Transcript of 5.15.mishou
- 1. SEND WITHOUT SUBJECT: REVISITINGCOLLEGE COMPOSITION Aubrey
Mishou, Anne Arundel Community College almishou@aacc.edu AFACCT 12
Conference, Montgomery College Rockville Session 5.15 January 6,
2012 Narrated Presentation
- 2. Narration should start automatically when viewing
slideshow
- 3. ENGLISH AFTER THE FALL: FROMLITERATURE TO TEXTUALITY The
fall of English is actually part of the fall of all humanities in a
world that is driven by technological progress and the bottom line.
In such a world the humanities must demonstrate their usefulness.
[] We need to see the main function of English departments as
helping students become better users of the language basically,
better readers and writers (Scholes xiv-v). [T]he business of
English departments is to help student improve as readers and
writers, to become better producers and consumers of verbal texts
(34). Narration buttons will usually be over here
- 4. THE ECAR NATIONAL STUDY OFUNDERGRADUATE STUDENTS AND
INFORMATIONTECHNOLOGY (DAHLSTROM)
- 5. PROBLEM: PROBLEM: STUDENTS DO NOT KNOWHOW TO USE SOFTWARE
EFFECTIVELY A surprising number of students say they are not fully
confident that they have the technology skills to meet their needs
(Dahlstrom 20).
- 6. STUDENT SAMPLES
- 7. PROBLEM: STUDENTS COMMUNICATE TEXTUALLY ON ACONSTANT BASIS,
YET LACK CONFIDENCE WHEN FACEDWITH ACADEMIC WRITING.
- 8. PROBLEM: INSTRUCTORS DONT ALWAYS USETECHNOLOGY IN THE
CLASSROOM, AND DO NOTDEMONSTRATE, OR LECTURE ON, THE EFFECTIVE USE
OFACADEMIC SOFTWARE. Even though those Many instructors need help
technologies are getting technology to work commonplace on most
successfully. Almost one- campuses, some students third of students
(31 percent) say that their instructors dont agree that their
instructors use them effectively or that require help in getting
they themselves dont have technology up and running. the skills
they need to use More than one in four them effectively (Rice).
students (26 percent) agree that their professors dont know how to
use technology Students are saying they that is available. About
half of want to see classes taught students (51 percent) agree more
like how they live their that they know more about lives, Mr.
Roberts said. I technology than their dont think they just want
professors do (Dahlstrom technology for technologys 25). sake
(Rice).
- 9. JACQUES DERRIDA "I wouldnt think that one single department
should be in charge [of teaching writing], because if you
concentrate the teaching of composition in a single department for
instance, the literature department then youll have the hegemony of
some kind of norm in writing. The people in mathematics and history
and law dont have to write the same way. you have to adjust the
transformations of the way you write according to each discipline,
the discourse of the discipline. Solution: teach software such as
word processing in composition courses as an integral element of
successful communication.
- 10. LESSON 2Computer SkillsFor English Classes, and Beyond
- 11. COMPUTER SKILLS Microsoft Word Internet Creating a new
document Accessing and navigating Standardized fonts a database
Headers and Footers Uploading information to a Page numbering forum
Spacing Attaching documents to emails Other computer skills
Successful virtual Accessing .pdf documents communication
Converting files Documentation of use Manually screen shots Using a
file-conversion resource
- 12. SCREEN SHOT OR IT DIDNT HAPPEN How to take a screenshot: PC
Make sure the screen you want to capture is active. Hold down the
ALT key and hit PRINT SCRN. Open an imaging program (such as
Paint), and select paste. You can then save the image to you
computer. Tip: You can also paste images into Word. How to take a
screenshot: Mac Typing Command-Shift-3 will take a screenshot and
save it as a file on your desktop How to take a screenshot: iPhone
Hold the Home key and press the sleep key The screen will flash to
white momentarily, and an image of your phone screen will be saved
to your photos How to take a screenshot: Android requires a custom
mod Further information on screenshots can be found under useful
links on the course page
- 13. CONVERTING FILES: MANUALLY Open the file name by clicking
once on the file The name of the file should then appear in a text
box, highlighted Move the cursor to the end of the file name Type
in the desired file extension, such as .jpg for a standard jpeg (or
image) file, or .doc for a Word file Some computers may ask if you
want to add the extension to the name click yes The file will
convert once the extension has been recognized.
- 14. CONVERTING FILES: GOOGLEDOCS The following screenshots
demonstrate how to use the application GoogleDocs
(www.docs.google.com) to properly format, and save, essays for
English 112 Also available for file conversion: www.zamzar.com
Zamzar will require you to give your email address so that a link
to your converted filed can be sent directly to you After you
retrieve your link you should be sure to download your paper;
Zamzar will not save your work indefinitely, so it is important
that you save your converted file to your computer or flash
drive.
- 15. Google provides a free word processing application online.
It requires aGoogle account, but that, too, is free.
- 16. The user interface of Google Docs functions much like
familiar wordprocessing applications, and will allow students to
edit documents to meetall MLA requirements, including spacing, page
numbering, font, and otherformatting concerns.
- 17. SOLUTION: LEARN TO USE TECHNOLOGY IN THE CLASSROOM Use
virtual learning environments to provide notes so students can
focus on the discussion rather than notation (less hiding behind
laptops) Provide electronic assignments and syllabi (cut down on
paper waste, and prevent the excuse of I lost the assignment)
Demonstrate the use of technology through projectors and smart
carts
- 18. SOLUTION: LOOK TO SOCIAL MEDIA ASSUPPLEMENTARY TEXTS We
live in a world dominated by mixed media rather than by different
spheres partitioned off from one another (Scholes 13). [W]e have
much to gain by moving from the limiting notion of literature to
the more inclusive concept of textuality...(Scholes 31).
(Munroe)
- 19. ASSIGNMENTS Proofreading Everyday: Due April 13 (20 points)
Grammatical mistakes are everywhere, from product tags (like the
one found on my hair dryer, pictured below), to signs,
advertisements, and virtual communication. For your first notebook
assignment you will be looking at everyday texts and identifying
errors. Find ten examples of incorrect grammar in everyday life.
Look for mistakes in signs, advertisements, social networking
sites, and even personal messages like emails and texts. Provide an
image of the mistake; you can do this by taking a picture with your
phone or camera, or even taking a screenshot. Note: If you choose
to use an email or social networking site be sure to remove
personal information (such as names and personal photos) the point
is to identify errors, not to bully or embarrass individuals. Posts
from blogs, websites, or other sources are not acceptable; the
mistake you identify must come from your own experiences. If any
image is found to be from a secondary source the student will
receive a zero on the whole assignment. Identify the mistake being
made. Is it a spelling error, a comma splice, incorrect apostrophe
use, or even a homonym? Example: Spelling Error: Umplug used in
place of Unplug Purpose: Practice proofreading skills and recognize
the everyday use of proper (or
- 20. SUMMARY Composition courses need to include instruction in
the use of technology. Instructors need to use technology both to
emphasize the skills being taught, and to show the practical
application of those skills. Most importantly, instructors should
maintain virtual learning environments for the benefit of all.
Instructors should consider looking to contemporary sources when
teaching and emphasizing grammatical skills.
- 21. WORKS CITED Dahlstrom, Eden, et al. The ECAR National Study
of Undergraduate Students and Information Technology. Boulder:
EDUCAUSE Center for Applied Research, 2001. PDF file. Dunn, Jeff.
Can you find the the mistake? Meme. Edudemic.com. Edudemic. 14 Oct.
2011. Web. 15 Dec. 2011. Fowler, H. Ramsey, Jane E. Aaron, and
Cynthia K. Marshall. The Apostrophe. The Little, Brown Handbook.
Instructors Edition. New York: Longman, 2010. Print. 451-8. ---.
Exercise 37.1 Revising: Appropriate Words. 454-5. Lundy, Brook, et
al. The Best Obnoxious Responses to Misspellings on Facebook.
HappyPlace.com. Someecards, Inc, 27 Dec. 2011. Web. 2 Jan. 2012.
Lunsford, Andrea A. and John J. Ruszkiewicz. Everythings an
Argument. New York: Bedford/St. Martins, 2009. Print. Munroe,
Randall. Listen to Yourself. Cartoon. xkcd.com. xkcd, n.d. Web. 30
Dec. 2012. Obsessed with Facebook. Infographic. Online Schools.
OnlineSchools.org. 2010. Web. 1 Oct. 2011. Olson, Gary A., ed.
Jacques Derrida on Rhetoric and Composition: A Conversation.
Rhetoric: Concepts, Definitions, Boundaries. Eds. William A.
Convino and David A. Jolliffe. Boston: Allyn and Bacon, 1995.
Print. 545-64. Rice, Alexandra. Students Push Their Facebook Use
Further Into Course Work. Wired Campus. The Chronicle of Higher
Education. 27 Oct. 2011. Web. 7 Nov. 2011. Scholes, Robert. English
After the Fall: From Literature to Textuality. Iowa City:
University of Iowa Press, 2011. Uncorrected Proof.