13 Matching Annotations
  1. Jan 2018
    1. We are divorced from ourselves and from the world – those relationships are now routed through our phones.

      You can't claim this so confidently without realizing the infinite number of global connections people are able to create and sustain. It's so much easier to get connected with friends and family who aren't nearby, as well as meet new people and establish amazing relationships.

    2. it's different this time

      We only say that until we take the next big technological step... can't wait for mainstreamed VR and all that sweet jazz to take distraction to a whole new level.

    3. They make parents ignore their children.

      Parents ignore their children because they are already inclined to do so. I don't believe you can blame technology on bad parenting, sorry.

  2. Apr 2017
    1. potential mistakes. This view of online fan fiction writing as an interactive, social endeavor was also reflected in the authors5 styles as they emphasized their status as novices through the use of caps, bold font, and punctuation and elicited support from readers through the use of adjectives (very, hopefully), adverbs (please), and keyboard character facial expressions (A_A; [tearful smiley fa

      I just also wanted to point out it's not just ELL writers who have similar disclaimers. A lot of native English writers on the site would have disclaimers that would "apologize" in advance for "poor writing" or if anything was "out of character." Additionally, fanfiction writers of manga or anime series seemed to most of the time incorporate romaji when addressing their readers, which is interesting if you view the romanized japanese words as a way to strengthen their relationship with others inside the fandom.

    2. e FFN as a site for ethnographic study primarily because its size and international popularity attracts fan authors from across the globe. On t

      FFN has a huge international base. I mentioned in the Networked Narratives class that one of the most surprising things that stuck to me during my time as fanfiction author was the huge amount of writers from Singapore who were apart of the FF community.

    3. A related area of inquiry deals with global flows of symbolic and mate rial products alternately named as mediascapes (Appadurai, 1996), transmedia (Lemke, in press), convergences (Jenkins, 2006), or media mixes (Ito, 2007) and their increasing role in contemporary constructions of identity. These terms refer to the media, images, toys, games, technologies, and countless other symbols and products that collectively inundate and influence adolescents' lives. Y

      I can see now where Bean and Moni's article intersects with this one, and as I said before, it's definitely an interesting reflection on the external factors influencing contemporary identity.

    1. . Given these postmodern, fluid condi- tions, how do contemporary teens construct their identities?

      That's definitely an interesting thing to think about - while we know there is a clear difference in adolescent experiences between current and past generations, it's interesting to reflect on the construction of identity during this crucial age, and to see how external factors and trends feed into youth culture.

  3. Mar 2017
    1. Your students have fought, your students have hidden from bullies, your students have been hungry, they have passed for straight, they have held their tongues, and they have been broken.

      What a powerful and real statement! It's true - there's progress all around us in university environments, and it's sad to see it get mistaken for "entitlement" by individuals who choose not to meet others at their end.

  4. Feb 2017
    1. sophomores as in-class writing, journals/reflective writing, and summaries/abstracts. At the junior/senior-level high school faculty chose research papers, critique, position paper, and analysis paper.

      It's sad that reflective writing isn't seen as important at the junior/senior level, when it would be best for those students to reflect on how they've developed as a writer and person. I think regaining that perspective can help steady their paths for college-level writing and thinking.

    2. Student ratings of themselves at the doctoral flagship university were least aligned with that of their teachers, followed closely by those at the urban high school. At the doctorate-granting institution, for example, faculty gave an overall score of 2.74 for student mas-tery of grammar, whereas the students gave themselves a 4.10. Several possible explanations could elucidate this disparity. One is that at this institution the highest percentage of students felt that their writing was equal to or better than that of their peers, thus indicating a generally higher self-perception of themselves as writers than students at other institutions or than their teach-ers feel is warranted. Of course, we might also want to consider class size (the smaller the class, the more direct communication between faculty and stu-dents, perhaps explaining why students at the private high school are most in line with their teachers). Further, it is possible that faculty have unrealistically high expectations for student writing.

      That was a really interesting bit of information! I would love to know more about this.

    3. 58% of the faculty “always” direct students to institutional support services

      Barely over half refer students to writing centers... however, probably more than half of the 58% who DO refer the writing do not understand what it is writing consultants exactly do in sessions... I think it leads back to the bigger issue of disjointedness (or apathy) inside of a collegiate professional community.

    4. Visited campus-based writing center to get help 31% 19%

      Not surprised about the low percentages in regards to students visiting the writing center, but I feel like this should still be pointed out...

    1. Ultimately, because textbooks can strongly shape the teaching practices of composition instructors, especially those new to the field, a better understanding of how these texts work to shape identity is necessary; without it, we may be unable to assist students significantly in building the kind of robust research identities they will need in a complex, information-rich world

      This was pretty poignant for me.