Collective Maps and [Rough] Outlines . . .

First off, I'd like to thank everyone who shared topic suggestions in class today to build into the maps and outlines in this post. I'd also like to point out that the two maps and corresponding outlines in this post cover some divergent, some similar, and some overlapping topics and sub-topics.

Neither the maps below nor the outlines farther below completely cover the topic for your next essays. Since the maps and outlines below cover only a few of the ideas upon which you may wish to focus in your essays about learning with computers, I want to encourage all of you to feel free to draw ideas for your draft essays (2-03a) from both sets of shared ideas (§1A & §1C). You also are welcome to combine those ideas with others from your individual outlines and essay prep. posts, as well as from previous posts on the Writing Studio Blog including outlines or about computers.

For convenience, I arranged the main ideas (in blue) in alphabetical order during and just after class. However, as you compose your draft essays, I hope you will find better ways to organize your main ideas than that. Moreover, some of the topics in green may be just as important as the main ideas in blue. So I expect you to demonstrate flexibility in composing important and related ideas into unified paragraphs that will enable readers to follow your thinking easily from one main point in your essays to the next.

§1A, 2014.12.03

§1C, 2014.12.03 

Outline from §1A

Learning with Computers

• Applications
  • PowerPoint
  • Other
• Challenges
  • keyboarding
• Convenience
  • Google
    • Drive
    • Gmail
  • Search
    • Google
      • Images
    • Yahoo!
    • Other
  • Recording
    • Microphones
      • Built-in
      • Attached
  • Playback
    • CDs
    • DVDs
• Economy
  • Paper-less materials
    • Homepages
    • Other
  • Other?
• Importance
  • School
    • English
      • Keyboarding
        • Numeric keypad
        • Typing
      • Classes
        • Listening
          • Classwork
            • Pronunciation practice
            • Viewing
              • News programs
          • Homework
            • Pronunciation practice
        • Reading
          • Websites
            • News articles
            • Other?
        • Speaking
          • Classwork
          • Homework
            • EnglishCentral
              • speaking points
              • (pronunciation practice)
        • Writing
          • Book reviews
          • Comments
          • Extensive writing
            • Essays
            • Reports
    • Homepages
  • Society
    • Communication
      • Commentary
      • Other
    • Information
      • News
      • Publicity
        • Homepages
        • Other
    • Internationalization

Outline from §1C

Learning with Computers

• Applications
  • Computer-based
    • Search function
    • Typing programs
  • Cloud-based (online)
    • Sharing
    • Typing practice
    • Language learning
      • PowerWords
      • EnglishCentral
• Benefits
  • Ease of correction
    • written work
      • reports
  • Exposure to vocabulary
  • Increase in typing speed
• Coursework
  • Listening Classes
    • Classwork
      • CDs
    • HW
  • Reading Classes
    • Classwork
      • Online texts
        • news articles
    • HW
      • PowerWords
      • Reports
  • Speaking Classes
    • Classwork
    • HW
      • EnglishCentral
        • speaking points
  • Writing Classes
    • HW
      • typing
      • blogging
        • reviewing
    • Classwork
      • Mapping
      • Outlining
      • Peer-reviewing
• Disadvantages
  • Time loss
    • computer set-up
  • Dependencies
    •  
  • Diminished skills
    • calculating in your head
  • Physical strain
    • Eyes
    • Neck
    • Shoulders
• Other activities
  • job-hunting
  • ???

If you have concerns or questions about those maps or outlines, or how to use them, please feel free to spell them out in comments on this post, or voice them in person during the next class meeting.

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Do you know what day it is?

On the United Nations' calendar, it's the International Day for the Elimination of Violence against Women, and the beginning of the UN Secretary General's campaign for over two weeks of activism on related themes.

Image source: United Nations
End Violence Day

On the main page about the day, you'll find rationales for international activities and observations, alongs with facts and figures about violence against women and its consequences. There's more info. about the Secretary General's campaign here, including a poster on "school-related gender-based violence (SRGBV) in [the] Asia-Pacific" region:

Image source: United Nations
School-Related Gender-Based Violence
(SRGBV)

On the Orange Day page is a call for business, governmental, institutional and social action. Want to find out what you can do? Grab the toolkit (PDF) and get started!

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Survey findings: Best comments on essays

Here is a snapshot of findings from the survey today about comments from classmates on your essays (2-02a).

Screenshot of digest, 2014.11.19, 18:50:27:
Click for a closer look.

Thank you for your cooperation!

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How to learn a new language: 7 secrets from TED Translators

In a recent post on the TED Blog, Krystian Aparta digested numerous volunteer TED Talk translators' language learning strategies "into seven basic principles" (Aparta, 2014, ¶1). The first was realistic goal-setting, the seventh was not being intimidated by the possibility of making mistakes , and there were several other goodies in between.

Reference

Aparta, Krystian. (2014, November 4). How to learn a new language: 7 secrets from TED Translators [web blog post]. Retrieved from http://blog.ted.com/2014/11/04/how-to-learn-a-new-language-7-secrets-from-ted-translators/

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Grammar Resources - University of Chicago Writing Program

The Grammar Resources page on the University of Chicago Writing Program website introduces students to "grammar and writing resources from around the web" (¶1). In addition to main sections covering various grammar, usage and style guides, there are sections explaining and pointing out resources for scientific and technical writing as well as for non-native speakers of English (see the sidebar on the site for details).

I'm so impressed with that webpage that I've bookmarked it already for the WinK Core: Weblogging in Kumamoto group on Diigo, and will add it to the Course Links list in the Writing Studio Blog sidebar right away.

Reference

The University of Chicago Writing Program. (n.d.). Grammar resources [webpage]. Retrieved from http://writing-program.uchicago.edu/resources/grammar.htm

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