HDTenEightyP/NetNews huggingface dataset:
Original_To:  BITNET%"MBU-L@TTUVM1.BITNET"
Newsgroups: bit.listserv.mbu-l
Date:         Mon, 25 Jan 1993 18:20:00 EST
From:         I'm saving my life <TABRON@BRANDEIS.BITNET>
Subject:      Re: willingness to revise on com

There's no more reason why students' (or anyone else's) should improve simply
because they use computers than there was for writing to improve when people
started composing on the typewriter.  They have to learn to use the technology
-- whether pen, pencil w/eraser, typewriter, or computer-- and they have to
learn what revision is.  And they have to believe that the work is meaningful
in terms of what they value, not in terms of what we value.  Students who've
never learned to think of revision as having to do with the structure of an
essay, but have rather been led to attend to sentence-level problems, will
use the computer to make sentence-level changes and will ignore the features
that would allow them to reshape the entire piece.


John Slatin
UT Austin
______________________________________

I've heard this a lot but I'm not sure any more that it is true. I think there
_is_ a possibility that a tool that makes it faster and easier to revise may
result in more revision. I know that this has been true in my case. I don't
think it has anything to do with my being inculcated suddenly with an idea that
revision is important; I always knew revision was important but revision with a
typewriter consists of one part actual re-writing to five or six parts
re-creation of a hardcopy text. I am too lazy to invest much time in that.
I think the countless revisions I now do result in better organized papers than
a single revision ever could.

On the other hand, I do note a tendency to revise every time I open the
document, which means the first part of the paper is quite polished while the
end is often not so. I try to have the time to revise the last parts as often
as possible, but sometimes I can't.

Judith Tabron
tabron@binah.cc.brandeis.edu
"I wanna be a rhizome"
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Newsgroups: bit.listserv.mbu-l
Date:         Tue, 26 Jan 1993 16:17:50 -0500
From:         STINE@LU.LINCOLN.EDU
Subject:      RE: cai assignments

In case you do any grammar or style kinds of exercises with your class, you
can use the computer "magic" to keep student interest.  Example:  have
a file with all present tense verbs in the first person and use the
REPLACE command to change all the I's to SHE and then have them make the
verbs agree.  This works well if students are just learning computer
commands.  You can teach the MOVE command by having students jumble one
of their paragraphs and asking another student to put them back in the same
order.  DELETE is good for making up a paragraph with extraneous ideas
and having them agree which sentences should be deleted.  When I find
students using You inappropriately I teach them FIND and have them highlight
and justify or change all the pronouns.  A good basic text is the one
Dawn and Ray Rodrigez published through NCTE a few years ago; lots of
tips about how to make lesson plans just using word processing.  Good luck!
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
Original_To:  BITNET%"mbu-l@ttuvm1.bitnet"
Original_cc:  SCHWALM
Newsgroups: bit.listserv.mbu-l
Date:         Thu, 21 Jan 1993 20:20:00 MST
From:         Karen Schwalm <SCHWALM@GC.BITNET>
Subject:      Focus Group experience anyone??

I am interested in some "quick 'n' dirty" info from MBUers about focus
groups.  Has anyone used them?  Set them up?  Can the members volunteer?  I
understand these as roughly-structured discussion groups, but I may be
terribly naive.  I am interested in articles that identify how to set them
up and explain their results.  Biblio, anyone??  [This doesn't have to be



--Karen T. Schwalm              Department of English
--Glendale Community College    Maricopa Community College District
--6000 West Olive Avenue        Voice: (602) 435-3651  Bitnet: schwalm@gc
--Glendale, Arizona  85302      Internet: schwalm@gc.maricopa.edu
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Newsgroups: bit.listserv.mbu-l
Date:         Mon, 25 Jan 1993 07:49:19 -0500
From:         00gjsiering@BSUVAX1.BITNET
Subject:      Re: willingness to revise on computers

Michael, et al,

I think the willingness to revise on the computer also has to do with
the way the student is using the machine.  From my (quite anecdotal)
experience, I would say that writers who actually compose at the
keyboard are more willing to change things there, while writers using
the machine more as a souped-up typewriter are less likely to revise
on-screen.  The former group still seems to be in a creative, trial-
and-error stage, while the latter group has moved the "clean, finished
copy" mentality back a step from laser hardcopy to screen.  Make sense
to me--whatcha think?

Greg Siering               _______________
Ball State University     | ------------- |
       '                  || 00gjsiering ||
       '                  || @leo.bsuvc  ||
       '                  || .bsu.edu    ||
       '                  ||_____________||
        `.                |_______________|
           ' ' ' ' ' ' ' ' '| -- --   : |
                           .=============.
                          /_______________\
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Newsgroups: bit.listserv.mbu-l
Date:         Fri, 22 Jan 1993 23:07:22 EST
From:         "David Tillyer, CCNY" <DATCC@CUNYVM.BITNET>
Subject:      Re: duplicate messages

Linda.  This duplication problem sounds like a local problem.  Speak to your
technical support people.  Don't let them fob it off on the network.  If
your techs are like ours, they will not answer directly or coherently until
you press the issue.  They love to make us non-techies look silly--don't
let them.  David Tillyer, CCNY   DATCC@CUNYVM
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            <01GTSOTK9TN4935PP5@ulkyvx.bitnet>
Newsgroups: bit.listserv.mbu-l
Date:         Tue, 26 Jan 1993 14:55:39 -0500
From:         Loel Kim Robinson <lr1i+%ANDREW.CMU.EDU@CARNEGIE.BITNET>
Subject:      Re: Focus Group experience anyone?? (*MBU*) (8)

Karen,

I'm a PhD student at Carnegie Mellon University and have been
researching focus group methods as a rhetorical strategy.  Here is a
short bibliography I compiled last semester (most of these are culled
from marketing sources--I believe there's a whole wealth of articles on
focus groups as used in education, which I didn't pursue):

Bers, Trudy H. (1989).  The popularity and problems of focus-group
research.  The Journal of the American Association of Collegiate
Registrars, 64, 3, 260-268.

Brown, R. (1989).  Structural aspects of groups.  Group processes:
dynamics within and between groups.  NY: Basil Blackwell.

Buttram, Joan L.  (1990).  Focus Groups: A Starting Point for Needs
Assessment.  Paper presented in Boston at annual meeting of American
Educational Research Association.

Fern, Edward F. (1982).  The Use of Focus Groups for Idea Generation:
The Effects of Group Size, Acquaintanceship, and Moderator on Response
Quantity and Quality.  Journal of Marketing Research,  XIX, 1-13.

_____.  (1981, October).  Why do focus groups work: a review and
integration of small group process theories.  Advances in Consumer
Research Proceedings, vol. 9, 12th Annual Conference, p. 444-451,
Bibliog. 15, Proceedings.

Kolbert, Elizabeth (1992, August 30).  Test-marketing a President: how
focus groups pervade campaign politics.  The New York Times Magazine.  6.

Krueger, Richard A.  (1988).  Focus Groups: A Practical Guide for
Applied Research.  Sage Publications.  Newbury Park, Part I, 13-48.

Lautman, Martin R.  (October 1981).  Focus Groups: Theory and Method.
Advances in Consumer Research, vol. 15: 580-586.

Merton, Robert K. (1987).  The Focused Interview and Focus Groups:
Continuities and Discontinuities.  Public Opinion Quarterly, Vol. 51:
550-566.

Percy, L. (October 1981).  Using Qualitative Focus Groups in Generating
Hypotheses for Subsequent Quantitative Validation and Strategy
Development.  Advances in Consumer Research, Vol 9: 57-61.

Reynolds, Fred D. and Johnson, Deborah K. (1978).  Validity of Focus
Group Findings.  Journal of Advertising Research, Vol. 18, 21-24.

Stewart, David W. and Shamdasani, Prem N (1990).  Focus Groups: Theory
and Practice.  Newbury Park: Sage Publications.

Taylor, D. W., Berry, P. C., and Block, C. H. (1958).  Does Group
Participation When Using Brainstorming Facilitate or Inhibit Creative
Thinking?  Administrative Science Quarterly, Vol. 3: 23-47.








***Calder, Bobby J.  (August 1977).  Focus groups and the nature of
qualitative marketing research.  Journal of Marketing Research, Vol.
XIV, 353-364.
*On order
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Subject: (no subject given)
Newsgroups: bit.listserv.mbu-l
Date:         Wed, 27 Jan 1993 08:37:35 EST
Comments:     Warning -- original Sender: tag was cyselfe@WALKER2.HU.MTU.EDU
From:         Cindy Selfe <cyselfe@MTU.EDU>

David--

Could you post the Maya Angelou poem on Megabyte?  I think there's several
folks (including me) who would like a copy.  Thanks!

Cindy

  Cynthia L. Selfe
  Humanities Department
  Michigan Technological University
  1400 Townsend Dr.
  Houghton, MI  49931

    Internet:  CYSELFE@MTUS5.CTS.MTU.EDU
    Telephone: (906) 487-2447
    Fax:       906/487-3347
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Posted-Date: Sat, 23 Jan 93 11:35:17 -0200
Received-Date: Sat, 23 Jan 93 11:35:17 -0200
Newsgroups: bit.listserv.mbu-l
Date:         Sat, 23 Jan 1993 11:35:17 -0200
From:         Leland McCleary <mccleary@CAT.CCE.USP.BR>
Subject:      Re: SURVEY QUESTION

Joel Nydahl mentions that he calls up his or a student's writing on
the class screens and lets the author discuss (and possibly begin to
rewrite) it.

That's what I dream of being able to do, but if the computers were
taken away, I guess I'd have to go back to doing what I used to:
typing the texts on a ditto master and running off copies for the
class, or running the original through a transparency-maker and
lug the overhead to class.  the transparency technique (can be used
together) has the advantage of being able to do some rivision on the
transparency for all to see and discuss.

But what I can't do with the transparencies and dittos is produce
visually clean, whole versions for comparis on the spot based
on class input.  I think the clean, whole version has an impact that
the "corrected", overwritten messy transparency doesn't: and it can
take you immediately into a further cycle of analysis and revision.

The technology of writing itself allows us to look at a "clean" version
of our messy thoughts, and that's it's great power.  Word processors
allow us to extrapolate that power into written texts, giving us
another degree freedom and control in applying our analytical capacities.
Put another way, what writing contributes in the objetification of
thought it to some extencancels for the same reason: by making thought
static, fixed.  Computers help to reduce that drawback by giving us
feedback (lets us look at whole versions of our thoughts) that don't
take on so much of the physical nature of "things", which carry with
them an innate conservatism.

Now if I could only find an interface that would make it that easy to
clean up what I've just written!

Leland.
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Newsgroups: bit.listserv.mbu-l
Date:         Thu, 21 Jan 1993 08:21:00 EST
From:         Joel Nydahl <NYDAHL@BABSON.BITNET>
Subject:      Re: Posting to the list

Also in the most conciliatory way possible, I want to echo Russ's comment
on posting private messages to the list as a whole.  I might also suggest
(as I have before) that MBUers not use the "reply" function unless the
message they are about to send actually continues the discussion implied
in the header.  Frequently I'll call up a message because the header
indicates a topic I find interesting--only to discover that the topic
addressed is a completely different one.

Otherwise, I'm in a wonderful mood!

Joel Nydahl
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From: DHDAD@ACADVM1.UOTTAWA.CA (David_Douglas)
Newsgroups: bit.listserv.mbu-l
Subject: Re: email privacy
Date: 22 Jan 93 16:02:40 GMT
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
X-Delivery-Notice:  SMTP MAIL FROM does not correspond to sender.
              22 Jan 1993 09:22:00 CDT from <MFOSULLI@MACC.WISC.EDU>

>>>
>>I presented a paper at Computers and Writing last spring on the topic of
>>email privacy in the academic world.  I am willing to send an electronic
>>copy of that paper


I would like very much to obtain an electronic copy of this paper and
the list of resources. I am sorry for responding to the list in general
but I do not have the address of the person who made the original kind
offer.


   Prof. David H. Douglas         <dhdad@acadvm1.uottawa.ca>
   Dept. of Geography,
   University of Ottawa,          Ph. 613-564-4045
   Ottawa, Ontario,               FAX 613-564-3304
   K1N-6N5
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Newsgroups: bit.listserv.mbu-l
Date:         Thu, 21 Jan 1993 08:22:48 CST
From:         "Michael S. Hart" <HART@VMD.CSO.UIUC.EDU>
Subject:      !!!Correction on Clinton Address

My apologies. . .the orginal message presupposed you were already in the
etext directory.
----------------------------Original message----------------------------
Project Gutenberg has posted Clinton's Inaugural Address.

ftp mrcnext.cso.uiuc.edu
login anonymous
password you@your.machine
cd etext/etext93    <<   CORRECT
get clinton1.txt
quit


=====================================================

Thank you for your interest,

Michael S. Hart, Professor of Electronic Text
Executive Director of Project Gutenberg Etext
Illinois Benedictine College, Lisle, IL 60532
No official connection to U of Illinois--UIUC
hart @uiucvmd.bitnet or hart@vmd.cso.uiuc.edu
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Newsgroups: bit.listserv.mbu-l
Date:         Mon, 25 Jan 1993 11:46:38 MST
From:         CG00000 <CG00@UTEP.BITNET>
Subject:      duplicate messages

Linda, is there anyone else on your campus receiving MBU?  When
one of my colleagues signed on to the list, we both started
getting duplicate messages.  It was a problem that had to be
solved locally at our computer center.  Evelyn
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Newsgroups: bit.listserv.mbu-l
Date:         Thu, 21 Jan 1993 10:12:00 EST
From:         BURT@BRANDEIS.BITNET
Subject:      RE: Critical Thinkers NNA

Tim: Point well taken. --John
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Newsgroups: bit.listserv.mbu-l
Date:         Sun, 24 Jan 1993 11:04:58 AST
Comments:     <24JAN93.11986875.0066.MUSIC@UNB.CA>
From:         Russ Hunt <HUNT@UNB.CA>
Subject:      willingness to revise on computers

Michael Day says:
> Here's a thought.  Could we say that they are more willing
> to revise on the screen, but less willing to "violate" the
> "perfect" look of a text once it has been laser printed?
     My hunch, based on some current experience, is that such
willingness is so much more powerfully constrained by the
individual students' previous experience and by their
constructions or understandings of the situation the revision is
occurring in, that in practice we'll find it impossible to answer
the question.  There is so much variation among my students with
respect to these issues that even if I could factor the variation
out I'm not confident the answer would be significant.  For years
I assumed because the computer made so much difference to me it
would make it for everyone.  I'm less and less convinced.
                                    -- Russ
                                __|~_
Russell A. Hunt            __|~_)_ __)_|~_   Learning and Teaching
Department of English      )_ __)_|_)__ __)     Development Office
St. Thomas University        |  )____) |        EMAIL: hunt@unb.ca
Fredericton, New Brunswick___|____|____|____/  FAX: (506) 450-9615
E3B 5G3   CANADA          \                / PHONE: (506) 452-7700
                       ~~~~~~~~~~~~~~~~~~~~~~~
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Date:         Mon, 25 Jan 1993 10:47:58 CST
From:         Jordan Shavit <jshavit@CASBAH.ACNS.NWU.EDU>
Subject:      Re: Life
              20, 93 11:06 am

Dean,

    I agree with your "family values."  Give me a call when you get a
chairmanship.  I want to work for you.  Congratulations and good luck with
your upcoming baby.

Jordan Shavit 1/7 Northwestern, jshavit@casbah.acns.nwu.edu
Newsgroups: bit.admin
From: ctanski@nyx.cs.du.edu (Chris Tanski)
Subject: Gateway for GOLF-L under discussion
Organization: University of Denver, Dept. of Math & Comp. Sci.
Date: Sat, 23 Jan 93 03:02:53 GMT


I am in the process of gatewaying my Listserv list GOLF-L@UBVM to the
Usenet group, REC.SPORT.GOLF. List GOLF-L is a list for discussions of any
topics relating to golf. If anyone has a problem with this gateway then
please write to CTANSKI@ONONDAGA.BITNET. Thanks.

Chris Tanski
Organization: The American University - University Computing Center
Date: Tue, 26 Jan 1993 21:28:26 EST
From: Zane Berge <BERGE@guvax.acc.georgetown.edu>
Newsgroups: bit.admin
Subject: Gateway for IPCT-L under discussion

Following is a description of IPCT-L.  If you wish to contact me,
please do so at BERGE@GUVAX.GEORGETOWN.EDU.

Zane Berge
IPCT-L listowner



IPCT-L on LISTSERV@GUVM
       or LISTSERV@GUVM.GEORGETOWN.EDU

The Interpersonal Computing and Technology List (IPCT-L) was
created February 1992 by the Center for Teaching and Technology (CTT)
at the Academic Computer Center, Georgetown University.  A special
effort will be made to promote an international forum for
pedagogical issues important to higher education involving
teaching with technology, and especially with connectivity and
networking.

A goal is to create a forum for the discussion of computing and
other technology that can be used to promote learning. Topics for
discussion may involve teaching and training; collaboration;
partnerships among learners, faculty or teachers, and other
interested persons in the educational community; and research that
reflect these interests.  The decade of the 1980s was characterized
by the _personal_ computer, and development of individual product-
ivity. The focus of the IPCT-L, as we move toward the 21st century,
is that _interpersonal_ computing and technology will tie persons
together throughout the world -- to share ideas and solve problems.

Besides creating a forum for the topics of interest noted above,
another interest of the CTT is to publish a scholarly, refereed
international journal. To that end, the IPCT-L will develop a
subscription list and act as a resource to develop the community
necessary to review articles and recommend editorial policies as
these publishing goals move forward.

To subscribe send the following in an interactive command (TELL or
SEND) or in the BODY of mail (NOT the Subject:) to LISTSERV@GUVM
on Bitnet or LISTSERV@GUVM.GEORGETOWN.EDU on Internet:

         SUBSCRIBE IPCT-L yourfirstname yourlastname

  Example:
         SUBSCRIBE IPCT-L Mary Doe


Owner:  Zane Berge  <BERGE@GUVAX.BITNET> or
                    <BERGE@GUVAX.GEORGETOWN.EDU>
Organization: The American University - University Computing Center
Date: Mon, 25 Jan 1993 10:33:14 EST
From: Jim McIntosh <jim@american.edu>
Newsgroups: bit.admin
Subject: Gateway for bit.listserv.toolb-l Operational

TOOLB-L@UAFSYSB is now available in Usenet newsgroup bit.listserv.toolb-l

The list owner is Ken Schriner, KS06054@uafsysb.uark.edu.

TOOLB-L is a mailing list for discussions of the Asymetrix "Toolbook"
MS/Windows product.

For your newsgroups file:
bit.listserv.toolb-l	Asymetrix Toolbook Discussions.
---
Jim McIntosh (jim@american.edu)
The American University
Washington DC 20016-8019 USA
Newsgroups: nj.general
From: jvinson@xsoft.xerox.com (Jeffrey A Vinson)
Subject: email site
Date: Fri, 22 Jan 1993 10:32:06 PST
X-Received: by usenet.pa.dec.com; id AA01399; Fri, 22 Jan 93 10:33:11 -0800
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X-To: nj.general.usenet

Hi netters,

I am writing this from California, and am search of a free email site
local to your area (Delaware if possible) that my sister can log into
from home, and send me email cross country.

Can you inform me of such a site if possible??

Thank you,

Jeff Vinson
vinson@migration.com
Xref: sparky nj.general:942 nj.forsale:2905
From: eddie@acpy01.att.com (Eddie Adamko (CXNIXPT1))
Newsgroups: nj.general,nj.forsale
Subject: Condo For Sale Bridgewater
Keywords: Why Rent ??
Date: 21 Jan 93 19:51:46 GMT
Distribution: nj
Organization: AT&T IMS - Piscataway, NJ (USA)



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	Eat-in Kitchen, Storage Shed Outside, 8' Balcony with Table.

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	Shopping: Bridgewater Mall, Somerset Shopping Center.

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	Low Taxes, Great Schools, Move in condition. 


			$109,000

Please Call:
		Ed or Doris Adamko

		(908) 704-0129 (H)
		(908) 457-5643 (W)
Xref: sparky nj.general:953 nj.market.housing:434