Chapter 7+8 Quiz

The majority of my research for Core 4 consists of mostly arguments of definition, with an added bonus of one or two arguments of fact. When investigating what it means to write better, an article taken from Jack Herrick is mainly an argument of fact. He lays out a plan to aid the writing process from facts, not necessarily from the definition. This topic is very subjective; hence, while researching I ran across many more arguments of fact versus arguments of definition. In the Wysocki and Johnson-Eilola article, the definition was mainly argued. Information about the definition was needed in order to eliminate some of the bias within my research, so I found a dissertation by Christina Haas. Haas did an investigation similar to Goulds which was primarily about quantity and quality of writing. This dissertation included both arguments of fact and definition; this mix was the basis of her paper. Haas had two seperate groups of people write a short response, one group writing on the computer while others were writng with pen and paper. When analyzing the quality versus quantity, her findings concluded that the persons that were writing on the computer actually excelled at quantity over those with pen and paper, but the quality of those with pen and paper excelled. This could be because those with pen and paper knew that it would take them more time, so they planned more. Those who wrote on the computer planned less and edited more because technology allowed that. This researched played a major technological link in my research because it allowed me to bridge the gap between writing with technology versus pen and paper. In my research I planned to keep a balanced amount of arguments of fact and arguments of definition, but since there is a lot of subjectivity of my topic, most of my research is that or arguments of definition. More of this is needed to clearly explain my topic and make it more solid for investigating.

research evaluation/reflection

So far, the conversation between many of the authors of my research have been mostly informative. By informative I mean primarily presenting the facts. In the research that I found about the quantity versus quality in the study by Christina Haas, the conversation was intended to make the reader make his of her own interpretation. Haas presented her findings and made her stance about the findings, but also asked the reader to do the same. I think that this was the most reoccuring problems within my research. I was researching what it means to be a "good writer" as well as some general idea of what "more writting" is. Yes these two items are extremely open ended, but with a lot of specific research they can be closed to at least a crack so find some solid stance and or answer. Since my research was slightly open ended, I think that that is the main reason that the conversation between all of the authors of me research left their findings a little up for discussion from the reader, in other words the author left the reader interpret the findings instead of just presenting the findings the the final answer/interpretation of them.

link to diigo bibliography

http://www.diigo.com/user/ashleyroberts09

Technology is a nonstop advancement in this day and age. When it comes to society, technological advancement is something to be kept up with; hence, digital literacy is on the rise. This brings one to the question of whether or not this rise in digital literacy is a negative or positive event. As we move further into the future, the digital literacy and knowledge seems to be increasing, not only on a group level but on an individual level as well. This effect is largely because of the computer. With its high demand and lower costs, it is becoming more available to a wider audience. All of this availability brings us to a slight domino effect. As technology increases, so does the computer, and then so does the digital literacy; hence, the argument can be proposed. Is all this technological advancement positive or negative on individuals?

When it comes to society and its technological developments, the amount of the societies advancement funnels down to the advancement of the individuals. Digital literacy can now be introduced. Digital literacy is the ability to locate, organize, understand, evaluate, and create information using digital technology. The amount of people able to do this now is only increasing. Computers are introduced into kindergarten classrooms, according to the Universal Design for Statistics, at a rate of five students for every 1 computer. This means that children at the young age of six, children are improving their digital literacy from simple interactive games on the computer to loging into a class website. When I entered the first grade, computers were a part of my everyday activity at school, and were the main reason that I feel like I am at a good level of digital literacy. Clearly the upcoming generations are becoming more digitally savvy, but are they truly improving their skills about technology or are they just being “controlled and simply using a tool(Selber 120),” Selber would say. This brings up the argument again of whether this technology is positive of negative to the individual.

Selber views individuals becoming users of technology versus producers of technology. This statement can be seen from both sides of course: a student becomes more literate but only to use the tool, not necessarily to create one of its own. From personal experience I would have to support Selber on this statement, because yes, I learn how to use the iphone even though I don’t have one. I learn how to work the new ipods, cameras, computer programs, and hip websites including facebook. In the end though, I would never venture out to create my own. This could be because of the lack of interest in my personal preferences, or simply because I don’t know how. Any reason or other, digital literacy is becoming more developed at a young age, and as of now, it seems to be a positive outcome. Young people are able to adapt to technological advancements around them, and become more enveloped with the technology so that maybe one of the 100 kids will want to create his or her own technological creation.

As the digital literacy increases, the amount of technology that is in the classrooms is also at a rise. Students and teachers are becoming more adjusted to using technology in the teaching/learning process. Does this mean that the negative effects of the technological advancement is that the individual becomes dependent? One could say of course, because there are cases to support it. According to the American Statistics website, 99% of schools have computers readily available for students at all times. Beyond computers even, overhead projectors that connect directly to the teachers computer is a technological advancement. In colleges, the slideshow presentation can not be done without this overhead technology, does that make the teachers dependent? I would have to say not so much, because the information can be taught in other ways. In my experiences, the over head projector just makes it easier for the teacher to teach the material. Assignments are posted online, some teachers even use blogs/websites to keep in constant contact with the students, which means that the computer rules. The computer is the networking and connecting key to society now days. The dependent question can be brought up again in this sense; students need to check their assignments so they must have a computer. Dependent on the fact that it exists and works. But to strengthen the argument, the calculator can be introduced. It is a technology, just a tiny one that many people over look. In a math class a student can use his or her graphing calculator to graph any of the whimsical algebraic equations in the click of two buttons. This is where dependency on technology is revealed. If I were asked to solve the equation without the help of a calculator, the chances are higher that the I would not be able to without the calculator versus the ease of using a calculator but not quite understanding all the math logic behind finding the answer. Does this mean that I are not truly learning the concepts behind the math; technology was supposed to just help and speed up the process of learning the equation, but it generally does not. Technology can create dependency as well as aid the learning process quicker(clicking 2+2=4 is much faster than writing it out completely on the chalkboard). So the argument is there, but can be fought from both sides: technology and its advancements are positive or negative to the individual?

Every day leads to new technologies. As technology is introduced into schools, generations go by and become more digitally literate. This digital literacy in return helps create new technologies. Like a circle, it’s a continuous process. As this process goes on, and society advances, one can narrow down the technological advances into each individual. As individuals become more digitally literate and learn to manipulate technology, it benefits them for the future: technology effects the individual positively. On the contrary, technology is so readily available, one can become very dependent on it; hence, technology has negative effects on the individual. I am not to push my opinion about technology onto the reader, I am only here to present the argument and case, because technology is growing at a rapid rate, and it will be up to the individual to decide whether he or she wants to be the user or use technology as a tool.

Technology is a nonstop advancement in this day and age. When it comes to society, technological advancement is something to be kept up with; hence, digital literacy is on the rise. This brings one to the question of whether or not this rise in digital literacy is a negative or positive event. As we move further into the future, the digital literacy and knowledge seems to be increasing, not only on a group level but on an individual level as well. This effect is largely because of the computer. With its high demand and lower costs, it is becoming more available to a wider audience. All of this availability brings us to a slight domino effect. As technology increases, so does the computer, and then so does the digital literacy; hence, the argument can be proposed. Is all this technological advancement positive or negative on individuals?
When it comes to society and its technological developments, the amount of the societies advancement funnels down to the advancement of the individuals. Digital literacy can now be introduced. Digital literacy is the ability to locate, organize, understand, evaluate, and create information using digital technology. The amount of people able to do this now is only increasing. Computers are introduced into kindergarten classrooms, according to the Universal Design for Statistics, at a rate of five students for every 1 computer. This means that children at the young age of six, children are improving their digital literacy from simple interactive games on the computer to loging into a class website. Clearly the upcoming generations are becoming more digitally savvy, but are they truly improving their skills about technology or are they just being controlled and simply using a tool, as Selber would say. This brings up the argument again of whether this technology is positive of negative to the individual.
Selber views individuals becoming users of technology versus producers of technology. This statement can be seen from both sides of course: a student becomes more literate but only to use the tool, not necessarily to create one of its own. From personal experience I would have to support Selber on this statement, because yes, I learn how to use the iphone even though I don’t have one. I learn how to work the new ipods, cameras, computer programs, and hip websites including facebook. In the end though, I would never venture out to create my own. This could be because of the lack of interest in my personal preferences, or simply because I don’t know how. Any reason or other, digital literacy is becoming more developed at a young age, and as of now, it seems to be a positive outcome. Young people are able to adapt to technological advancements around them, and become more enveloped with the technology so that maybe one of the 100 kids will want to create his or her own technological creation.
As the digital literacy increases, the amount of technology that is in the classrooms is also at a rise. Students and teachers are becoming more adjusted to using technology in the teaching/learning process. Does this mean that the negative effects of the technological advancement is that the individual becomes dependent? One could say of course, because there are cases to support it. According to the American Statistics website, 99% of schools have computers readily available for students at all times. Beyond computers even, overhead projectors that connect directly to the teachers computer is a technological advancement. In colleges, the slideshow presentation can not be done without this overhead technology, does that make the teachers dependent? I would have to say not so much, because the information can be taught in other ways. The over head projector just makes it easier for the teacher to teach the material. Assignments are posted online, some teachers even use blogs/websites to keep in constant contact with the students, which means that the computer rules. The computer is the networking and connecting key to society now days. The dependent question can be brought up again in this sense; students need to check their assignments so they must have a computer. Dependent on the fact that it exists and works. But to strengthen the argument, the calculator can be introduced. It is a technology, just a tiny one that many people over look. In a math class a student can use his or her graphing calculator to graph any of the whimsical algebraic equations in the click of two buttons. This is where dependency on technology is revealed. If you ask the student to solve the equation without the help of a calculator, the chances are higher that the student would not be able to versus the fact that the student could. Does this mean that students are not truly learning the concepts behind the math; technology was supposed to just help and speed up the process of learning the equation, but it generally does not. Technology can create dependency as well as aid the learning process quicker(clicking 2+2=4 is much faster than writing it out completely on the chalkboard). So the argument is there, but can be fought from both sides: technology and its advancements are positive or negative to the individual?
Every day leads to new technologies. As technology is introduced into schools, generations go by and become more digitally literate. This digital literacy in return helps create new technologies. Like a circle, it’s a continuous process. As this process goes on, and society advances, one can narrow down the technological advances into each individual. As individuals become more digitally literate and learn to manipulate technology, it benefits them for the future: technology effects the individual positively. On the contrary, technology is so readily available, one can become very dependent on it; hence, technology has negative effects on the individual. I am not to push my opinion about technology onto the reader, I am only here to present the argument and case, because technology is growing at a rapid rate, and it will be up to the individual to decide whether he or she wants to be the user or use technology as a tool.

audience awareness

Audience awareness is an issue that is dealt with constantly in the aspect of writing and or speaking. Barry M. Kroll, author of "Cognitive Egocentrism and the Problem with Audience Awareness in Written Discourse," asserts that the general writer seems to forget the audience at times. Knowing this, Kroll then takes the article in a different route in order to explain the importance of audience awareness as well as some tips for its approaches.
According to Aristotle, the prefered method of audience awareness was to base your speech around the audience and their reactions. This is because Windterowd asserts that "the whole point of rhetoric is adjusting discourse to the audience." Many people begin their rhetoric with the nieve thought that the audience already knows information about the topic; hence, definitions of simple things are not needed, this is false. The audience shapes a persons speech and writing, and because the whole point of our speech or writing is to connect with the audience, "a writer must think of his reader long before he begins to write(McCrimmon 269)."

Part 2

Part II

Technology is in nonstop advancement, and as an advertising/public relations major I will be constantly learning all the newest technologies. The most important will most likely be the computer. According to Brad Stone of the “High-Tech New Day,” 75 percent of Americans use the internet, on an average of three hours a day. One can take into considerations the other 25% being the elderly, the non technological, the underprivileged, and the homeless. As the computer only develops, the person required to use it must be well versed about the rules and ways to work and manipulate items on a computer. Advertising/Public Relations majors deal will mass numbers of people and mass communication; as new technology develops, that person has to learn about the new gadgets in order to maintain communication of the masses of people using the new technologies. The ipad, ipod, computer, kindle, and overhead projectors are all becoming more and more developed ever day. As time goes on, I hope to be able to adjust to the new technologies in order to succeed at my job.