 'high' literature as much as organization thinks we 'should.' This does not factor in the amount of reading done on a day to day basis or on the internet. I find that report to be misleading and find most of my friends read text online and in their daily lives but do not sit down and read The Great Gatsby, but that does indicate they cannot read or are illiterate.
Tuesday, April 12, 2011
Box Logic
I really enjoyed reading this chapter and the idea of found art or box art to be very interesting. While I had heard of found art before, it made me recall the episode of the Simpsons where Homer becomes an outsider artist (Season 10, Episode 19, titled "Mom and Pop Art" http://www.imdb.com/title/tt0701180/). I tried to embed a video, but couldn't find a good clip.
Activity one was the activity that I felt was the most interesting (and I'm actually planning to attempt it later today). The only thing I felt the chapter didn't address was the issue of copyright infringement to avoid students who take all of someone else's work, versus composing and compiling their own work.
The other reasons I enjoyed this chapter is that is challenges what we consider art. I found it particularly interesting in comparison to our class discussion about the made movement. When I began to consider compiling my 'art box,' I began to wonder how would I choose items out of my apartment but would I avoid items that still have value or use. Do we choose things that no longer have any purpose any more?
The Made Movement is all about what we can make from everyday items instead of purchasing new products. Found art is similar in that you aren't purchasing new items but secondhand items. It is interesting to think of these two things as opposing one another.
But I like that this chapter challenges our idea of art and the possibly that art is also composition and design. The idea that expression does not just mean the creation of art but also the composition of items to create art and emphasizes the "the physical details of the scene".
Another topic that the chapter brings forward is public discourse, and that "You have to be apart of the system in order to participate in a public discourse". I think that this type of activities forces students to practice a public discourse that can become helpful in discussions of other types of arts in and outside the classroom.
I have a lot of other things I want to discuss but am trying to save some things for the facilitation group this week. I am also considering doing Activity One to bring to class and discuss as part of the facilitation group.
Activity one was the activity that I felt was the most interesting (and I'm actually planning to attempt it later today). The only thing I felt the chapter didn't address was the issue of copyright infringement to avoid students who take all of someone else's work, versus composing and compiling their own work.
The other reasons I enjoyed this chapter is that is challenges what we consider art. I found it particularly interesting in comparison to our class discussion about the made movement. When I began to consider compiling my 'art box,' I began to wonder how would I choose items out of my apartment but would I avoid items that still have value or use. Do we choose things that no longer have any purpose any more?
The Made Movement is all about what we can make from everyday items instead of purchasing new products. Found art is similar in that you aren't purchasing new items but secondhand items. It is interesting to think of these two things as opposing one another.
But I like that this chapter challenges our idea of art and the possibly that art is also composition and design. The idea that expression does not just mean the creation of art but also the composition of items to create art and emphasizes the "the physical details of the scene".
Another topic that the chapter brings forward is public discourse, and that "You have to be apart of the system in order to participate in a public discourse". I think that this type of activities forces students to practice a public discourse that can become helpful in discussions of other types of arts in and outside the classroom.
I have a lot of other things I want to discuss but am trying to save some things for the facilitation group this week. I am also considering doing Activity One to bring to class and discuss as part of the facilitation group.
Tuesday, April 5, 2011
Visual compositions and texts
When I read the chapter discussing visual texts and how to analyze them, I felt oddly familiar and comfortable with the idea of analyzing these types of texts. But I also recall a childhood and young adult life of reading graphic novels, popular magazines, and other texts that included pictures.
I know that Jenna has a similar experience of high school journalism and experience with page layouts and visual text composition. I enjoyed the layout process more than the writing process in high school journalism and that interest took me towards graphic design.
But even with this experience, these were outside of English classrooms and composition classrooms. I did have one literature class in community college that included a graphic novel in the syllabus, and I do recall analyzing the visual aspects and graphic in part of our understanding the text. I remember the students feeling more engaged and more encouraged to participate in the classroom discussion.
This one example does not repeat itself in any of my other courses in my undergraduate studies. The only other exception would be watching clips of film adaptations of books/texts we've read. But the visual and text are kept separate in these situations.
The activities given at the end of the chapter are interesting. The one about the poster boards feels a little outdated. While this may be good for a school where computers are not readily available for students, a school that has computers will have students who would rather familiarize themselves with creating visual texts digitally rather than on a poster board.
I like the idea of the visual essay, but I would change the content of the essay. I think students might enjoy creating visual essays about their favorite characters (from books, movies, or TV) or maybe about a career they are interested in pursuing. I feel like the visual essay could be applied to many different topics.
All of the activities seem to be really effective and fun assignments. I think that it would be interesting to give the students option to see which they would like to construct. Maybe, a teacher of composition would bring examples of each and then assign a student to pick one and create their visual argument, essay, exhibit, etc...
I know that Jenna has a similar experience of high school journalism and experience with page layouts and visual text composition. I enjoyed the layout process more than the writing process in high school journalism and that interest took me towards graphic design.
But even with this experience, these were outside of English classrooms and composition classrooms. I did have one literature class in community college that included a graphic novel in the syllabus, and I do recall analyzing the visual aspects and graphic in part of our understanding the text. I remember the students feeling more engaged and more encouraged to participate in the classroom discussion.
This one example does not repeat itself in any of my other courses in my undergraduate studies. The only other exception would be watching clips of film adaptations of books/texts we've read. But the visual and text are kept separate in these situations.
The activities given at the end of the chapter are interesting. The one about the poster boards feels a little outdated. While this may be good for a school where computers are not readily available for students, a school that has computers will have students who would rather familiarize themselves with creating visual texts digitally rather than on a poster board.
I like the idea of the visual essay, but I would change the content of the essay. I think students might enjoy creating visual essays about their favorite characters (from books, movies, or TV) or maybe about a career they are interested in pursuing. I feel like the visual essay could be applied to many different topics.
All of the activities seem to be really effective and fun assignments. I think that it would be interesting to give the students option to see which they would like to construct. Maybe, a teacher of composition would bring examples of each and then assign a student to pick one and create their visual argument, essay, exhibit, etc...
Tuesday, March 29, 2011
Students Who Teach US
This week's chapter "Students Who Teach Us..." was very interesting because it shows how composition professors and English departments are beginning to recognize how new technology and computers change the way students learn and add new types of composition for teachers to consider teaching.
One particular passage that held my attention in the chapter is that "...technologies over the last two decades has changed not only political and social structures that characterize our world, but also the ways in which people understand this world, make meaning, and formulate their own individual and group identities" (location 1176). This related back to early in the semester when we began to imagine how emerging literacy affected the day-to-day culture when alphabets and print emerged.
I understand a lot of David's self-taught understanding of computers and computers programs. While this chapter feels most relevant to teachers who are not fully aware or accustomed to digital technologies, there is another important lesson to be taken from this chapter that everyone, in all contexts, can use to their advantage.
The main point is that we can learn from our students. I think one important problem with education is that the students do not feel like they have a voice or that their education is not tailored to their day-to-day lives. I remember being bored in high school but feeling more engaged when I got to use computer programs and do internet research.
It seems like a good lesson for all teachers that if take a moment to understand the daily lives of students and what our students face every day, we can find ways to better connect and hold their interest more. While the overall article is about what the teacher learned from the students experience, the title could be taking more literally.
I felt like the article failed to discuss what happens when a student is actually teaching the teacher. Maybe I just read the title too literal and expected it to be more about something like showed in the youtube video.
Overall, this was an interesting chapter, and I really liked the autobiographies activity. I think it would be a fun assignment and would the type of assignment I'd be excited to do at home over reading a chapter or writing a short essay.
One particular passage that held my attention in the chapter is that "...technologies over the last two decades has changed not only political and social structures that characterize our world, but also the ways in which people understand this world, make meaning, and formulate their own individual and group identities" (location 1176). This related back to early in the semester when we began to imagine how emerging literacy affected the day-to-day culture when alphabets and print emerged.
I understand a lot of David's self-taught understanding of computers and computers programs. While this chapter feels most relevant to teachers who are not fully aware or accustomed to digital technologies, there is another important lesson to be taken from this chapter that everyone, in all contexts, can use to their advantage.
The main point is that we can learn from our students. I think one important problem with education is that the students do not feel like they have a voice or that their education is not tailored to their day-to-day lives. I remember being bored in high school but feeling more engaged when I got to use computer programs and do internet research.
It seems like a good lesson for all teachers that if take a moment to understand the daily lives of students and what our students face every day, we can find ways to better connect and hold their interest more. While the overall article is about what the teacher learned from the students experience, the title could be taking more literally.
I felt like the article failed to discuss what happens when a student is actually teaching the teacher. Maybe I just read the title too literal and expected it to be more about something like showed in the youtube video.
Overall, this was an interesting chapter, and I really liked the autobiographies activity. I think it would be a fun assignment and would the type of assignment I'd be excited to do at home over reading a chapter or writing a short essay.
Tuesday, March 1, 2011
Some people hold too tight to the Canon
So, reading the article by James Black "The Monuments of a Culture" has made feel a need to respond in the written word. His love of the canon and hatred of "garbage" literature is a little infuriating. Maybe my literature classes have just been better then his instruction. But with many of the books studied in literature courses, a discussion has always been attached to the contemporary culture's response to the publication.
I am first reminded of James Joyce's Ulysses. I recall it being banned in America and being considered garbage literature. But now, we look at it as one of the best examples of Modern Literature and experimental in and even grand in its use of Stream of Consciousness (a favorite of mine).
Black's article is focused a lot of the need to continue teaching traditional and canonized literature. As an English major, I am always asked who my favorite authors are and or my favorite books. While I struggle to respond to that question every time, I usually go into a short speech about my preferences in reading 18th and 19th century British literature and predominantly literature written by female authors.
Many of these female authors were traditionally left out of the canon because their opinions were unnecessary in the very male dominated genre of literature. Jane Austen novels were considered pop culture and trivial in their time of publication. But now they are somewhat included in that 'canon' of literature. If we did not open and expand the literary canon, I doubt that I would be ever have become an English major in college.
While I enjoy many of the traditional and 'expected' literary works in the English classrooms, I do so with a love of using it to analyze and think about culture. I read Shakespeare because the female characters and the portrayal of women's roles interest me when I compare them to contemporary literature.
I feel like the move toward comparative literature is the right move for English professors. The meaning of literature depends on the cultural lens you are using. What Shakespeare means today will be a different story in future classrooms. While I enjoy the traditional literary texts in classrooms, I enjoy them most when I think about what it says about culture.
I think the new emerging 'point' of a college education is the ability to understand and analyze culture. Before becoming an English major, I was left with a semester of the undecided declaration at Columbia College. I decided to take a variety of classes and apply to transfer to a university (mostly because I felt surround by students who did not take school seriously, that's only an opinion).
I had a cultural studies class and an Irish Literature course that semester, and it did not take very long for me to realize I was bound to be an English major. The cultural studies class included looking at many different things from films to books to corporate logos.
I think I could continue on and talk about this all day. But I guess I'll save the rest for class discussion tomorrow. End Rant.
I am first reminded of James Joyce's Ulysses. I recall it being banned in America and being considered garbage literature. But now, we look at it as one of the best examples of Modern Literature and experimental in and even grand in its use of Stream of Consciousness (a favorite of mine).
Black's article is focused a lot of the need to continue teaching traditional and canonized literature. As an English major, I am always asked who my favorite authors are and or my favorite books. While I struggle to respond to that question every time, I usually go into a short speech about my preferences in reading 18th and 19th century British literature and predominantly literature written by female authors.
Many of these female authors were traditionally left out of the canon because their opinions were unnecessary in the very male dominated genre of literature. Jane Austen novels were considered pop culture and trivial in their time of publication. But now they are somewhat included in that 'canon' of literature. If we did not open and expand the literary canon, I doubt that I would be ever have become an English major in college.
While I enjoy many of the traditional and 'expected' literary works in the English classrooms, I do so with a love of using it to analyze and think about culture. I read Shakespeare because the female characters and the portrayal of women's roles interest me when I compare them to contemporary literature.
I feel like the move toward comparative literature is the right move for English professors. The meaning of literature depends on the cultural lens you are using. What Shakespeare means today will be a different story in future classrooms. While I enjoy the traditional literary texts in classrooms, I enjoy them most when I think about what it says about culture.
I think the new emerging 'point' of a college education is the ability to understand and analyze culture. Before becoming an English major, I was left with a semester of the undecided declaration at Columbia College. I decided to take a variety of classes and apply to transfer to a university (mostly because I felt surround by students who did not take school seriously, that's only an opinion).
I had a cultural studies class and an Irish Literature course that semester, and it did not take very long for me to realize I was bound to be an English major. The cultural studies class included looking at many different things from films to books to corporate logos.
I think I could continue on and talk about this all day. But I guess I'll save the rest for class discussion tomorrow. End Rant.
Wednesday, February 23, 2011
Intent and Motivation?
The following paragraph caught my attention while I was reading “Of The Delicacy of Taste and Passion” by David Hume.
The good or ill accidents of life are very little at our disposal; but we are pretty much masters what books we shall read, what diversions we shall partake of, and what company we shall keep. Philosophers have endeavoured to render happiness entirely independent of every thing external. That degree of perfection is impossible to be attained: But every wise man will endeavour to place his happiness on such objects chiefly as depend upon himself: and that is not to be attained so much by any other means as by this delicacy of sentiment. When a man is possessed of that talent, he is more happy by what pleases his taste, than by what gratifies his appetites, and receives more enjoyment from a poem or a piece of reasoning than the most expensive luxury can afford.
This particular passage reminded me of the movie “Fight Club” and how attachment to physical items is not going to satisfy our passions. I really enjoyed the emphasis at the beginning of the paragraph that explains that while we cannot control the world and what happens to us, we can control the information and opinions we are exposed to.
It makes me consider the reasons most people go to college. Many people go to college so that they can have a high paying job and can afford many luxuries in life. Another interesting thing is that people always ask what you are in college for, and most English majors get asked what kind of job they'll have when they finish.
This mentality should be considered when teaching. Most students are in school to get a degree and get a good job. Most students are not in college to gain a vast knowledge or logic skills. So then how do we keep students engaged when the only care they have is the grade letter on their transcript. Should teachers take the time to explain the purpose and intent of a class and how it will valuable outside of a college classroom.
When I think this, I try to remember if I've had any professors attempt to convince me that their subject will be useful outside of the classroom. Of all colleges I have attended and all the classes I have taken, only a few of the professors have attempted to put the classes objectives in a real world situation. I am curious if other people in the class have had a similar experience or feel that the professors should always try to find a way to make the course relevant to everyday life.
What are ways that we can convince students that good writing skills can be used in every day life? One thing I can think of is it helps me when I am answering questions during an interview. I guess I imagine answering the question like an essay question and avoid babbling or being too wordy in my response.
The good or ill accidents of life are very little at our disposal; but we are pretty much masters what books we shall read, what diversions we shall partake of, and what company we shall keep. Philosophers have endeavoured to render happiness entirely independent of every thing external. That degree of perfection is impossible to be attained: But every wise man will endeavour to place his happiness on such objects chiefly as depend upon himself: and that is not to be attained so much by any other means as by this delicacy of sentiment. When a man is possessed of that talent, he is more happy by what pleases his taste, than by what gratifies his appetites, and receives more enjoyment from a poem or a piece of reasoning than the most expensive luxury can afford.
This particular passage reminded me of the movie “Fight Club” and how attachment to physical items is not going to satisfy our passions. I really enjoyed the emphasis at the beginning of the paragraph that explains that while we cannot control the world and what happens to us, we can control the information and opinions we are exposed to.
It makes me consider the reasons most people go to college. Many people go to college so that they can have a high paying job and can afford many luxuries in life. Another interesting thing is that people always ask what you are in college for, and most English majors get asked what kind of job they'll have when they finish.
This mentality should be considered when teaching. Most students are in school to get a degree and get a good job. Most students are not in college to gain a vast knowledge or logic skills. So then how do we keep students engaged when the only care they have is the grade letter on their transcript. Should teachers take the time to explain the purpose and intent of a class and how it will valuable outside of a college classroom.
When I think this, I try to remember if I've had any professors attempt to convince me that their subject will be useful outside of the classroom. Of all colleges I have attended and all the classes I have taken, only a few of the professors have attempted to put the classes objectives in a real world situation. I am curious if other people in the class have had a similar experience or feel that the professors should always try to find a way to make the course relevant to everyday life.
What are ways that we can convince students that good writing skills can be used in every day life? One thing I can think of is it helps me when I am answering questions during an interview. I guess I imagine answering the question like an essay question and avoid babbling or being too wordy in my response.
Tuesday, February 15, 2011
Life without the written word? Wait? What Now?
So it may be slightly ironic to discuss life without writing in a written blog. But I began to think about this with some of the readings this week and began to think about how written words play such a big role in everyday life.
I remember recently having someone ask me if I remembered life without the internet. I actually do, but not too well. I remember watching cartoons and riding my bike outside a lot. But I cannot say the same for the written word. The written word is way more evolved than the internet having been around for so long.
I began to think of the simple things I do all day that don't involve the written word, and I haven't found many. Cooking is one of the few things I do that don't involve any writing, and that assuming I'm not reading the directions (and if you've had my cooking, you'd agree that I never read directions very well).
Including my job as a website content writer, most of my day involves written words. From reading my alarm clock to know whether or not I need to get out of bed to reading street signs when I drive, almost every part of our day involves reading words.
And then I began to consider how written words affect the way I think sometimes. When I began to think about this topic, I immediately began to try to plan how I would write in my weekly blog.
I also found many things about daily life that I would feel the need to tell a friend through text or update my Facebook status to let my friends in on a joke or something. A lot of my thoughts can be immediately translated into the written word and preserved through some type of writing.
But I also wonder how much of my daily thought process is translated into words. Because my work revolves around writing, I am guessing that it does effect my thought process more than a lot of other people.
I guess that is why it is difficult for me quickly accept the idea that “a non literate culture is not necessarily a primitive one” (Preliteracy of Greeks Handout 186). So much of the written word is apart of our culture and not including reading literature for fun or for school.
This brings me back to the survey we deconstructed a few weeks. The survey took the idea that people don't read for fun is making our society illiterate. I find that the survey even more incorrect after writing my blog and considering how important the written word is not including my school and work day.
Maybe somebody should write to Dana Gioia and send him the Preliteracy of Greek Article and ask him to think if our society is really illiterate after all.
I remember recently having someone ask me if I remembered life without the internet. I actually do, but not too well. I remember watching cartoons and riding my bike outside a lot. But I cannot say the same for the written word. The written word is way more evolved than the internet having been around for so long.
I began to think of the simple things I do all day that don't involve the written word, and I haven't found many. Cooking is one of the few things I do that don't involve any writing, and that assuming I'm not reading the directions (and if you've had my cooking, you'd agree that I never read directions very well).
Including my job as a website content writer, most of my day involves written words. From reading my alarm clock to know whether or not I need to get out of bed to reading street signs when I drive, almost every part of our day involves reading words.
And then I began to consider how written words affect the way I think sometimes. When I began to think about this topic, I immediately began to try to plan how I would write in my weekly blog.
I also found many things about daily life that I would feel the need to tell a friend through text or update my Facebook status to let my friends in on a joke or something. A lot of my thoughts can be immediately translated into the written word and preserved through some type of writing.
But I also wonder how much of my daily thought process is translated into words. Because my work revolves around writing, I am guessing that it does effect my thought process more than a lot of other people.
I guess that is why it is difficult for me quickly accept the idea that “a non literate culture is not necessarily a primitive one” (Preliteracy of Greeks Handout 186). So much of the written word is apart of our culture and not including reading literature for fun or for school.
This brings me back to the survey we deconstructed a few weeks. The survey took the idea that people don't read for fun is making our society illiterate. I find that the survey even more incorrect after writing my blog and considering how important the written word is not including my school and work day.
Maybe somebody should write to Dana Gioia and send him the Preliteracy of Greek Article and ask him to think if our society is really illiterate after all.
Sunday, January 30, 2011
Week 3
One thing I wanted to consider in my blog post is the issue of fan fiction and whether or not it constitutes as copyright infringement. While I can understand both sides of the argument and respect the rights of authors or the creators of characters used in fan fiction to protect their creation, I feel that fan fiction is not an infringement of copyright.
I have decided to read some fan fiction to become acquainted with some of its forms and have read some fan fiction for Harry Potter (books), Doctor Who, and Buffy the Vampire Slayer (please refrain from yelling nerd, thank you).
My reasons are that the writers of fan fiction do not profit from the use of the characters and that they are not professional writers. If Stephen King began writing fan fiction online, it would attract such attention that I believe it would be copyright infringement. The majority of writers do it for fun and as a hobby.
My other reason that publishing companies should not shut down fan fiction sites is that it is adding popularity to the original franchise. If I heard a friend at school tell me that he or she writer Harry Potter fan fiction, I would ask myself why Harry Potter is so important and has such an impact on my friend. It could cause me to, at the very least, watch the movies or maybe read the books. But it adds to the franchise that fan base will write their own fantasy fiction with those characters.
The other important aspect of fan fiction is that it adds a new layer of cultural perspective to the stories and characters. Jane Austen's Pride and Prejudice is a cultural artifact of her society, so Pride and Prejudice and Zombies becomes a cultural artifact of our society and tells the classic tale from a new perspective with the filter or contemporary American society.
The TV show Buffy the Vampire Slayer is one popular form of Fan Fiction that I have been reading up on and I find that the fan fiction gives a lot of the fans an opportunity to explore and elaborate on gay characters Tara and Willow. While a TV show can have homosexual characters, it is difficult for a mainstream show to focus so much on a homosexual romance. Fan fiction allows the focus to be on an issue like a homosexual relationship, and readers who don't care to further explore this relationship can choose to not read those stories.
I found an article discussing how fan fiction allows space for queer communities to focus on homosexual relationships but was unable to access the full article. I've linked to it and hope to find the article in a database eventually.
http://www.allacademic.com/meta/p_mla_apa_research_citation/1/1/7/3/9/p117399_index.html
Some people may not consider fan fiction to be quality literature, it is an emerging tool for young adults to begin storytelling and imagine new scenaries within the frame of popular character. Maybe one fan ficiton writer will go on to be a bestseller or become an accountant. In my opinion, fan fiction is a fun and interesting new community for people to share ideas and manipulate their favorite characters and begin to compose their own ideas and beliefs. Fan fiction is not just silly or pointless. It gives more people voices and the role of storyteller without the requirement of finding a publisher and people a mainstream author.
I have decided to read some fan fiction to become acquainted with some of its forms and have read some fan fiction for Harry Potter (books), Doctor Who, and Buffy the Vampire Slayer (please refrain from yelling nerd, thank you).
My reasons are that the writers of fan fiction do not profit from the use of the characters and that they are not professional writers. If Stephen King began writing fan fiction online, it would attract such attention that I believe it would be copyright infringement. The majority of writers do it for fun and as a hobby.
My other reason that publishing companies should not shut down fan fiction sites is that it is adding popularity to the original franchise. If I heard a friend at school tell me that he or she writer Harry Potter fan fiction, I would ask myself why Harry Potter is so important and has such an impact on my friend. It could cause me to, at the very least, watch the movies or maybe read the books. But it adds to the franchise that fan base will write their own fantasy fiction with those characters.
The other important aspect of fan fiction is that it adds a new layer of cultural perspective to the stories and characters. Jane Austen's Pride and Prejudice is a cultural artifact of her society, so Pride and Prejudice and Zombies becomes a cultural artifact of our society and tells the classic tale from a new perspective with the filter or contemporary American society.
The TV show Buffy the Vampire Slayer is one popular form of Fan Fiction that I have been reading up on and I find that the fan fiction gives a lot of the fans an opportunity to explore and elaborate on gay characters Tara and Willow. While a TV show can have homosexual characters, it is difficult for a mainstream show to focus so much on a homosexual romance. Fan fiction allows the focus to be on an issue like a homosexual relationship, and readers who don't care to further explore this relationship can choose to not read those stories.
I found an article discussing how fan fiction allows space for queer communities to focus on homosexual relationships but was unable to access the full article. I've linked to it and hope to find the article in a database eventually.
http://www.allacademic.com/meta/p_mla_apa_research_citation/1/1/7/3/9/p117399_index.html
Some people may not consider fan fiction to be quality literature, it is an emerging tool for young adults to begin storytelling and imagine new scenaries within the frame of popular character. Maybe one fan ficiton writer will go on to be a bestseller or become an accountant. In my opinion, fan fiction is a fun and interesting new community for people to share ideas and manipulate their favorite characters and begin to compose their own ideas and beliefs. Fan fiction is not just silly or pointless. It gives more people voices and the role of storyteller without the requirement of finding a publisher and people a mainstream author.
Thursday, January 27, 2011
Tuesday, January 25, 2011
Week 2
I decided that I'd like to blog and follow up to last week's discussion of the "To Read or Not To Read" document. In class, we discussed how misleading the study was and that it was not a reliable source. Towards the end of class, we started to discuss the public's reaction to the document.
In my opinion, there are two possible responses the public can have, and one response is a moral panic. A moral panic would be the negative response and that requires concern, hostility, consensus, disproportion, and volatility. Moral Panics are never solved because the problem, if there is one, is misunderstood or exaggerated.
One student in class suggested that the study may inspire a positive response from within communities. Concerned parents and teachers may form reading groups or try to promote reading as a hobby. Even if the original information is exaggerated, the effect was positive and reasonable.
This brings me to wonder why some issues become moral panics and others have reasonable and appropriate responses. I am guessing that there are many factors that tie into why people 'join' the moral panic or what caused the information to be exaggerated.
This week's reading was a very interesting topic and discusses whether or not the internet is making people 'dumb'. As it could potentially become a moral panic (if hasn't in some places), the topic was very interesting.
I believe that the internet does not make people 'dumb,' but it does affect the way we read and gather information. It appears to me that we are in the middle of a transition where our minds have not fully adapted to use internet at its full potential.
Some people oppose the internet's predominant role in education and the daily live of the younger generations. The major change may make some older generations uncomfortable since it is both new and unfamiliar. And the new form of writing on the internet will change the rules of our language and our grammar. But a spoken language is always changing, so that concern is misplaced.
The internet has become a huge source information. I do have to drive to the library to find information for a research paper or buying a book. The information on the internet also provides lower class societies and cultures access to information without purchasing expensive books.
Although you cannot control the reliability of sources on the internet, it is possible for students and children to be taught how to recognize reliable sources over non reliable sources. The internet offers another great tool and that is expression. While it has been possible to write on paper and express one's thoughts or creativity, the internet provides a space to share those thoughts and receive feedback.
While the internet may provide lots of "throwaway cultural artifacts," it is a space to present those artifacts and share ideas. It's like going to the coffee house and discussing ideas with your peers; only now, those peers may be miles away and from a whole different culture and society. And their culture and society can contribute to your idea.
In my opinion, there are two possible responses the public can have, and one response is a moral panic. A moral panic would be the negative response and that requires concern, hostility, consensus, disproportion, and volatility. Moral Panics are never solved because the problem, if there is one, is misunderstood or exaggerated.
One student in class suggested that the study may inspire a positive response from within communities. Concerned parents and teachers may form reading groups or try to promote reading as a hobby. Even if the original information is exaggerated, the effect was positive and reasonable.
This brings me to wonder why some issues become moral panics and others have reasonable and appropriate responses. I am guessing that there are many factors that tie into why people 'join' the moral panic or what caused the information to be exaggerated.
This week's reading was a very interesting topic and discusses whether or not the internet is making people 'dumb'. As it could potentially become a moral panic (if hasn't in some places), the topic was very interesting.
I believe that the internet does not make people 'dumb,' but it does affect the way we read and gather information. It appears to me that we are in the middle of a transition where our minds have not fully adapted to use internet at its full potential.
Some people oppose the internet's predominant role in education and the daily live of the younger generations. The major change may make some older generations uncomfortable since it is both new and unfamiliar. And the new form of writing on the internet will change the rules of our language and our grammar. But a spoken language is always changing, so that concern is misplaced.
The internet has become a huge source information. I do have to drive to the library to find information for a research paper or buying a book. The information on the internet also provides lower class societies and cultures access to information without purchasing expensive books.
Although you cannot control the reliability of sources on the internet, it is possible for students and children to be taught how to recognize reliable sources over non reliable sources. The internet offers another great tool and that is expression. While it has been possible to write on paper and express one's thoughts or creativity, the internet provides a space to share those thoughts and receive feedback.
While the internet may provide lots of "throwaway cultural artifacts," it is a space to present those artifacts and share ideas. It's like going to the coffee house and discussing ideas with your peers; only now, those peers may be miles away and from a whole different culture and society. And their culture and society can contribute to your idea.
Sunday, January 16, 2011
Week 1
1. In your experience, why do some people appear to be good at writing while others struggle?
In my opinion, every person is unique and retains and uses information differently. Some people are more inclined to be good at writing under certain contexts. Assuming they have been educated and taught to write, some people are more inclined to write well. I also think that people who take a greater interest in writing are more inclined to be good at it and put more effort into developing those skills.
2. Is writing a talent, or is it a skill? Is it both? If so, how? What does it mean to say that something is a "talent"? What does it mean to call something a skill?
I think it is both. If you use writing for artistic reasons and to create art, then writing is a talent. But if you use writing as part of a job or for social reasons, it is a skill. I guess the two things depend on the intention and purpose behind the writing.
3. How is writing best learned? Why? What do you think are some of the biggest impediments or difficulties people face when trying to learn to write better?
In my experience, I learned to write college papers in an introduction course. The professor allowed students to pick their topic. It was not limited to being about a book or historical figure. I could tell students were more excited about writing their papers since they picked something they cared about. Learning to write better is made more difficult when students cannot be excited about what they're writing.
4. Close your eyes and take a few minutes to picture someone in the act of writing. Who are they? What do they look like? Where are they? What exactly are they doing? Describe the scene in as much detail as possible.
I have multiple pictures when I think about someone in the act of writing. I see an older white male using a typewriter and with a pile of crumbled pieces of paper on the floor. I also see a young adult male or female typing on a laptop and listening to music on headphones.
5. Where do you think this image of "writing" comes from? In what ways do you think this image actually represents what most people do when they write? Stepping back for a moment, are there writers or types of writing that probably aren't well reflected by this image you just described?
Both of these images represent two different era's of writing. The first one is the older more traditional image of writing. In the past, it was more typical for an author to be older, white, and male since they were more likely to be educated to read and write. While this is a very stereotypical image, it is the most representational image of the 'writer' in the past. The second image I described is the more recent or contemporary image of the 'writer' which includes newer technology like a computer or headphones. Also, the person writing can be male or female and is younger.
6. What is a "technology"? How do you define the term? When you think of technologies, what kinds of things do you think about? Is writing itself a technology? How? Or why not?
Wikipedia defines: "Technology is the usage and knowledge of tools, techniques, and crafts, or is systems or methods of organization, or is a material product (such as clothing) of these things" I would add the technology is new and always changing to improve institutions and society. When thinking about technologies, I think of computers, televisions, cellphone, and other electronic gadgets. I think writing is a technology since a book can introduce new ideas and crafts to society and groups of people.
7. Have you heard the term "writing process" before? What does this phrase mean to you? What is the "writing process" and how does it work?
I have heard the term "writing process" especially in the context of academic writing. When learning to write academic papers, lots of professors recommend following a process in which you brainstorm, research, organize and outline, write, and revise. It's meant to guide a student and help make the writing process more effective and easier.
8. Is writing a private thing, a social thing, or both? In what ways?
Writing is both a private and public thing. Some people choose to use writing in a diary without the intention of others reading it, and sometimes writing is used for mass reproduction or posting on the internet. Writing is also used to socialize. Blogs have become increasingly popular and have changed the way people interact with one another.
9. When people talk about "illiteracy,' what do you think they are talking about? Who is illiterate in this country? What are some of the primary causes of illiteracy? Is illiteracy a problem?
They are referring to people who cannot read and write. I imagine that groups of illiterate people in the United States would include newly immigrated families who did not have education opportunities in their home country and maybe some lower class families. Illiteracy prohibits people from functioning within society and advancing and obtaining good jobs.
10. How have writing and rhetoric changed in the digital age? That is, how has technology affected the way people communicate? Is this a good or a bad thing? Why?
Writing has changed as the language has changed. Any active spoken language is always evolving and changing the writing. With new technology, people are able to speak more directly to one another using the internet. Because of video cameras, people can communicate on the internet with speech instead of writing. It is a good thing because people are able to communicate better and faster. While it changes the way we write and use language, it is inevitable that language will change as long as it is being spoken.
In my opinion, every person is unique and retains and uses information differently. Some people are more inclined to be good at writing under certain contexts. Assuming they have been educated and taught to write, some people are more inclined to write well. I also think that people who take a greater interest in writing are more inclined to be good at it and put more effort into developing those skills.
2. Is writing a talent, or is it a skill? Is it both? If so, how? What does it mean to say that something is a "talent"? What does it mean to call something a skill?
I think it is both. If you use writing for artistic reasons and to create art, then writing is a talent. But if you use writing as part of a job or for social reasons, it is a skill. I guess the two things depend on the intention and purpose behind the writing.
3. How is writing best learned? Why? What do you think are some of the biggest impediments or difficulties people face when trying to learn to write better?
In my experience, I learned to write college papers in an introduction course. The professor allowed students to pick their topic. It was not limited to being about a book or historical figure. I could tell students were more excited about writing their papers since they picked something they cared about. Learning to write better is made more difficult when students cannot be excited about what they're writing.
4. Close your eyes and take a few minutes to picture someone in the act of writing. Who are they? What do they look like? Where are they? What exactly are they doing? Describe the scene in as much detail as possible.
I have multiple pictures when I think about someone in the act of writing. I see an older white male using a typewriter and with a pile of crumbled pieces of paper on the floor. I also see a young adult male or female typing on a laptop and listening to music on headphones.
5. Where do you think this image of "writing" comes from? In what ways do you think this image actually represents what most people do when they write? Stepping back for a moment, are there writers or types of writing that probably aren't well reflected by this image you just described?
Both of these images represent two different era's of writing. The first one is the older more traditional image of writing. In the past, it was more typical for an author to be older, white, and male since they were more likely to be educated to read and write. While this is a very stereotypical image, it is the most representational image of the 'writer' in the past. The second image I described is the more recent or contemporary image of the 'writer' which includes newer technology like a computer or headphones. Also, the person writing can be male or female and is younger.
6. What is a "technology"? How do you define the term? When you think of technologies, what kinds of things do you think about? Is writing itself a technology? How? Or why not?
Wikipedia defines: "Technology is the usage and knowledge of tools, techniques, and crafts, or is systems or methods of organization, or is a material product (such as clothing) of these things" I would add the technology is new and always changing to improve institutions and society. When thinking about technologies, I think of computers, televisions, cellphone, and other electronic gadgets. I think writing is a technology since a book can introduce new ideas and crafts to society and groups of people.
7. Have you heard the term "writing process" before? What does this phrase mean to you? What is the "writing process" and how does it work?
I have heard the term "writing process" especially in the context of academic writing. When learning to write academic papers, lots of professors recommend following a process in which you brainstorm, research, organize and outline, write, and revise. It's meant to guide a student and help make the writing process more effective and easier.
8. Is writing a private thing, a social thing, or both? In what ways?
Writing is both a private and public thing. Some people choose to use writing in a diary without the intention of others reading it, and sometimes writing is used for mass reproduction or posting on the internet. Writing is also used to socialize. Blogs have become increasingly popular and have changed the way people interact with one another.
9. When people talk about "illiteracy,' what do you think they are talking about? Who is illiterate in this country? What are some of the primary causes of illiteracy? Is illiteracy a problem?
They are referring to people who cannot read and write. I imagine that groups of illiterate people in the United States would include newly immigrated families who did not have education opportunities in their home country and maybe some lower class families. Illiteracy prohibits people from functioning within society and advancing and obtaining good jobs.
10. How have writing and rhetoric changed in the digital age? That is, how has technology affected the way people communicate? Is this a good or a bad thing? Why?
Writing has changed as the language has changed. Any active spoken language is always evolving and changing the writing. With new technology, people are able to speak more directly to one another using the internet. Because of video cameras, people can communicate on the internet with speech instead of writing. It is a good thing because people are able to communicate better and faster. While it changes the way we write and use language, it is inevitable that language will change as long as it is being spoken.
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