At fist glance, there appears to be something drastically incongruous about creative writing and computers. Though many of us compose on word-processors and have been for years, creative writing instructors and professional writers alike share a lingering wariness when it comes to technological innovations. Fiction writer Richard Ford’s recent lament over the loss of "the now" in our technology-driven contemporary life captured what, for many creative writers at the close of the millennium, remains a poignant feeling (sec. 4: 9). Our "palpable fear," Ford writes, "is that in this high velocity atmosphere we’ll suffer vital qualities of our character to become obsolete: our capacity to deliberate, to be patient, to forgive, to remain, to observe, to empathize, to gauge cause and effect, to ignore death in respect for life; in sum, to recognize good in all its complicated, unexpected forms" (sec. 4: 9). Ford concluded the editorial with the confession of a technological heretic: "I don’t have E-mail. I’m not on the Internet. I don’t have cell-phone or call waiting or even a beeper" (sec. 4: 9). While most creative writer instructors—indeed, many successful authors—cannot afford the luxury of Ford’s ultra-Ludditism, many of us may identify with his disdain for the technology’s mounting intrusions into our lives.
If instructors of creative writing have been slow to embrace the pedagogical role of computers, their reluctance conforms to a long-standing trend among teachers in the humanities. The tendency to resist the introduction of computers in the classroom, however, grows out of an antiquated conception of the relationship between academia and society at large. "Teachers in the humanities," Fred Kemp maintains, "have all too often blithely assumed that what they have to teach is protected from societal pressures, relying perhaps on the medieval perception of scholarship as purely defensive, something to protect behind monastery walls" (147-48). As LeBlanc and others have argued, electronic illiteracy is no longer a permissible indulgence in the humanities (5).
In the face of the prevailing anxiety among instructors in the humanities, I want to suggest that the use of computers in the creative writing classroom is not only unavoidable, but theoretically and practically beneficial to creative writing students and teachers alike.
What is Nicotine? Nicotine is a toxic liquid that is an active constituent of tobacco. It acts as an addiction and is also used in insecticides. When you smoke a cigarette you inhale nicotine. Why do cigarettes have nicotine in them? Since nicotine acts as an addiction it keeps people addicted to cigarettes. You need to smoke three cigarettes in 24 hours to be addicted to them. It takes three weeks after you quit smoking to not be addicted to nicotine any more, that’s why it’s so hard to quit.
People all around agree that technology is changing how we think, but is it changing us for the better? Clive Thompson definitely thinks so and this book is his collection of why that is. As an avid fiction reader I wasn’t sure this book would captivate me, but the 352 pages seemingly flew past me. The book is a whirlwind of interesting ideas, captivating people, and fascinating thoughts on how technology is changing how we work and think.
In Downs and Wardle’s article, they argue and identify the flaws in teaching writing in college. Demonstrating the misconceptions that academic writing is universal, but rather specialized in each case. Citing studies and opinions from esteemed professionals, Downs & Wardle state their points and illuminate the problem in today’s many colleges.
After the sound is processed in the cochlea, the auditory information travels into the brain in order to be interpreted.
Frankenstein by Mary Shelley portrays an individual in a unique situation trying to overcome daily interactions while being faced with inconceivable misfortunes. Created by Victor Frankenstein, who set out on a journey to bring life to scrapped pieces of waste, he was then abandoned and left to fend for himself in a world he was abruptly brought into. After being abandoned by his creator for his less than appealing looks, this then sparked his inevitable desire for revenge. Eventually leading to the destruction of those associated with his creator. Knowing that he will never fit in, the monster began to act out in hopes of getting back at his creator for what he did. His vulnerability due to missing guidance and parental figures in his beginning stages of life contributed to his behavior. The books and article Family Crisis and Children’s Therapy Groups written by Gianetti, Audoin, and Uzé, Victim Of Romance: The Life And Death Of Fanny Godwin by Maurice Hindle, and Social Behavior and Personality by Lubomir Lamy, Jacques Fishcher-Lokou, and Nicolas Gueguen support why the monster acts the way he does. The monster’s behavior stems from Victor’s actions at the beginning of his life and therefore is not to blame. The creature in Frankenstein is deserving of sympathy even though he committed those murders because the lack of parental guidance, lack of family, and lack of someone to love led him to that. All in all his actions were not malicious, but only retaliation for what he had been put through.
According to Runciman, there are many plausible reasons that students and other people don’t enjoy writing. Evidence, assumptions, and language and tone are the basis for which Runciman makes his argument. Overall, this argument is effective because reliable and well known sources are used in a logical fashion. Also, the assumptions made about the audience are accurate and believable. Runciman used his assumptions wisely when writing his claim and in turn created a compelling, attention capturing argument. The article was written so that students and teachers at any level could understand and easily read it. This argument is interesting, captivating, relevant through its age, and can relate to students and teachers at almost every academic level.
At first glance, the monster in Frankenstein is a symbol of evil, whose only desire is to ruin lives. He has been called "A creature that wreaks havoc by destroying innocent lives often without remorse. He can be viewed as the antagonist, the element Victor must overcome to restore balance and tranquility to the world." But after the novel is looked at on different levels, one becomes aware that the creature wasn't responsible for his actions, and was just a victim of circumstance. The real villain of Frankenstein isn't the creature, but rather his creator, Victor.
When I scheduled my classes last winter, I knew I had to fulfill my requirements for general education and take English Composition II. I had heard from my oldest daughter that Comp II was no fun at all and when she took it, she was bored to tears. Not knowing any better, I took her word and prepared myself for a rather boring and uneventful semester of “robot writing”. The kind of writing that was dull and made one’s eyes cross from boredom. I soon found out that this didn’t have to be the case. Academic writing and research could be enjoyable and it was not at all boring.
...the auditory nerve to the brain. The sound has to travel through auditory nerves in order to reach the brain.
The ear houses some of the most sensitive organs in the body. The physics of sound is well understood, while the mechanics of how the inner ear translates sound waves into neurotransmitters that then communicate to the brain is still incomplete. Because the vestibular labyrinth and the auditory structure are formed very early in the development of the fetus and the fluid pressure contained within both of them is mutually dependant, a disorder in one of the two reciprocating structures affects the (2).
Watkins, S. Craig. "The Young and the Digital." From Inquiry to Academic Writing: A Text and Reader. By Stuart Greene and April Lidinsky. Boston: Bedford/St. Martin 's, 2008. 505-15. Print.
Technology is becoming more and more dominant in our society.Everyday upgrades are being made and new innovations are being discovered. Technology is all around us whether we want it to be or not: it is the vehicles we drive, it can be found in our homes, and can even be found in the grocery store.Every place we look there is some type of technology.I believe technology has had a major impact on our school systems and is still impacting it today.There are those who do not agree, though, that technology has impacted our schools.Eric Gormly writes, “In fact, many theorists point out the overall impact of technology on education has been quite small, manifesting little discernible change in the classroom.” [1]Yes, there are some schools that are not as advanced as others, but many of them do have a significant amount of technology in them.I find it fascinating that so much technology has been incorporated into our classrooms, but I believe that, even with all of the positive aspects that are associated with technology, there are some negative and even dangerous aspects that should be taken into account.I will be sharing some of the equipment that has been used in the schools, how both the students and the teachers use the equipment, and also the positive and negative effects that technology has had on our schools.
It is difficult to escape the influence of technology on modern life. It lurks behind every door: the classroom, home, office, and store. There are many who are resistant to new technology, saying that technology causes harm to society. These claims are often made without the realization that technology also includes important and indispensable parts in their life such as writing and the tools for writing. Writing was one of the first technologies invented. Technology has now become so entrenched in the majority of cultures around the world that it is hard to imagine a life or society without writing. For those that maintain a majority of technology beyond writing is harmful, imagine the difficulty in writing without the help of other technologies, which includes pencils, paper, computers, printing presses, and a number of other technological aids.
Economics is the study of how best to allocate scarce resources throughout an entire market. Economics affect our lives on a daily basis, whether it is on a business level or a personal level.
Rosen, senior editor if New Atlantis, on her essay published in Wilson Quarterly in autumn 2009 “In the Beginning Was the Word,” points out how digital technology, especially in communication and entertainment, affects negatively on our lives socially and cognitively. She believes that although technology might appear as sign of our progress as humans, it is withdrawing us from the core literature. Rosen explains th...