Chinelo Ude – Project 3

Before starting on project 3, I read over the project’s website and thought that the topic was pretty interesting. The reason why I like the topic of this project is because I can personally relate to it, since I am part of this “generation”. The first thing I did to prepare for this project was read the article, “Is Google Making Us Stoopid” by Nicholas Carr. I found a lot of points that were made in the article to be true. One point that was made that I agreed with was the section where Carr explained how this “Google Generation” skims through pages of internet articles and also finds it difficult to read anything lengthy, such as novels. I also agreed with one of the quotes made by Wolfe in the article. “Wolf worries that the style of reading promoted by the Net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace.” For this project I ended up spending a lot of my time doing research. I also used a lot of information from many of the sites. Since I have over six sources used for project 3 paper, I wasn’t sure if I had to do an annotated bibliography for EVERY single source I had. A few of my sources were only used to get statistics that I added in my paper, so I really hope I don’t have to do the annotated bibliography for sources like those.

Dakota Kuehn — Class 11-5-09

We reviewed our in class essays about virtue and certain students were asked to five some of their examples that they wrote about. Also, we talked about the effects of Vitamin D and how people in the North have more disease than people closer to the equator. We talked about people being sick, VS. people being “well”. Lots of researchers cite each other making their research look “correct”. A reason that families could get sick is because the’re always together and they’re so close. Then we watched the 10th dimension video, which went like this :

- 1 = a line
- 2 = a split
- 3 = a fold
- 4 = a line
- 5 = a split
- 6 = a fold
- 7 = a line
- 8 = a split
- 9 = a fold
- 10 = a point?

The video was a bit confusing. Oh well…

We watched a video about Reason TV. It showed that young adults care about social networking. We get diverged by cell phones, laptop, and video games. Also, you’re friends aren’t going to give you a good vocabulary. The only way to get a good vocabulary is to read and inquiry about the world. We talked about the “Google Generation”. Also we talked about how Sarah Palin is not quialified to be vice president or president.

Dakota Kuehn — project 3

Project 3, is pretty interesting actually. I’ve found so much information about the ‘google generation’. I interviewed my Oma, mom and dad, and their viewpoints and what they see is so different from what my generation sees. I enjoy learning about how my generation thinks differently than the baby boomers.

Gina Baker — Project 3 draft 1 & grammar presentation

I think I’m finally beginning to enjoy researching and writing papers. This time, I let myself get distracted while researching our generation and ended up reading websites and articles on totally unrelated topics, which was actually fun!
I could find very few positive views of the Google generation, which was okay for my project because I agree with most of the negative critics. I don’t believe every person in our generation is obsessed with Facebook and is bored with reading books; but I believe most are.
After I actually started writing I realized the information I found was very unorganized; I’m having a hard time determining what to write about because there are so many different things I could say!
Another thing I need to work on is getting sources from the library database. I have found many sources from other parts of the web (New York Times, Google books, etc.) but it has been hard for me to find what I need from the USF library.

I’ve also been working on my grammar presentation this week, so I’ve been going over the parts of speech and diagramming a lot of sentences! During my junior year of high school I finally understood how to diagram a sentence—but until this week I didn’t know WHY I should diagram a sentence. This presentation has actually been kind of fun for me to prepare; I realized diagramming sentences isn’t that hard to do and it helps organize my sentences better.
I know I’ve gotten better at diagramming because of this presentation, and I hope my presentation helps the class with this, as well.

Sandy Szymanski- project 3- 1st draft

This week I have been working on my first draft and it has been harder than I expected. I have a lot of information, but I cannot seem to separate everything. I am also having trouble with making it flow correctly. During this draft I completed the general idea, but I still feel I need to add more to it. Within my research I need too find better examples and add interesting details. After we read about the college writing during class I felt a bit more relieved. I thought I was one of the only people having trouble writing college papers. It also helped me because the paper explained how you need to spice up the paper with descriptions. Hopefully, after completing a few more papers, I will get a real feel for the way professor expect college papers to be, as well as not struggling as much with writing them.

Researching the positives to the Google generation was harder to find. I found much more information on the negatives, so for my paper I decided to agree with the negatives. Although I do not agree one hundred percent, it came easier for me to write about the negatives of this generation. There were more article and more examples relating back to the negatives. The annotated bibliography was challenging. I still feel it is hard to write about why the source is credible or not. Considering I am using the school library databases, I feel that almost every source is credible because the university said so. I expect, after writing a couple, I will realize how to tell whether a source is credible or not, by repeating the annotated bibliography time after time.

Guerda Marcelus- Project 3

This project looks and feels like it’s going to take a lot of energy out of me. When I first read the rubric I was so confused about what to start with and how to approach this project. I didn’t know if I suppose to talk about everything in the google generation or just what I felt the google generation was like. Then that made me think, if i’m talking about what I think the google generation is like, then what is there to research? So I knew that couldn’t be right; I begin to ask around trying to find answers. I began to understand this project a little but still was confused about certain aspects like the annotated bibliographies, a works cited page, and a one page reflection. My next approach was to seek help at the library’s writing center because I was still unsure about the assignment. After speaking with the man for about 20 mins, I knew exactly what to do and how to start my paper; so many ideas were in my head and all I needed to do now was research evidence and provide details. Going to class on thursday just made my understanding even better because we had a lot of time to discuss the project. Hopefully, I’m on track when grading comes around.

Ryan Brooks – Project 3

I have to say that, when this project was first assigned, I was a little bit reluctant to spend any time at all labeling or critiquing our generation. While it is important to remain informed about the problems regarding our generation, it does not seem beneficial to dwell on such problems. I am certainly not one of the people being talked about in these articles about our generation and I am sure that everyone else seeking a higher education is not one of them either; however, because I have no choice in the matter, I will engulf myself with the topic and consider how are generation compares to previous ones. I would like to start by saying that, just because our generation occupies most of its free time with social networking, it does not mean that we are any less informed than previous generations.
Even if this generation is more ignorant than past generations, the blame cannot be placed on technology. If anything has crushed my curiosity and desire to learn, it is the public school system. So much emphasis is currently being placed on grades, rather than learning new things, and this has transformed education into a menial task comprised of 12-13 years of insignificant achievements. Why is it that classroom activity is focused on passing standardized tests? Why do school districts insist that teachers adhere to strict teaching guidelines that strip any originality from the art of teaching? It is because older generations have failed to consider the true underlying goals of education, to provoke learning, the gaining of experience, and the discovering personal identity. It seems that our elder generations who conduct the school systems shift the blame from themselves, where it truly lies, to the scapegoat that is technology.

Zdenka Bacvic – Project #3

After reading Nicholas Carr article “Is Google Making Us Stupid”, and after few hours of researching the topic, I realized how this project is going to be different then projects #1 and #2. The reason I say that is because I feel like I belong to more then one generation. If the date of birth is what establishes which generation I belong, then it is generation X but I recognized so many attributes that are characteristic for generation Y and Z (Google generation) in my behavior and personality. Therefore I am approaching this assignment with excitement I didn’t feel for the previous two. There have been a lot of situations in which I acted the way that I never fully understood. The way the human brain reacts especially in today’s fast paced environment is a motivating subject to explore, and I think that it might answer some questions I have.

Sandy Szymanski- Project #3

So this week I have been researching a lot on the Google Generation. It seems that I find a lot of negativity towards this generation. Everything is based on the internet these days, and less is focused on actual print readings. For some of the cases, I agree that the Google Generation is negative. People use the internet for important things sometimes, but they could use it to their advantage much more. Distractions from the internet have a lot to do with the Google generations. We could be using the internet for something useful, but facebook or other ways of communication get in the way. Communication between people has become more active during this generations and an example would be people constantly texting.

In my paper I think I am going to compare and contrasts the Google Generation to the Baby Boomer Generation. Both generations have interesting ideas and they seem to be different. I’m hoping find some similarities as well. I think this project is going to come easier to us once we converse a little more in class about what exactly needs to be included. During class I hope we discuss others peoples opinions and ideas about the project, so everyone can get a better feel for the project. The annotated bibliography gave me trouble last time, so I think I need to spend more time on that part. I hope I can get this part done easier than last time. Since I have experiences from project one, I assume I will be able to complete the task with less of a problem.

Alexis (Ali) Cooper~ Generation Project thoughts

So after reading through some of the reccomended readings and discussing the project in class, I am feeling much better about it. I still have some questions, but those can easily be answered in class. What I am not looking forward to is the annotated bibliography. My question is, do we write a totally separate 1,200 – 1,500 words with this criteria (from the project page):

Your paper should include:

* specific cultural artifacts, such as technologies, and or historical events, like 9/11, that could have helped to define the generation under discussion.
* either a new term or a critique of an old term based on a combination of primary and secondary evidence.
* a one-page reflection that examines the strengths and weaknesses of this new or existing label (please note that your instructor is looking for a careful critique and not a justification of you term).

or are the annotated bibliographies we have to write included in the length of the paper?

I guess my concern is how exactly the paper should look when it is done. Perhaps if there were a few sample student texts it would ease my concerns.