![]() Nancy Bunge has noted: "Students realize that if they do not grapple with difficult, abstract texts, they will miss an important dimension of human learning and thinking." 2 Does this comment represent the last gasp of a moribund print culture? Is it the desperate hope of one whose livelihood may be going the way of the farrier? Nay, let me borrow from Mark Twain: the reports of the death of writing are greatly exaggerated. Is reading dead? Is the teaching of writing becoming a more difficult exercise because of these mounting cultural pressures against reading and writing? It appears that we might as well "stop the sea" (as Leopold Bloom muses in Ulysses) as take up arms against the onslaught of multimedia.īut instead of relying on the predictive power of the Magic 8-Ball to respond "Outlook not so good" for writing, perhaps we should choose "Ask again later" as a better response. And the Modern Language Association annual convention in December 2008 opened with a panel on multimedia. THE PERSISTENCE OF MEMORY MEANING ESSAY HOW TOThomas Burkdall ( ) is an Associate Professor in English Writing and the Director of the Center for Academic Excellence at Occidental College in Los Angeles.Ĭomments on this article can be posted to the web via the link at the bottom of this page.Īn intellectual apocalypse may be looming: Caleb Crain informs us that the "Twilight of the Books" is upon us, whereas Steve Jobs tells us that the concept of Amazon's Kindle is "flawed at the top because people don't read anymore." 1 At the Conference on College Composition and Communication in March 2009, workshops focused on how to assess multimodal assignments, rather than the traditional essay. ![]()
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