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application/vnd.openxmlformats-officedocument.wordprocessingml.documentResearch Process.docx (35kB)
|Research Process and Final Paper||Microsoft Word 2007|
|Title:||Impacts of the digital divide at the University of Illinois|
|Abstract:||The technology gap, also known as the digital divide is a growing number of people who have not been exposed to a computer or the internet and lack the necessary skills in order to be successful in today's technology driven world. An entire generation of people are growing up without the necessary technical skills. I assessed the University of Illinois to see if there is a group of people who fall into this category. With the information from a survey, I was able to discover an answer and research ways for the reasons why my results are the way that they are.|
|Course / Semester:||First, we strived as a class to meet the course goals. Second, we tried to reach those goals through a number of intertwined and foundational concepts including - thinking like the writers we are, creating a writing workshop environment (see the terms "Meta" and "Dialogic" and “Talking Stick”), nurturing a learned and healthy form of mental suspicion (critical thinking) leading to an awareness of "Rhetorical Situations," and eventually, creating a "dialogic" and "meta"-classroom environment.
In Rhetoric 105 students were expected to:1. develop skills as readers and writers by reading and writing sophisticated prose; 2. experience writing as a process of revision, where longer, more complex pieces grow out of earlier work; 3. reflect on their processes as readers and writers as they read, write about, and discuss the texts of the course: published work, peers’ writing, as well as their own; 4. become more practiced at using writing as a means of investigation, of figuring things out, thus challenging the commonplace belief that all writing is designed to prove something once and for all; 5. identify and connect the intellectual and philosophical insights that arise when reading and writing personal and ethnographic essays, to the contexts of our day to day lives; 6. accomplish 1-5 above within a course context dedicated to theorizing and practicing the art of the personal, ethnograpfic, and academic essay.
|Date Available in IDEALS:||2010-06-04|
This item appears in the following Collection(s)
Diversity on Campus/Equity and Access
This collection examines ways in which the U.S. university and the American college experience are affected by diversity, and difference. In particular, these student projects examine experiences of diversity on campus, including important contemporary social, cultural, and political debates on equity and access to university resources.