The Chaos Machine, the new book by New York Times journalist Max Fisher explores how social media has altered our lives. Because Fisher’s books focuses on our class theme, our lives in the digital world, it’s an ideal text for us to examine, and the High Point Univeristy Library has agreed to buy a copy for our use. We will study an excerpt from Fisher’s book in class, and you will have the opportunity to use it as one of the sources for your final essay and annotated bibliography.
At the beginning of class on Monday, I will collect your completed worksheets for Lesson Three in the Check, Please! course. If you are absent from class today, Friday, September 9, when I distribute the worksheet, you can download a copy from Blackboard.
Also, in class on Monday, we will examine two additional models for your literacy narrative, and you will collaboratively explore the writers’ use of description and development.
In Monday’s class notes, I addressed the reasons I have asked you to limit your screen time, a practice that can benefit not only our writing but also our overall well-being. That said, although I limit my daily screen time, I post my writing on social media, as you can see from the images included here with today’s notes.
On Facebook, LinkedIn, and Twitter, my writing reaches readers who might not otherwise read my blog.
I encourage you to explore the opportunities that social media platforms provide for your own writing to reach a broader audience.
In Monday’s notes, I also addressed the reasons that I have asked you to draft longhand, and I presented a list of questions for you to consider as we examined “The Strange Fruit of Sosnowiec,” the textual analysis of Maus that I wrote as a model for you.
Later this week or early next week, all of you will receive feedback from me on your textual analysis of Maus. As an opportunity for additional feedback on your blog and an exercise in critical reading, I have developed the assignment that follows.
Click on the name of the student whose name precedes yours in the class list. If that student’s name is not a live link or the student’s analysis is not posted, choose another classmate. If your name is first in the list, click on the name of the student whose name appears last.
Read the student’s analysis, and compose a short response (50 words, minimum).
In your response, demonstrate your close examination of one or more components of the analysis: the title, the thesis, textual evidence, quotations or paraphrases from primary or secondary sources, the conclusion.
Post your comment as a reply no later than noon on Friday, April 9. If you do not see the leave comment/reply option at the bottom of the student’s analysis, scroll to the top of the page, click on the post’s title, and scroll down. You should then see the leave comment/reply option.