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Sullivan, Carr

Sullivan, Carr

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  • 1. Testing Claims
  • 2. Audience
    • Paul Rogers (Keller): students are “a lot more conscious of the effect their [outside of class] writing [has] on other people”
    • Sullivan: “Within minutes of my posting something, even in the earliest days, readers responded. E-mail seemed to unleash their inner beast. They were more brutal than any editor, more persnickety than any copy editor, and more emotionally unstable than any colleague.
    • Carr: “‘Y o u are right,’ Nietzsche replied, ‘o u r writing equipment takes part in the forming of our thoughts.’”
  • 3. What is your thought process when writing online?
    • Think-aloud protocol
      • 1 writer
      • 1 coder
      • 1 recorder
      • 2 observers
    • Code: planning (P), writing (W), editing (E), unrelated (U)
    • Try it, then switch roles.
  • 4. Posting data
    • Writer: post about your experience
    • Coder: post the code with some comments about what it tells you
    • Recorder: transcribe (copy) the recording of the think-aloud protocol
    • Observer: write about what you observed
  • 5. Reading online
    • Carr: “Immersing myself in a book or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I’d spend hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle.”
  • 6. How do you read online?
    • Go to Andrew Sullivan’s blog.(Or find a blog you like on Google)
      • 1 reader
      • 2 coders
      • 2 observers
    • Code: reading deeply (R), skimming (S), clicking a link (C), losing focus (L) [add to code as needed]
    • Switch.
  • 7. Compile your results.
    • Post results as a comment on group blog. What does your data suggest?