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The important of literature
The important of literature
The important of literature
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"Inventing" A Writing Technology
According to Walter Ong, an influential scholar of the relationship between technology and media, "Literacy is imperious. It tends to arrogate to itself supreme power by taking itself as normative for human expression and thought. This is particularly true in high-technology cultures, which are built on literacy of necessity and which encourage the impression that literacy is an always to be expected and even natural state of affairs" (316). Ong would probably agree that literacy is so embedded in our current technological culture that it has become part of the standard of living, a necessary requirement for functioning in this highly professionalized world. However, the point of Ong’s prior statement is not that writing is only a necessity but that writing is a necessity which has become so internalized it is often taken for granted. The process of writing is a highly evolved, technological entity often revered as a "natural" part of life when in reality writing has been artificially created by man.
Writing is very much an artificial creation, not a natural occurrence. To illustrate how true this is and how much writing is taken for granted and internalized as natural to humans, an experiment was done. Students from Eastern Michigan University’s English 328: Writing, Style, and Technology class were challenged to invent a writing technology without using any manufactured utensils such as pens, pencils, paint, brushes, white-out pens, nail polish, electronic devices or paper. The purpose was not to invent a new alphabet but to invent a new method of writing. In addition, the assignment required the consideration of four other elements: permanence, portability, creativity, and the extent to ...
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Beginning with the first written script of the Samarians, writing has been developed and integrated into world cultures. Many cannot imagine speech without writing, and U.S. culture would probably have difficulty functioning without writing. So, to say that writing is natural is one of the most incorrect statements of all time because, in truth, writing is one of the most invaluable, and highly-developed technologies existing worldwide today.
Works Cited
Barron, Dennis. "From Pencils to Pixels: The Stages of Literacy Technologies." Writing Material: Readings from Plato to the Digital Age. Comp. Evelyn B. Tribble & Anne Trubek. New York: Longman, 2003. 35-53.
Ong, Walter. "Writing Is a Technology that Restructures Thought." Writing Material: Readings from Plato to the Digital Age. Comp. Evelyn B. Tribble & Anne Trubek. New York: Longman, 2003. 315-337.
In the article “Clive Thompson on the New Literacy,” writer Clive Thompson argues that the widespread use of technology and social media does not make kids illiterate and unable to form coherent sentences, but instead, keeps them actively writing and learning. Thompson’s article is based off of a study done by Andrea Lunsford, a writing professor at Stanford University. Thompson agrees with Lunsford that the use of social media and the Internet allow students to be creative and get better at writing. In his article, Thompson quotes John Sutherland, an English professor at University College of London, to inform the audience of the opposite side of the argument. He states, “Facebook encourages narcissistic blabbering, video and PowerPoint have
While preparing for one of his college lectures, Dennis Baron, a professor and linguistics at the University of Illinois, began playing with the idea of how writing has changed the world we lived in and materials and tools we use in everyday life. This lecture slowly transitioned into “Should Everybody Write?” An article that has made many wonder if technology has made writing too easy for anyone to use or strengthens a writer's ability to learn and communicate their ideas. Baron uses rhetorical strategies in his article to portray to his audience his positive tone, the contrast and comparison of context and his logical purpose.
I am taking a course in writing technology, and the last thing you would imagine as a topic is how natural writing can or cannot be. Our teacher for this course had us come up with a writing project. We were asked to make twenty words or less using any tool that was natural and did not involve high technology. This means we could not use computers, paints, or markers. In discussing what we could use, the class quickly broke down the options. It appeared almost impossible. We got nothing. This is where begging and pleading for ideas came in to play, and perhaps our instructor is a little financially better off if someone offered him a bribe, who knows.. How could it be done? Why? What would we learn about such an unnatural task that would even relate to the topic writing technology?
Jones-Kavalier, B. R., & Flannigan, S. I. (2008). Connecting the digital dots: Literacy of the 21st
Alighieri, Dante. "The Inferno." The Divine Comedy. Trans. John Ciardi. New York: First New American Library Printing, 2003.
Turckle notes the change in the culture of literacy, “when I first began studying the computer culture, a small breed of highly trained technologists thought of themselves as ‘computer people.’ That is no longer the case” (606). Computer technologies and resources have become a normal part of everyday life. The availability of millions of sources and endless information has enabled a growth in knowledge and an enhancement of literacy. Turckle helps summarize the impact of technology by saying, “Today, starting in elementary school, students use e-mail, word processing computer simulations, virtual communities, and PowerPoint software. In the process, they are absorbing more than the content of what appears on their screens. They are learning new ways to think about what it means to know and understand” (601-602). This new way of thinking and the capability to use the internet enables students to be more proficient at gathering information. No longer does a person need to wait to borrow the book, drive to the library, find a bookstore; any person, at any time, can search out and discover the information he or she needs from a variety of sources that previously would not have been
Alighieri, Dante. “Inferno.” The Bedford Anthology of World Literature: The Middle Period, 100 C.E.-1450. Ed. Paul Davis, Gary Harrison, David M. Johnson, Patricia Clark Smith, John F. Crawford. Boston: Bedford/St. Martin’s, 2004. 678-848. Print.
Where a student once had to travel to the local library or bookstore to find information, they can now find information almost instantly in their “smart” phone. In this technological age “we are raising our children in a multimedia environment. Before writing and books, information was carried in songs, dance, and storytelling. Today, the average person has a cornucopia of information readily available at home.” (Withrow 44). Anyone in possession of a computer, digital e-reader, laptop, or “smart” phone has an almost immediate access to any kind of information they are seeking. In today’s society, a two-year-old child knows how to operate a tablet or “smart” phone before they know how to read. It is this interest in technology that leads to a decline in reading as children age. Where once it would take hours to find information, there is now an almost immediate response to queries. Through the instant gratification technology provides, children begin to lose interest in reading. According to Michael, the disinterest in reading is “because reading takes time, and we have an instant gratification generation who can’t wait to read the book when they can just watch the movie” (Michael). Instead of spending days discovering a new world in a book, a child can instead spend a couple hours in front of a television and watch
... C. T. Lawrence., and Keith McHenry. Food Not Bombs. Tucson, AZ: See Sharp, 2000. Print.
Durling, Robert M., Ronald L. Martinez. Notes. The Inferno. Vol 1. By Dante Alighieri. Trans. Robert M. Durling. New York: Oxford UP, 1996.
The Egyptian society, with all its complex writing and monuments, was like any other; if you understand the hieroglyphics. In this essay, I will report to my government how the Egyptian writing and scribes affected the Egyptian life and government.
Dante Alighieri. The Italian poet, philosopher, and master. He is defined, like all men and women before and after, by his name, his identity, and his legacy. His name and his work was the light that truly signaled the end of the Dark Ages, and the light that illuminated the dawn of the European Renaissance. His identity is to be the mind behind the greatest poetic work of the Middle Ages, and to be the owner of the hand that wrote one of the great masterpieces of literature of Western culture. His legacy is to be considered one of the best poets to ever live, and the author of The Divine Comedy. Yet what made him? What inspired him? How could such a humble Florentine boy grow up to be one of the most renowned and revered writers ever? We look at his life in detail, with what little we have, and we ask what truly sparked the flame that came to be the Divine Comedy. We look at his life as a flame, building up to the inferno of the Divine Comedy. Dante’s life was filled with various elements that allowed for him to write his, and humanity’s, crown jewel. His experiences and influences in life are reflected in his works, through his words and his thoughts. Dante’s creations are the stories of his life and of the society that surrounded him: of a predominantly Christian society, with a fledgling Renaissance movement. His work expresses the past, the present, and the future; exhibiting classic Latin, Christian, and Renaissance themes. Yet separately and jointly, the more general, human element of his works is a gift. The gift Dant...
Lawall, Sarah N. "Dante Alighieri." The Norton Anthology of Western Literature. 8th ed. Vol. 1. New York: W.W. Norton, 2006. 1458. Print.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
1. Budge, E. A. Wallis. The literature of the ancient Egyptians,. London: J.M. Dent & Sons,