Writing On- and Offline

Activity 1: How I Feel about Writing

Reflect on the feelings you have about writing by answering the following questions:

1. When I receive a writing assignment, my initial reaction is . . .

2. Do you ever write for pleasure? When? Under what circumstances?

3. Which writing experiences are particularly pleasant for you? Which are unpleasant?

4. What tools do you need to gather when preparing for a lengthy writing assignment? Do you have special pencils or pens? A favorite chair? Do you prefer to use a computer?

5. Are you particularly good at finding ways to put off writing tasks? Do you do anything to prevent this?

6. When faced with a lengthy writing assignment, how do you decide what to write? How do you organize your thoughts?

7. When you take a test that involves writing, such as an essay test, how do you approach it? Do you outline your responses? Do you do anything to gather your ideas?

Activity 2: My School Experiences

1. Describe one of the successful experiences you've had so far in your years in school.

2. What made the experience successful? Think of the teacher's methods, the subjects you were studying, how you did your work, interactions you had with others, and other elements of the experience.

3. What did you learn from it?

4. Did you ever have a "light bulb" experience -- in which you suddenly "saw the light" about something that had seemed beyond understanding before? If so, how did it happen?

5. Describe an unsuccessful experience or failure you had in school.

6. Why did it occur? What choices did you make to contribute to it?

7. What did you learn from it?

Activity 3: Where Does My Time Go?

1. On the typical weekday morning, what time do you wake up? When would you prefer to wake up if you had the choice?

2. On the typical weekday evening, when do you go to bed? Would you prefer to go to bed at some different time?

3. Would you characterize yourself as a "morning person," who accomplishes the most in the early morning, or do you see yourself more as a "night person," who is most comfortable doing work in the evenings? What implications does this have for your scheduling of classes and when you do the most work?

4. Do you generally get to classes early, late, or on time? Why? How does this pattern affect your experience and performance in class?

5. If a day suddenly contained more than 24 hours, how would it change your life? What would you do with the extra time? Do you think you would accomplish more?

6. Generally speaking, how would you characterize your time management skills? What would be the benefit to you personally if you could manage time more effectively?

Activity 4: How I Learn

1. Suppose a friend is teaching you a new and complex procedure (such as a complicated card game or the way to use a piece of computer software). Do you prefer to get the "big picture" first, or the details?

2. Do you think you would ask your friend to slow down while you get the details, or are you impatient to get started? Would you rather try doing it while your friend talks you through it?

3. Do you tend to picture things while you're learning?

4. When you're in class, what do you do during lectures -- try to write down the instructor's exact words, draw pictures, jot down a few big ideas, doodle, tune out?

5. When someone gives you directions to a new place, what do you do?

6. Would you rather read a newspaper, listen to the news on the radio, or watch it on TV? Why do you think you have this preference?

7. When you get a new piece of electronic equipment, do you like to read the instructions or just "play with it" until you get the hang of it?

Activity 5: How I Feel about Computers

1. If you had to characterize your general reactions when you hear the word "computer," what would you say?

2. How would you characterize your level of computer use in the past?

3. Do you anticipate that your level of computer use will change? Why or why not?

4. How satisfied do you feel with your level of expertise in using computers?

5. Do you enjoy learning new information about computers?

6. How do you feel about classmates who are experts in the use of computers? Do you think of them as "computer geeks"? Why do you think this stereotype about computer experts exists?

7. Do you think it is necessary to know how computers work in order to be able to use them effectively?

8. Do you think it is harder for older adults to learn about computers? Why or why not?

9. How comfortable are you asking for help if you have problems using a computer?

Activity 6: My Computer Experience

Directions: Find the website of the company that makes thte computer you're working on right now by clicking here. How does the image of the computer presented on the website mesh with your experience using it? What accounts for the differences, if any?