The following is a link to a press release from Pew/Internet & American Life Project titled "Teens do not consider a lot of their electronic texts as writing" that was posted to the WPA listserv. The article begins as follows:

WASHINGTON – The state of writing among teens today is marked by an interesting paradox: While teens are heavily embedded in a tech-rich world and craft a significant amount of electronic text, they see a fundamental distinction between their electronic social communications and the more formal writing they do for school or for personal reasons.

Here's a link to the site I mentioned today in class for helping students create citations and build annotated bibliographies: http://www.noodletools.com/

Cheers,
CE

As the discussion of the use of sound in composition is new to me and I don't have a lot to add on the subject, I wanted to at least post something in regards to our lengthy discussion in class on Tuesday regarding autism.

A few years ago I had the pleasure of reading Temple Grandin's book Thinking in Pictures: And Other Reports from My Life with Autism. As is obvious from the book's title, Grandin discusses how, rather than using what linguists might call "interlanguage," she thinks in images.

Here are the first few lines from chapter one of her book:

Hi all. Please find attached a classroom assignment we've been using in the UR@ syllabus approach. It includes hyperlinks to the games students are asked to play and analyze.

Cris.

My specialized interest in rhetoric and composition are issues related to literacy, race, and class. Therefore, before reading any of the other chapters for Thursday's class, I jumped straight to Sam's article "Racing Toward Representation."

Thank you for a very interesting discussion all. Please find the Powerpoint attached and the Kairos link below.

http://english.ttu.edu/kairos/11.2/reviews/Inoue/index.htm

Cris.

Our discussion a few weeks ago on flaming and trolling was the first time I had heard those terms. Therefore, when I recently came upon the following page on the BarackObama.com blog, I thought it was interesting to read how bloggers on that site were dealing with trolls. People are fighting "intentional distracters" by signing up and making a symbolic pledge to ignore the trolls as well as donate money to the site in "honor" of the distracters.

http://my.barackobama.com/page/community/post/mickenbecker/C5mZ

The comments posted to the blog page are particularly interesting I think.

So I probably should have posted this as a reply to Lars' post, but I need affirmation and wanted people to read this.

I just wanted to share something with you I came to on the Web (and now can't remember how I got there). I think this looks like a really great tool for both instructors and students to use in the examination of rhetorical strategies used in video. It's called Video Doodling.

http://voicethread.com/#home.b21651.i122786

Okay, so being perhaps the token Luddite of the 605 group, I must say I hope I'm not as grouchy as Chapman. It appears that the author is basically giving the same warning we have heard and discussed before: There is the danger of letting instruction in technology take over or displace the instruction of composition. While I see that this could happen among instructors who do not have clear goals for students' use of the technology, I fail to see technology as the Godzilla of the composition world.

Hi all. I ran into Sam on her way to a meeting today, and she asked me to post the following information.

Borders notified Sam today that there is a problem with the billing between NCTE and Borders on a different order. NCTE is playing hardball and won't ship the Race, Rhetoric and Technology book until Borders has paid on another order. (?)

Therefore, Sam would like us to do the following:

1. Move the readings for Week 6 to Week 5 and vice versa.