ENG 1112- Test 3 DGD Handout

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1 ENG 1112 G: Test 3 DGD’s (November 15, 22 and 29; Test 3 is on December 6) Reminders • Report 1 is due on November 4 (but may be submitted late with penalty; see report instructions in the basic-course documents folder on Brightspace). • Guidelines for APA style are in the Maimon et al. reading on Ares. Information about your last DGD on Wednesday, December 8 at 10 am (a Thanksgiving make- up) Your last DGD on December 8 will be an editorial “office hour.” It will work as follows: • Attendance is not required for the last DGD, so you will not lose attendance points if you choose to not attend. • We are planning to give you your graded Report 1 back no later than one day before that last DGD. • There will not be any exercises or another formal plan for the last DGD. Instead, the DGD will be an opportunity to join the Zoom meeting and ask questions about the feedback you got on Report 1 or any other questions related to your final report. You can do that in one of the following ways: (1) If you feel comfortable to share your report with everybody attending the meeting, you can “share screen” and ask your DGD leader questions while the other people attending are listening. (2) If you prefer to ask questions more privately, ask your DGD leader to create a breakout room where you and your DGD leader can Zoom-meet. (3) If you prefer to meet with your DGD leader outside of the timeframe of the last DGD to ask questions relating to your final report or other aspects of the course, please email your DGD leader (email address is in the syllabus) and indicate your preferred day/s and schedule availability. Also indicate if you prefer to meet by phone or by Zoom. Activity 1: A discussion of Sana et al.’s "Laptop multitasking hinders classroom learning for both users and peers," on Ares (this activity is not depicted on the slides) This article is about the traditional classroom. As you discuss it, please also reflect on the complications and the nuances that online learning due to COVID-19 adds to the situation. How do you see the future of education evolving? How does this article about the traditional classroom enrich your understanding of the benefits and detriments of online learning? Question 4 will ask you to reflect on these issues. (1) The use of laptops in class is beneficial but sometimes also problematic. Why is the use of laptops in class potentially problematic? Begin the discussion with discussion question 45.

2 (2) Explain the authors' use of the term "multitasking." What is potentially problematic about their use of the term? (3) Which solutions to the problem of electronic distractions during lectures do the authors propose? What do you think about those solutions? Begin the discussion with discussion question 46. (4) This article is about the pre-COVID classroom. As you discuss it, please also reflect on the complications and the nuances that online learning due to COVID-19 adds to the situation. How do you see the future of education evolving? How does this article about the pre-COVID classroom enrich your understanding of the benefits and detriments of online learning? (5) Your DGD leader will display a Globe and Mail article based on the scholarly article we have discussed. Read the Globe and Mail article and discuss how the experience of having read the two articles has contributed to your understanding of the difference between scholarly and non- scholarly sources. Depending on your browser, this Globe and Mail article may or may not be behind a paywall. I will not ask you about the Globe and Mail article in question (5) on Test 3. (6) What might you learn from this article that is relevant to editing your report in this course? Your DGD leader will point out sentences and paragraphs in the article to discuss. 1. Discuss how the title might be improved: “Laptop Multitasking hinders classroom learning for both users and nearby peers.” 6.2 What do you think about the use of “you” in “Multitasking is ingrained in our daily lives. As you read this article, you may also be attending to a text message, sipping coffee, or writing out a list of to-dos.” 6.3 Discuss the use of the semi-colon in the following: “Such a lifestyle is intended to increase efficiency; however, there are limitations to how well multiple tasks can be carried out concurrently” (Broadbent, 1958). 6.4 Discuss the following paragraph (after the title Experiment 1): In Experiment 1, we investigated whether multitasking on a laptop would hinder leaning as measured by performance on a comprehension test. All participants were asked to attend to a university-style lecture and take notes using their laptops as a primary task. Half the participants, by random assignment, received additional instructions to complete a series of non- lecture-related online tasks at any convenient point during the lecture. These tasks were considered secondary and were meant to mimic typical student web browsing during class in terms of both quality and quantity. We hypothesized that participants who multitasked while

3 attending to the lecture would have lower comprehension scores compared to participants who did not multitask. 6.5 discuss the concluding paragraph: In order to effectively integrate technology into the classrooms, we must continue to examine the consequences—both positive and negative—of technology use on learning. While the present research examined only foundational learning from a lecture (i.e. immediate learning), future research could examine the effects of multitasking on longer-term retention, and could investigate subject material differences. Cognitive theories of divided attention dual task performance can help us understand the nature of how we learn and what distracts us. Applied research, using randomized experimental design, will allow us to examine ways in which on-task activities during learning can be maximized and distraction minimized. We must ask ourselves: Under what conditions do the benefits of laptop use outweigh the detriments. Ultimately, engaging instructors and dedicated learners will need to work hard and stay focused to keep classroom learning at an optimal level. Activity 2: Tone Discuss and correct problems with tone in the following examples: (1) Imagine that the following is taken from a consumer digital camera manual: The most common cause of perceived failure in the Crambola 5000 digital camera is an uncharged battery. Batteries not only discharge rather rapidly with use but also discharge during period of disuse (Rosenberg, page 121). (2) Fong and Nisbett completely overlooked the effect of gender on blood pressure (adapted from APA, page 66). (3) Imagine that your future place of employment asks you to write feedback about a writing seminar that employees were required to attend. You write, “The seminar was boring. It is ridiculous to expect engineers to study grammar.”. (4) Assessing the problem of malaria, we can see that infants are especially susceptible to it (add reference from a source). (5) So now that you are a university student, how should you manage your time to achieve success? This is an overwhelming question. (6) Roger Penrose (1989) believes “that imitation, no matter how skilful, ought always to be detectable by skillful enough probing.” In this quote we can see that he is skeptical of the ability of artificial intelligence to imitate humans (10).

4 (7) The following question is inspired by principles taught in Gregory Younging’s Elements of Indigenous Style . Brush Education. Kindle Edition. You are not asked to correct the sentence but rather to explain what is problematic about it. Our indigenous people grew wild rice (manoomin) as a part of their traditional diet. (8) The following is quoted from Gregory Younging’s Elements of Indigenous Style . Brush Education. Kindle Edition. P. 001. In your opinion, is there a problem or is there no problem with the tone of these sentences? “The paramount purpose of literature focusing on a specific cultural group should be to present the culture in a realistic and insightful manner, with the highest possible degree of verisimilitude. However, the body of literature on Indigenous Peoples mostly fails to achieve this standard. The failure has been a long-standing concern of Indigenous Peoples in Canada. The failure comes from a colonial practice of transmitting ‘information’ about Indigenous Peoples rather than transmitting Indigenous Peoples’ perspectives about themselves.” (9) For question 9, read the following commentary about Laura Ingalls Wilder’s The Long Winter . Rather than correcting a problem in tone, discuss what you have learned from The Long Winter about the challenges of professional tone. (Note: While Laura Ingalls Wilder’s nine books are often classified as “children’s books, Ingalls Wilders did not originally intend her memoirs to be for children, and the books contain a wealth of technical and scientifically relevant information.) Readers who grow a0ached to the character of Caroline, Laura’s mother (Ma), in Laura Ingalls Wilder’s series about the American se0ler experience can rely on Ma to behave predictably in the face of challenge—she is strong, mild mannered, opImisIc and resilient. However, for a woman who has faced many tough but ulImately manageable challenges with equanimity, Caroline’s outburst in The Long Winter , Ingalls’s novel about the winter of 1880-81 in De Smet, Dakota Territory, seems out of character. It begins when Laura’s father makes the painful announcement to the family that “the railroad has stopped running trains, Ill spring:” Ma threw up her hands and dropped into a chair. “How can it be, Charles? It can’t. It can’t do that. Till spring? This is only the first of January.” “They can’t bring the trains though,” said Pa. “They no sooner get a train through a cut than a blizzard comes and snows it in again. They’ve got two trains between here and Tracy, snowed under between cuts. Every Ime they cleared a cut they threw up the

5 snow on both sides, and now all the cuts are packed full of snow to the top of the snowbanks. And at Tracy the superintendent ran out of paIence.” “PaIence? Ma exclaimed. “PaIence! What’s his paIence got to do with it I’d like to know! He knows we are out here without supplies. How does he think we are going to live unIl spring? It isn’t his business to be paIent. It’s his business to run the trains.” (213-214) It is only with some reassurance from her husband that Caroline regains what the readers recognize as her characterisIc composure: “Now Caroline, “ Pa said. He put his hand on her shoulder and she stopped rocking and rolling her hands in her apron. “We haven’t had a train for more than a month, and we are ge‘ng along all right, he told her. “Yes,” Ma said. “There’s only this month, then February is a short month, and March will be spring,” Pa encouraged her. (214) In reality, the se0lers do not get along quite all right. In the winter of 1800-81, the inhabitants of Dakota territory suffered some of the worst winter condiIons recorded in history, with blizzards every few days from October to April. As a consequence, at a Ime that predated snow blowers, the trains that carried much-needed supplies to towns were blocked on the heavily snowed-on tracks. The se0lers in De Smet were stranded in their thinly insulated newly built houses with no coal or wood and barely any food lee. Laura and her father spent the working hours each day twisIng the hay they collected in the fall into “logs” of hay to warm the house, while Laura’s mother and sisters used the coffee grinder to grind the limited supply of wheat they had lee into ﬂour. Aeer all other meager supplies ran out, brown bread became their sole source of nutriIon. Both hay twisIng and wheat grinding in the cold house were physically and mentally draining—and the fear of death was real. The train company knew that the residents of De Smet desperately needed them to find a way to bring the train into town. However, weather was an antagonist, and the frequent blizzards doomed each a0empt to failure: The engineers climbed into their locomoIves. Then the man on the front engine got down again. The men of the work crews were standing around in the snow, stamping their feet and beaIng their hands to keep warm. They crowded in to hear what the engineer was going to say, but he walked up to the superintendent and said it just the same.

6 “I quit,” he said. “I’ve been driving a locomoIve for fieeen years and no man can call me a coward. But I’m not taking any orders to commit suicide. You want to send a locomoIve up against ten foot of frozen snow at forty miles an hour, Mr. Superintendent; you can get some other man to drive it. I quit, right here and now.” Pa paused, and Carrie said, “I don’t blame him.” “I do,” said Laura. “He oughtn’t to quit. He ought to figure out some other way to get through, if he thinks that way won’t work. I think he was scared.” “Even if he was scared,” Mary said, “he ought to do as he was told. The superintendent must know best what to do or how would he be the superintendent?” “He doesn’t know best,” Laura contradicted. “Or he’d be keeping the train running.” “Go on, Pa, go on!” Grace begged. . . . Pa went on. “The superintendent looked at that engineer, and he looked at the men standing around listening, and he said, ‘I’ve driven a locomoIve in my Ime. And I don’t order any man to do anything I won’t do myself. I’ll take that thro0le.’ “He climbed up into the locomoIve, and he set her in reverse, and the two locomoIves backed off down the track. “The superintendent kept them backing for a good long two miles, Ill they looked smaller than your thumb, far off down the track. Then he signaled with the whistle to the engineer behind and they both put on the steam-power. “Those locomoIves came charging down that two miles of straight track with wide-open thro0les, full speed ahead and coming faster every second. Black plumes of coal smokes rolling away far behind them, headlights glaring bigger in the sunshine, wheels blurring faster, faster, roaring up to fiey miles an hour they hit that frozen snow.” . . . . “Then up rose a fountain of ﬂying snow that fell in chunks for forty yards around. For a minute or two no one saw anything clear, nobody knew what had happened. But when the men came running to find out, there was the second locomoIve buried halfway in the snow and the engineer crawling out of its hind end. He was considerably shaken up, but not hurt badly enough to menIon. . . . That first locomoIve had run full speed, head-on into that snow, its full length. It was hot with speed and steam. It melted the snow all around it and the snow-water froze

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