In his article, "Is Google Making Us Stupid," Carr complains, "Someone or something, has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory." Basically, Carr believes that deep thinking and deep reading have become a struggle to many of us since the Net surfing and Web browsing indirectly promote a different habit in people. we depend on the technology so much in this modern century. As we surf on the net for something, we often find ourselves end up at a sit we never intended to be at the first place. That's because Google assumes or suggests what we meant to say; as a result, we allow it to lead us to its suggestions. It's like going grocery shopping. We always buy more than we have planned to because of the variety choices and offers.
As in Carr's view, "Net seems to be doing is chipping away [our] capacity for concentration and contemplation." Internet contains enormously valuable information which are supposed to increase productivities if we utilize it well. When we start to make decision with the tools we got instead of the senses we have, we will run into a totally different problem. For example, over the weekend, there was hours long traffic jam on the freeway simply because most drivers were using the "smart GPS" for road guidance to get to the Tulip Festival. With almost all the tourists on the same route guided by the GPS to the tulip fields, the price we have to pay was spending more time in the traffic.
Welcome to Our Blog Conversations Beyond the Classroom!
Welcome to our Eng 100 Blog “Conversation 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! I 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!
Monday, April 25, 2011
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