HDTenEightyP/NetNews huggingface dataset:
Newsgroups: bit.listserv.mbu-l
Date:         Fri, 16 Oct 1992 22:10:01 -0600
From:         "(Michael Day)" <mday@SILVER.SDSMT.EDU>
Subject: Re: Computer Travels (Long Last Message)

Jim,

A hearty thanks from those of us who long for this sort of
description of our profession, who believe so deeply in
what we do, and yet receive little support.  May your
postings spur us onward to further redefine the ways the
world thinks about the role of computers in writing instruction.

Would you be willing to share the full text of your report
(deftly excerpted from in your post) with those of us
who request it?  Off the top of my head, I can think of two
or three grant proposals for which I might like to draw upon
your arguments for support.

Again, kudos.  I am only sorry you could not visit us all.

Michael Day
mday@silver.sdsmt.edu
From: ykflb@TTACS1.TTU.EDU (brown, lady)
Newsgroups: bit.listserv.mbu-l
Subject: Re: Reply to M.D's ritualized behaviour
Date: 13 Oct 92 20:52:00 GMT
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU

Concerning old Kaypros, I had two, one for home and one for the
office.  I've now moved on to a MaC.  So, I've "loaned" one to a
graduate student who knows Wordstar, and she's used it to write
her thesis.  Also "loaned" her the Epsom printer.  The other
Kaypro I've loaned to my daughter's boyfriend who's going to
school at another university.  He took my Brother Daisy Wheel
printer with him,too.  So, I'm glad that my Kapros have found happy
homes and they are continuing to be useful.  Lady Falls Brown
Texas Tech
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Date:         Thu, 8 Oct 1992 05:50:21 HST
From:         James Shimabukuro <JAMESS@UHUNIX.BITNET>
Subject:      Re: TO TEACHERS OF COMPUTER-ASSISTED WRITING CLASSES

Jim Fletcher,
   I plan to complete the questionnaire, but need clarification.  In our
department, I'm beginning to see a major difference in teaching styles
between those who refer to the computer classroom as computer-assisted vs.
those who refer to it as networked.  For the former, word processing seems to
be the major use.  For the latter, e-mail and live chat (InterChange in
Daedalus).  For both, individual exercises, such as invention, on-line
handbooks, freewriting, are also used.  The difference may be important when
items needed to be prioritized because of budget constraints.  For the CAI
folk, network hardware and software don't have a high priority; their concern
is for more and better printers, etc.  This seems to be a problem in our
department right now.  Interestingly, those who refuse to make use of the
network capabilities in the computer classroom haven't really tried it!
Jim S.
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Date:         Tue, 13 Oct 1992 15:58:00 CDT
From:         lady brown <YKFLB@TTACS.BITNET>
Subject:      CLEP tests and English requirements

Colleagues,

I've been following the discussion about using SAT/ACT scores to
place students in freshman English courses.  I have a somewhat
similar question that I hope you will be able to answer.

Background:  here at Texas Tech, students may take the College
Level Examination Program (CLEP) tests to gain credit for English
courses.  To gain credit for first semester freshman English, a
student must score 48; for second semester freshman English, 55.
Students may also take CLEP tests at the sophomore level--a score
of 49 on the Analysis and Interpretation of Literature test gives
a student six hours credit; a score of 45 on the English
Literature test gives 6 hours of credit.

Questions:
1.  Does your department accept CLEP scores as fulfillment of
English requirements?

2.  If so, what are the scores for the different levels, but
especially for first and second semester freshman English
courses?

3.  Do you know of any studies which examine the correlation
between a student's ability to "clep out" of courses and his/her
ability to write well?

I will appreciate your responses.  My e-mail address is
ykflb@ttacs.

David Schwalm, I tried to put this information on WPA-L, which
may be the more appropriate list, but I kept getting a "no such
node" message, or words to that effect.  Would it be possible for
you to transfer this message to WPA-L, too, if you think it
appropriate?  Thank you very much.  Lady Falls Brown, Composition
Committee, Department of English, Texas Tech University, Lubbock,
Texas.
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Date:         Sun, 11 Oct 1992 08:30:51 HST
From:         James Shimabukuro <JAMESS@UHUNIX.BITNET>
Subject:      Alternatives to Daedalus for MS-DOS systems?

We blew our wad on Daedalus for Macs.  For our coming MS-DOS computer
classroom, we have barely enough funds for the basic netwrok hardware and
software.  We'd like to get the IBM version of Daedalus, but we probably
won't be able to afford it for a while.  Are there inexpensive, or free,
network programs with some or most of the features found in Daedalus?
Essential features are: log-ins with passwords, a listing of current
assignments, live chat mode in large and small groups (conferences), and
e-mail (with private/public switches).  Other features would definitely be
nice.  Any help, suggestions, would be appreciated.  Sources, including
addresses (e-mail, snailmail), contacts, would be very useful.  If others are
interested, I'll gather and post the sources.
Jim Shimabukuro
Kapiolani Community College
4303 Diamond Head Road
Honolulu, HI 96816
Internet: jamess@uhunix.uhcc.hawaii.edu
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X-Vmsmail-To: SMTP%"MBU-L@TTUVM1.TTU.EDU"  "Megabyte University"
Newsgroups: bit.listserv.mbu-l
Date:         Wed, 7 Oct 1992 10:55:06 -0400
From:         R_CONNORS@UNHH.UNH.EDU
Subject:      Jazz/NewAge/Truth in Headers

As one participant in the loathed jazz/new age strand that seems to
have excited some obloquy, I must apologize.  Not for the discussion,
actually, but for piggybacking thoughtlessly on a header that had nothing
to do with it.  It's easier to hit the "reply" key than to type in a
new address and header, and I should have taken the time so people with
no interest could delete easily.

However, I refuse to apologize for the strand itself.  MBU has always been
one of the best nets because in spite of the occasional complaints and
signoffs (whining nasal voice effect:  "I thought this net was about
compuuuuters. . .") from purists, we have been able to attract a lively
and intelligent bunch of people to debate issues from social construction
to ENFI to jazz to masculinity.  I hope MBU stays that way.

So.  To Martin, on the strand.  On dis one, you jos prejudice', mon.  The
best NA music is no more a soporific muddle than the best jazz is a bunch
of druggies blatting aimlessly.  Of course, you could say that "the best
NA music" is itself jazz, and that thus whatever's left over--bad NA music--
is the only NA music.  I won't try to argue that.  But *listen* to a
Montreux or Anger/Higbie Quintet record--can you really say this music is
unimaginative or soporific?

Bob C.
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Date:         Sat, 10 Oct 1992 09:54:00 EST
From:         Joel Nydahl <NYDAHL@BABSON.BITNET>
Subject:      Re: Somebody kiss Bob Boston for me

Rda -- I'M not going to kiss Bob Boston for you!
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Date:         Fri, 9 Oct 1992 20:56:15 -0700
From:         Karen Schwalm <SCHWALM@GC.BITNET>
Subject:      Re: Community of learners

I agree with Ann.  In my new computer classroom, I have people come in and
out all the time.  Part of this is because I'm hardly ever talking to the
whole class, and if I am, I'm not at the "front" of the room.  Most of the
time, I'm scooting around the room on a chair with casters, talking to
different students.  I think that sends the message that to enter the
classroom isn't really interrupting.  Because we had printer problems on
our network this fall, we had tecchies coming in and out, and strange
students were coming into the classroom to get papers from our printers or
my students were wandering into someone else's class to retrieve theirs.
So the atmosphere was informal.  Nice.

--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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Date:         Wed, 7 Oct 1992 23:04:54 --500
From:         "David E. Schwalm" <IACDES@ASUACAD.BITNET>
Subject:      Pat Schroeder and Higher Education

 *** Reply to note of 10/07/92 15:55
 Rose, the Chronicle of Higher Education Almanac reports that for 1991-92 the
 average salary for faculty members at public institutions was $45,260 (Fulls
 $57,370, Assoc. 43,260, Asst. 36,330, Inst. 27,180, Lect 29,990). This
 includes all public institutions but excludes salaries of medical school
 faculty. THe most highly paid people in big universities are 1) coaches--by
 far 2) deans of medical and law schools 3) medical faculty, 4) presidents.
 Interesting.

 -- David E. Schwalm, Assoc. Provost for Academic Programs
 ___Arizona State University West
 ___4701 West Thunderbird Rd.
 ___Phoenix, AZ 85069-7100___(602) 543-4500
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Date:         Sat, 10 Oct 1992 23:22:21 -0600
From:         RONRON@USU.BITNET
Subject:      Re: re-jazz

Tamra -- for me it's Dire Straits' "Money for Nothin."  That opening
sequence cures early morning narcolepsy. Ron Shook
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Newsgroups: bit.listserv.mbu-l
Date:         Sun, 11 Oct 1992 08:17:42 HST
From:         James Shimabukuro <JAMESS@UHUNIX.BITNET>
Subject:      Re: TO TEACHERS OF COMPUTER-ASSISTED WRITING CLASSES

Jim Fletcher: Consider it done.  I'll distribute the questionnaire to some of
my colleagues.
   Re the use of your computer classroom.  I'm surprised that so few are
taking advantage of it.  Writing instructors tend to belong to one of three
orientations: CMC, word-processing (CAI), and traditional.  On your campus,
you seem to have a majority of the traditional.  At KCC, all instructors use
word processors for personal productivity.  However, approximately a third
still fall into the traditional category, preferring the computer-less
classroom. Of those who choose the computer classrooms, approximately a third
use the word-processing and CAI applications exclusively, steering clear of
live chat and messaging.  The reason?  Among this third, some simply haven't
or refuse to try Daedalus with their students; others don't use peer exchange
and collaborative methods that would benefit from network CMC functions such
as live chat and e-mail.
Jim Shimabukuro
P.S. One of our instructors, Jim Robinson, is sold on Textra.  He uses the
system with all his freshman comp students, I believe.
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Date:         Wed, 7 Oct 1992 09:46:00 CDT
From:         Fred Kemp <YKFOK@TTACS.BITNET>
Subject:      CMU right on

Lili, I've always felt that CMU faces many issues much more
straightforwardly than almost everyone else.  Fred
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Newsgroups: bit.listserv.mbu-l
Date:         Tue, 13 Oct 1992 06:46:00 EDT
From:         "Composition Digest (Robert Royar,
              Moderator)" <R0MILL01@ULKYVX.BITNET>
Subject:      (Fwd: *C&CD*) RE: How Jazz connects... (12)

Date: 12 Oct 1992 14:50:11 -0400 (EDT)
From: Lili Velez <lv08+%ANDREW.CMU.EDU@CARNEGIE.BITNET>
Message-id: <seqQXX_00iUz43crEK@andrew.cmu.edu>
Subject: RE: How Jazz connects... (12)
Reply-to: Computers & Composition Digest (R. Royar) <R0MILL01@ULKYVX.BITNET>

I won't go into much detail here, but I spent a fascinating evening
talking with an anesthesiologist who works in a teaching
hospital...she's a jazz buff, and often a frustrated teacher, because
she's trying to convince her latest crop of interns that there's an
_art_, a _thinking-on-your-feet_ art, to keeping someone unconscious and
alive at the same time, while someone else cuts parts out of them.
(messy sentence?)  At some point in the conversation, as she began to
talk about how you had to be able to improvise in accordance with the
situation, I stopped trying to compare her work to rhetoric and switched
to comparing it to jazz.  She loved the idea.  "Yeah -- it _is_ like
that:  you have to know the basics, the "right" things to do according
to the books and the research you've been taught, but you have to know
when and how to break away and do what is _right_ for the specific
moment.  Always keeping an eye on what the rest of the "band" is doing."

Lili
Rhet in the Blue Linen Labcoat

"This rhet could be _yours_, if....the Price is Right!"


------------------------------
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Date:         Wed, 7 Oct 1992 00:05:48 --500
From:         "David E. Schwalm" <IACDES@ASUACAD.BITNET>
Subject:      Re: Basic writing, again and again

 *** Reply to note of 10/06/92 20:41
 The peer editing video that Susan Wyche Smith et al made a couple of years ago
 demostrates a peer editing method in which a student reads her paper (twice)
 to other members of the group. While there may be some disadvantages in this,
 it does help both reader and listerners to "hear" the paper. It also keeps the
 listeners nitpicking about minor mechanical stuff and focusing more on
 structure and style. (Yeah, Beloof was one of the most interesting people in
 the RhetoricDepartment.)

 -- David E. Schwalm, Assoc. Provost for Academic Programs
 ___Arizona State University West
 ___4701 West Thunderbird Rd.
 ___Phoenix, AZ 85069-7100___(602) 543-4500
From: USERLCBK@UMICHUM.BITNET (Bill Condon)
Newsgroups: bit.listserv.mbu-l
Subject: CLEPping out
Date: 15 Oct 92 03:38:24 GMT
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU

Students at Michigan can exempt first-year composition only by
doing well on theirincoming assessment, a direct test of writing.
They can get credits for doing well on the AP English test, but
that credit has nothing to do with their obligation to complete
or gain an exemption from Introductory Composition.

I have trouble justifying exempting students on the basis of any
standardized test, and on any national test, none of which are
really intended to be used that way--they are predictors of success,
not certifiers of competence.  Using CLEP, ACT, SAT, or any of the
others to exempt students from first-year writing courses is tantamount
to admitting that all colleges teach the same things in the same
ways.  Local assessments and local courses are able to prepare
students for the specific challenges they'll meet on the local
campus.  CLEP can't certify that.

Bill Condon
userlcbk@umichum
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Date:         Fri, 9 Oct 1992 06:30:00 EDT
From:         "Composition Digest (Robert Royar,
              Moderator)" <R0MILL01@ULKYVX.BITNET>
Subject:      (Fwd: *C&CD*) RE: Metaphor theory (2)

Date: 08 Oct 1992 14:19:24 -0400 (EDT)
From: Peter Brosius <PBROSIUS%UGA.BITNET%psuvm.psu.edu@CARNEGIE.BITNET>
Message-id: <Added.sep84nG00UkT8kwE4U@andrew.cmu.edu>
Subject: RE: Metaphor theory (2)
Reply-to: Computers & Composition Digest (R. Royar) <R0MILL01@ULKYVX.BITNET>

The posting from the individual who asked about references on metaphor
prompts me to request input from those who follow this bulletin.  I am an
anthropologist who has been looking at the contested meanings of conservation
and development in the context of a particular environmental debate - the
debate over deforestation and indigenous rights in Sarawak, Malaysia.  I am
somewhat new to the field of rhetoric/persuasion, and am wondering if
anyone out there might be able to suggest some key works (books, journals,
specific articles) that might provide an entree into this literature.  I am
interested not only in works that deal specifically with the rhetoric of
environmentalism, nationalism, sovereignty, development, and the like (though
any such references would be welcomed), but rather in works that deal with
more general theoretical issues and/or provide some background to this field.
I would also be interested in keeping in touch with any of you out there who
might have a specific interest in environmentalism.

                                            Pete Brosius
                                            Department of Anthropology
                                            University of Georgia-Athens

------------------------------
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Newsgroups: bit.listserv.mbu-l
Date:         Wed, 14 Oct 1992 07:32:13 CDT
From:         Eric Crump <C509379@MIZZOU1.BITNET>
Subject:      now THAT was a debate

It wasn't very pretty (but debate outside debate class rarely is)
but it sure was FUN to watch those veep hopefuls compared to their
stodgy format-bound partners.

Wish I would have taped it. All-star wrestling in suits.

Eric
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Subject: (no subject given)
Newsgroups: bit.listserv.mbu-l
Date:         Wed, 7 Oct 1992 19:52:54 EDT
Comments:     Warning -- original Sender: tag was cyselfe@WALKER2.HU.MTU.EDU
From:         "(Cindy Selfe)" <cyselfe@MTU.EDU>

Megabunnies--

How about a voice from some students?  Some of our CCLI consultants are
eveasdropping on parts of the MBU discussion--or at least Dickie is
forwarding parts of it to them.  When I sent my recent note to MBU (in
response to Jim Crosswhite's message) about Dickie involving students in
the running of our facility,I got the following response from Mike
Bendtsen, a senior who will be graduating from MBU with a degree in
Electrical Engineering at the end of Winter quarter (March). I like this
letter it warms my heart; it let's us know that we're doing the right
things with technology; it convinces me that the self-sponsored writing
students do outside our classes is often their best writing.

"Cindy,

I realize that this might be biased being a Technical Consultant of the
CCLI lab, but I can't imagine a computer lab being run any other way!
Having the consultants giving heavy input on the decision making process is
a common sense approach since they work with the user day in and day out.
They know what problems the users are having, what works/doesn't work for
the users, and what types of new services that are needed.  I have a
difficult time visualizing a lab run by one person who (usually) also has
another job (ie. teaching) that ends up taking precedence.  Having one sole
person (or even a department) do all the decison making is much like a
large corporation basing its marketing scheme and product line only from a
brainstorm in the upper corperate conference room instead of listening to
their sales reps, service engineers, and customers.  Makes little sense,
huh?  The biggest difference is that students (usually) live with it, while
customers vote with dollars on it.

I continue to do what I do for the lab for the same reason that I shoot
pictures at the campus Photo Services for mininimum wage...it's an
investment.  Everything that I learn now will help me with my career in the
future.  The problems I conquer now with hours of work will allow me to
impress my employer with an immediate fix.  Every hour I am in the lab, I
am building a solid foundation of experience which strengthens my
credibility.  With so much time invested, I feel that I have an ownership
in the lab...and my share is a reflection of who I am, therfore I put in
the extra effort to keep it in top notch shape.  I am (and should be) held
responsible for my duties, but the rewards of doing what I do are ten times
greater than any 'A' I have ever received in class.

Mike"

  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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Date:         Thu, 8 Oct 1992 22:30:00 EDT
From:         "Composition Digest (Robert Royar,
              Moderator)" <R0MILL01@ULKYVX.BITNET>
Subject:      (Fwd: *C&CD*) Metaphor theory (8)

Date: 08 Oct 1992 08:23:25 -0400 (EDT)
From: AAA5%psuvm.psu.edu@CARNEGIE.BITNET
Message-id: <Added.kep3NZm00UkTM9ek4I@andrew.cmu.edu>
Subject: Metaphor theory (8)
Comments: Warning -- original Sender: tag was NETNEWS@AUVM.AMERICAN.EDU
Reply-to: Computers & Composition Digest (R. Royar) <R0MILL01@ULKYVX.BITNET>

----
I would appreciate suggestions of references to the works of specialists in the
area of metaphor/metaphor theory and discourse analysis. They could be from
speech communication, linguistics, English or other fields. I am working on a
manuscript entitled: "The rhetorical construction of radical nationalism at the
UN: Metaphoric cluster as strategy," whose reviewer tells me there are some
metaphor theories floating out there I have overlooked. What I drew from speech
communication journals don't seem to suffice-- Lakoff, Ivie etc. Please e-mail
replies to the above address. Thank you.
----
Akin Akioye

------------------------------
From: BURT@BRANDEIS.BITNET
Newsgroups: bit.listserv.mbu-l
Subject: Re: (Fwd: *C&CD*) Making Vax Edit easier (13)
Date: 16 Oct 92 19:53:00 GMT
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Original_To:  BITNET%"MBU-L@TTUVM1.BITNET"

Is the Paul Kane you speak of the poet?
John Burt
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Date:         Sat, 10 Oct 1992 18:01:00 EDT
From:         "Composition Digest (Robert Royar,
              Moderator)" <R0MILL01@ULKYVX.BITNET>
Subject:      (Fwd: *C&CD*) RE: (Fwd: *C&CD*) "Creative Hearts" newsletter
              information (5) (*COMP.COMP*) (25)

Date: 6 Oct 92 20:54:22 GMT
Message-id: <1992Oct6.205422.25843@murdoch.acc.Virginia.EDU>
Subject: RE: (Fwd: *C&CD*) "Creative Hearts" newsletter information (5) (*COMP.C
OMP*) (25)
Reply-to: comp.edu.composition <compos01%ulkyvx.bitnet@ucbvax.Berkeley.edu>

Dear "Creative Hearts" publishing group:
 I am very interested in your posting and would like to
know more, please. I am a first year graduate student in Elementary
Education at the Curry School of Education at the Univeristy of
Virginia. I would appreciate a more detailed account of what
your organization does and offers to subscribers. Also, would
you please respond as to the ways a subscription to your
"Creative Hearts" organization/publications might be of service
to an elementary -and more specifically, primary elementary-
school teacher.
 I should think that several of my fellow undergraduate classmates
from Stanford might be interested if the content is at all like
what the abstract suggests. Please respond with some more
specific information at your earliest convenience. My e-mail
address is lfh2k@Virginia.edu.
 Sincerely,
 L. Holderness

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