2010+Workshops

= 2010 Workshops by Lee Carleton... =

= "Digital Reading & Research Strategies" =

Is online reading significantly different than reading a physical book? If so how? and why is this significant? What new tools do we have access to when reading online? How can we sort out the relevant, reliable resources from thousands of search engine hits for more efficient searches? How do we cite our sources properly and how can we cite the text most effectively to support our writing?

This video "Help Desk" is an amusing look at the challenge of learning how to use new technologies - at one time, even the book was new and unfamiliar. The humor of the situation can help to disarm our hesitation to dive in to using new technologies to begin increasing our digital literacy and enhancing our alpha literacy.

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"The Digital Reading Revolution" from //The Guardian// by Victor Keegan

"Digital Reading Spaces: How expert readers handle books, the Web and digital paper." by Terje Hillesund

=Using MS Word, Wikis or Google Docs as your super-scribe=

Writer's Web
=Call on your legion of "find" tools and search engines in Google, .PDFs, Word documents, your favorite browser...=

=Resources on NEWS sites: compare media offered, amount & type of advertising, story length & word choice.= New York Times NPR FOX BBC MSNBC CNN USAToday

Wikipedia List of file formats
Familiarity with the 'suffixes' on files or the "file format" designation can be important and useful, especially for multimedia work and digital collaboration. = Wikipedia = Never ever to be cited as a source - but a good place to begin to get an overview or a few leads for other resources.

=College or University Library= Don't forget that **consulting the research librarian ** is still a powerful tool for research. Browse journal collections like JSTOR and note how search terms are highlighted in each document in the search list and note that you can download a .pdf file or search the document online.

= Google = **Refine your searches to filter out the weakest or least relevant sources**, click "advanced search" and enter search terms or filter you results according to domain: .**com, .net, .org, .gov, .edu**

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media type="youtube" key="nsa5ZTRJQ5w?fs=1" height="385" width="480" align="right" = = = "Critical Reading for Writing" =

In every communication situation, the concerns that guide your reading & writing decisions can be summarized with the acronym
= CAP: =

//is an excerpt of an essay I wrote with all markup removed - it is readable but would take much longer to "decode."//
= //The next important strategy for critical reading is "active reading" or reading with annotation and highlighting. // = ===//When we read with pen & highlighter in hand we are more engaged and more alert to the meaning of the text as well as our understanding of it. During active reading you can highlight unfamiliar vocabulary to look up, mark passages that are confusing or passages that you find relevant to your writing task. Using different colored highlighters strategically can make a text much easier to access. For example, yellow could mark words or references to research, green could mark passages you might cite for support in your writing and blue could highlight passages that are not fully clear that you would like to discuss or explore further - you can invent your own system. Other aspects of a text to highlight or annotate include key terms, assumptions, claims, metaphors, structure, repetitions and descriptions.// When a text offers little markup other than paragraphing you must look for other cues like spacing, asterisks, or super capitalization. In the absence of such subtle cues readers can enhance the text by writing their own outline in the margins to help orient their reading.===

===//Any notes, questions or comments you write in the margins of a text are your "annotations" (sometimes called a "gloss") and these too can become useful tools for expanding your understanding.// Annotations can include //__questions__ or __challenges to the claims__ of a text, information or __perspectives overlooked__, notes of __agreement__, personal __categorization__ of ideas, __key terms__, __ideas for writing__ or observations about __significance__ that can help you get your ideas flowing later when you begin to write. When you write about a text, it is important to know and convey a minimum of the "4 keys" or four pieces of key information: __Title, Author, Date & Source__ (TADS) when you first introduce a text. Afterward, you can simply refer to the author or an abbreviation of the title. Use of these key specific details gives a writer greater credibility with readers. For certain types of writing requiring bibliographic information additional specific information may be required but is usually not cited within the text.//===

EXERCISES:
===//Do a quick reading of the first three pages of// "The Eureka Hunt" //from The New Yorker and don't worry if you do not complete the entire article. Use your// highlighter //to// mark unfamiliar words & references //as well as// passages that are not clear to you //. In your __annotations__, mark __passages that demonstrate evidence of research__ and try to __categorize the general subject area__ the writer might have researched to find this information such as "history," "biology," "psychology," etc.//===

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= Compositions on Air and Paper =

see Alberto Manguel: Chapter 2[| "Silent Readers"] from **//A History of Reading//**(New York; Viking, 1996).
=== "Ambrose was an extraordinary reader. "When he read," said Augustine, "his eyes scanned the page and his heart sought out the meaning, but his voice was silent and his tongue was still. Anyone could approach him freely and guests were not commonly announced, so that often, when we came to visit him, we found him reading like this in silence, for he never read aloud....To Augustine, however, such reading manners seemed sufficiently strange for him to note them in his Confessions. The implication is that this method of reading, this silent perusing of the page, was in his time something out of the ordinary, and that normal reading was performed out loud. Even though instances of silent reading can be traced to earlier dates, not until the tenth century does this manner of reading become usual in the West." ===
 * (excerpt)**

=**Graphemes vs. Phonemes**=



**Word Nerd notes I** Dictionaries of //prescription// vs. //description// Denotations vs. Connotations - knowledge of language & audience Differing connotations for “gun” and “rhetoric” Scan passage from [|Morton’s 1637 “Revels”] to note pre-Webster flexible spelling 1828 Noah Webster fixes spelling

**OED –** __//the//__ authority, English language from 1100 - present, 600,000+ words - intro: definitions and etymologies **//monster, hybrid, write, educate, instruct, student//** Regular consultation can clarify meaning, surprise and suggest ideas for writing Suggestions for words to look up?

**Thesaurus** exercises: what are the synonyms for the words //**writing, learning** & **knowledge**//? begin to reflect upon nuances of meaning and sonic qualities of your diction []

**Metaphors –** etymology “to carry” – dangers of over application what do they do? metaphors of analysis: //decode, unpack, deconstruct, mine// useful for writing, creates interest, clarifies and organizes when extended, as in Hamlet’s answer to Rosencrantz and Guildenstern below.

**Hamlet 3.2.355-365** (act 3, scene 2, lines: 355-365)

Hamlet
 * 1)  Why, look you now, how unworthy a thing you make of
 * 2)  me! You would  play   upon me; you would seem to know
 * 3)   my stops  ; you would pluck out the heart of my
 * 4)   mystery; you would sound me from my lowest note to
 * 5)   the top of   my   compass : and there is much music,
 * 6)  excellent voice, in this little organ ; yet cannot
 * 7)  you make it speak. 'Sblood, do you think I am
 * 8)   easier to be   played   on than a pipe? Call me what
 * 9)  instrument you will, though you can fret me, yet you
 * 10)  cannot  play   upon me.

= Word Nerd notes II =
 * Deliberately developing an enthusiasm for words and language can be a fun and useful way to enhance writing effectiveness and rekindle the joy of creativity. The Oxford English Dictionary is a valuable resource for mining maximum meaning from language and etymology can be a powerful tool for developing an essay. Conscious and considered use of metaphor can serve not only to clarify an idea, but help organize an essay. Reading aloud is also a crucial practice for editing as well as developing an ear for the music of language. These and other approaches can improve our writing and enhance our enjoyment of language.**


 * Words & their enhancements...**

Early texts would have looked much like this:
=//leeacarletonuniversityofrichmondrhetoric&communicationstudiesintertextualityepistemologyandobjectivityaweaving//= =//ofunderstandingfabricthewordseparatedlikethislooksunfamiliaralmostvulnerableyetitisawordofbroadapplicationthat//= =//describesthewovenmaterialswewearonourbodiesaswellasthetotalityofexperiencewecallthefabricofrealitytheoednotes//= =//thatfabricderivesfromfaberorworkerandisalsorelatedtofabricationbothconnectionsemphasizingtheactveengagementwith//= =//materialsforthepurposeofshapingthemasweengagewithwordsandideasabouttextletusweavetogetherafabricofunder//= =//standingthathelpstoclarifythepracticalvalueandtherelevanceofintertextualperspectiveparticularlyinthedigitalageasgeorge//= =//landowandothershavenoteddigitaltechnologieschangethenatureofauthorshipandasbillionsoftextsareuploadedorwrittenand//= =//linkedonthewebpoststructuralisttheoryseemstounfoldincyberspacewiththelossoftheunitarytextandtheinstantiationofadispersed//= =//textrecentexplorationsinfeministepistemologyhavefocusedontheobservationthatknowledgeiscommunallyconstructedandland//= =//owseeshypertextinthisregardclaimingthatitdestroysoneofthemostbasiccharacteristicsoftheprintedtextitsseparationand//= =//univocalitywheneveroneplacesatextwithinanetworkof othertextsoneforcesittoexistaspartofacomplexdialogueinasocial//= =//senseeachofusisacomplextextlifestorysituatedinrelationshiptootherswithwhomweweavethefabricofourreality//=

= **For more appreciation of the power of markup and the importance of proper punctuation, punctuate this sentence**: =

woman without her man is nothing Woman, without her man , is nothing. Woman, without her , man is nothing. =Home= =ALOUD= =BRAIN= =2010 Workshops= =2011 Workshops= =readings= =Research Tips= =theory= =Tools= =WORDS=
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