[nabs-l] in class writing

Sat Jan 12 02:38:47 UTC 2013

Mauricio,
  I can't see an acceptable reason.  That doesn't mean that,
hypothetically, there isn't one.  I just can't fathom how this is
fair, but maybe there's something I'm missing.
  Best,
Kirt

On 1/11/13, Mauricio Almeida <mauriciopmalmeida at gmail.com> wrote:
> true.
> I am against any alternative which give us unfair advantages, and this would
> absolutely be one of these cases.
> given all the points we made, there is no acceptable reason one would do
> that.
>
> mauricio
> On Jan 11, 2013, at 9:18 PM, Kaiti Shelton <crazy4clarinet104 at gmail.com>
> wrote:
>
>> Kirt,
>>
>> I have to agree with you there.  I could see it being justifyable if
>> there were no other alternative, but the whole point of the time limit
>> is to spark critical thinking and let the teacher know whether or not
>> you really know the material well enough that you can recite it back
>> or readily expound upon it with your own logic.  I would actually be
>> fearful of trying to do something like that out of class without the
>> same time limit and professor supervision as everyone else because
>> then the professor would have every right to consider that I checked
>> either my notes, textbook, or the internet before writing something
>> down.  That's an issue I would rather avoid completely.
>>
>> What I've also found at my university, where for most of my professors
>> I'm the first blind student they've come into contact with, the more
>> you can do just like your sighted peers the better their impression is
>> of you.  It may sound kind of silly, but I think it's true; one of my
>> professors said last semester that she had no idea blind students
>> could be so independent in their classwork because she assumed that I
>> would actually need or frequently use all the accomodations I have
>> been approved for.  This not only makes them good allies for you tou
>> in cases where you need letters or recommendation or something, but it
>> also helps pave the way for future blind students they might teach
>> because they'll know to treat them like any other student and hold
>> them to the same standards.
>>
>> Sorry for my ranting blurb at the end.
>>
>>
>>
>> On 1/11/13, Kirt <kirt.crazydude at gmail.com> wrote:
>>> Ashley and Carly,
>>> I am slightly curious how you justify doing work that everyone else does
>>> during their class time at home, especially since you seem to have
>>> alternative methods available to do the work at the same time as
>>> everybody
>>> else? In my mind, these writing assignments are given precisely because
>>> class time is short, and professors want to test how well you can write
>>> under pressure, with a limited amount of time and a prompt you may not
>>> have
>>> had the chance to think about before hand. To me, doing that kind of work
>>> at
>>> home, well you have all ready learned what the prompt is in class, is
>>> definitely an unfair advantage over your classmates. If I am wrong, I
>>> apologize. Please enlighten me.
>>> Warmest regards,
>>> Kirt
>>>
>>> Sent from my iPhone
>>>
>>> On Jan 11, 2013, at 6:53 PM, "Ashley Bramlett"
>>> <bookwormahb at earthlink.net>
>>> wrote:
>>>
>>>> Carley,
>>>> I do the same as you usually.
>>>> I take note of the class assignment and do it at home on my trusted
>>>> desktop.
>>>> If the professor is proactive, he or she will email me the topic before
>>>> class so I can bring the assignment to class.
>>>>
>>>> Fortunately, all professors seem fine with me emailing them as long as
>>>> I
>>>> email it them soon after class.
>>>>
>>>> Ashley
>>>>
>>>> -----Original Message----- From: Carly Mihalakis
>>>> Sent: Friday, January 11, 2013 12:38 PM
>>>> To: National Association of Blind Students mailing list ; National
>>>> Association of Blind Students mailing list
>>>> Subject: Re: [nabs-l] in class writing
>>>>
>>>> Good morning, Aleeha, Ashley and other interesteds,
>>>>
>>>> As far as in-class writings go, what seems to work best for me is to
>>>> take note of what is being required the class write on at the time,
>>>> then going home and composing the material on my desktop before
>>>> emailing it to instructor. That way, the same "in-class" effect is
>>>> captured despite it happpening to not be composed in the physical,
>>>> classroom. In testing situations however, of course I bring the
>>>> notebook to one of those testing areas and write the test out.
>>>>>    If you are concerned about the possibility of your laptop getting
>>>>> stolen, here are a couple of things to consider.
>>>>> 1. Most other students carry laptops, phones, and other electronic
>>>>> devices with them to classes. I don't think that someone would
>>>>> specifically target your laptop to steal, especially with many other
>>>>> students and your professor also in the classroom.
>>>>> 2. As others have said, you can get a flash drive, usually very low
>>>>> cost, and put a doc or text file of your work on that drive in order
>>>>> to exchange it with other students and/or your professor.
>>>>> A good thing to keep in mind as well that some others have already
>>>>> hinted at is to have a very open conversation with your professor
>>>>> either before classes start or during the very first week of classes.
>>>>> Ask what is to be expected from the class, the different possibilities
>>>>> for in-class assignments, and the possible work-arounds for any
>>>>> problems that you or your professor might forsee.
>>>>> Aleeha
>>>>>
>>>>> On 1/10/13, Arielle Silverman <arielle71 at gmail.com> wrote:
>>>>>> Hi all,
>>>>>> I want to make another plug for netbooks. They aren't much bigger
>>>>>> than
>>>>>> Braille Notes, so you can easily fit it in your backpack, and a
>>>>>> netbook can do just about anything a laptop can. Plus it only costs
>>>>>> about $300 and the built-in battery can last for up to six hours. I
>>>>>> think it really is a good idea for any blind student to carry some
>>>>>> kind of mainstream computing device to class, whether that is a
>>>>>> laptop, netbook, or even an I-device so that you can easily
>>>>>> communicate in writing with sighted professors and peers. Braille
>>>>>> Notes are great and can be a wonderful supplement to a mainstream
>>>>>> computing device, but the computing technology Braille Notes use is
>>>>>> neither mainstream nor up-to-date.
>>>>>> Arielle
>>>>>>
>>>>>> On 1/10/13, Deb Mendelsohn <deb.mendelsohn at gmail.com> wrote:
>>>>>>> Don't you have a laptop that you could email in class to the
>>>>>>> professor?
>>>>>>> Maybe RSA should get you one with JAWS on it.
>>>>>>>
>>>>>>> Deb
>>>>>>>
>>>>>>>
>>>>>>> On Wed, Jan 9, 2013 at 5:47 PM, Ashley Bramlett
>>>>>>> <bookwormahb at earthlink.net>wrote:
>>>>>>>
>>>>>>>> Hi all,
>>>>>>>>
>>>>>>>> Professors ask us students to do in-class writing sometimes.
>>>>>>>> Typically
>>>>>>>> its
>>>>>>>> unannounced; its not like its on the syllabus but the professor
>>>>>>>> knows
>>>>>>>>>>> it
>>>>>>>> usually; I mean they know when they will assign in class writing.
>>>>>>>> Students
>>>>>>>> are given a certain  amount of time to write and then hand in the
>>>>>>>> writing.
>>>>>>>> They may share the writing with each other or the class as well.
>>>>>>>>
>>>>>>>> How do you handle in class writing assignments? Do you write them
>>>>>>>> on
>>>>>>>> a
>>>>>>>> notetaker or laptop you take to school? How do you hand it in since
>>>>>>>> we
>>>>>>>> are
>>>>>>>> not writing on paper? So far, I've usually written outside class
>>>>>>>> and
>>>>>>>> emailed the copy to the professor.
>>>>>>>>
>>>>>>>> I have good enough braille skills to read from my braille display
>>>>>>>> to
>>>>>>>> other
>>>>>>>> students, but I don't usually finish the writing.
>>>>>>>> I wish there was a computer lab in every building. Then I could
>>>>>>>> walk
>>>>>>>> over
>>>>>>>> there, type my writing prompt and then email it to the professor.
>>>>>>>>
>>>>>>>> I look forward to ideas.
>>>>>>>>
>>>>>>>> Ashley
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>>>>>>>
>>>>>>>
>>>>>>> --
>>>>>>> *Deb's Cell:  520-225-8244*
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>>
>>
>> --
>> Kaiti
>>
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