Monthly Archives: November 2010

Do we agree with this? This class is  reading intensive and blatatenly going against Miller’s “Reading in Slow Motion,” who states that his classes only meet once a week for three hours and are only assigned fifteen to twenty pages. In … Continue reading →

In the article entitled “Reading in Slow Motion”, Richard Miller discusses the process of research. He distinctly labels two different perceptions of research: experiential and procedural (6). One of Miller’s main goals through his class is to get his students … Continue reading →

Miller writes, towards the end of “Reading In Slow Motion” that “writers have long dreamed of being able to bring the other arts into the reading experience. Now that a laptop is a movie studio, a recording company, an atelier, … Continue reading →

After reading Carr’s article last week, a number of us expressed a fear of being or becoming a “fast and efficient” student, lacking the capacity for engaged thinking and thorough reading.  Although Miller’s article doesn’t offer a full on societal … Continue reading →

I recently stumbled upon this article about how chimpanzees living in the West African savannah have been observed making pencil-like tools and using them in written communication. I found this of particular interest after reading the Baron article about writing … Continue reading →

In Denis Baron’s article on page 16 & 18, he refers to the pencil as an advanced communication technology. Obviously the pencil itself cannot be technology, but why does Baron refer to the pencil as a “technology?” Is he talking … Continue reading →

I had the good fortune to read Carr’s article when it was first published in 2008. I would say that at that time I was on track to becoming something exactly like he describes in the article, a so-called “power … Continue reading →

Nicholas Carr tells readers about his inability to read long articles or books. He attributed this to google/”the world wide web.” He also discusses how his literary friends feel the same way. These are people who used to read often … Continue reading →

In his article, Baron specifies ways in which writing differs from other forms of communication. He points out that while writing does not include the non-verbals, tones, pauses, etc. that direct speech consists of, it can trescend time (21). Is … Continue reading →

Lecture halls are filled with the bright lights of laptops–many students choose to type instead of using a pen and a notebook. Passages of long readings are highlighted instead of annotated in the margins. Why do we do these things? Maybe … Continue reading →