Recently in the Writing Category

http://www.60secondrecap.com/resource/

How to Write a Paper

• 1: Get Psyched
• 2: The Thesis Statement
• 3: Organization
• 4: Proving you know what you're talking about
• 5: Your teacher is not a mind-reader
• 6: In Conclusion
• 7: Rah-rah-rah, etc.

In California, the governor's office reacts to hearing of a vulgar message hidden vertically in the first row of letters in this gubernatorial veto. As The Swamp puts it:

"My goodness. What a coincidence," a shocked, shocked Schwarzenegger spokesman Aaron McLear is quoted by the Associated Press as saying. "I suppose when you do so many vetoes, something like this is bound to happen."

Will I miss Geocities? No, not really. In 1998 or possibly 1999, I was teaching web authorship as part of a freshman composition class, and this page from a student project made me keep the "make a Geocities home page" and "make a creative hypertext" project around, even though every semester, a certain chunk of students complained about it. The plug has been pulled on Geocities, but I'm preserving a chunk of what it meant to me, as a teacher.

Miraculously, I, [Name], am able to create my own web pages.  The unthinkable is possible.  My ignorance about the computer world is coming to an end.  I am a student at the University of Eau Claire and I'm creating several web pages for English 110.  Come and check out my first web page at meet the family.  This link briefly summarizes a few childhood memories, personality traits, and individual hobbies. 

At the University of Eau Claire's home-page, you find information on UWEC's registration process, available classes, student services, job opportunities, blugold system, International exchange, and much more.  Search the UWEC home page to get a look at what the college has to offer.   

My English Professor, Dr. Jerz, and some of his students have created several web pages for faculty members and students to benefit from.  The Online Reading Room will guide you to helpful information on how to create a web page, how to write effective e-mails, top 5 tips for note taking, and more.    

If you like to play amusing, addicting computer games, try playing Eliza.  You make conversation with Eliza who listens and talks back.  She asks a lot of questions about your problems and sometimes does not make sense. 

English 110 with Dr.Jerz is not like the other English 110 classes.  His course page is the student's syllabus explaining the guidelines to assigned papers and projects.  Helpful examples of problems students run into when writing papers and creating web pages are also found at this site.  

My essay on how the Internet has affected my education. The challenges that I came across at college with computers were frustrating, but later greatly appreciated.  Computer skills are critical for college classes and in the end the frustration turns into gratitude.  

Read Martha's essay  one her web page about how the Internet has affected her education. She used the Internet in high school for fun and for note taking.  In college she now uses her computer skills for academic purposes.  Even though Martha uses the computer daily, she still feels much has to be learned.

 Danielle's essay is about her experience with the Internet.  She had some computer experience in her high school anatomy class looking at a fetal pig, but she came familiar with e-mail in college.  Now Dr. Jerz is challenging her and every student in English 110 to become less ignorant about the computer world.

For my creative hypertext, I wrote three essays from three different perspectives.  I wrote one essay from my dad's point of view, one from my point of view, and one from my point of view if I would still be living in Kansas today instead of living in Minnesota.  The three blurbs below give a brief summary of each essay.

Most students spent their spring break somewhere warm while I spent my break in Kansas visiting relatives.  A little conversation never hurt anyone even if it's farm talk.  With age comes an appreciation of understanding to not take history for granted.

Read from Dad's perspective of Kansas.  He tells how the vacation was through his eyes telling the highlights of the trip were seeing his sister, brother, and old friends.  Abilene recaptures old memories and by visiting he creates new.

Just imagine what life would be like if I would have remained living in Abilene.  Read the what if life where lived differently.   I go to college in Kansas, I am going to school to become a Vet (I hate animals), and I never had the chance to travel.  For my spring break, my brother and I take a trip to New York to visit my sister and trust me cowboy boots and hats don't fit in with the New Yorkers.

Clearly, the computer re-energized Bukowski and gave him new life as a writer. Yet much of Bukowski's late writing was about old age and death. The computer fit into this. In poems, letters, and in The Captain, Bukowski chronicled his struggles with the computer. The shutdowns, the lost poems, the time at the shop for repairs. This mirrored Bukowski's own health problems and trips to the hospital. The computer represented the writer in old age. The computer and the digital revolution also suggest the end of the book and of print. As a result, the computer spelled the death of the traditional author, a fact that must have struck Bukowski as he faced death himself. Yet all was not doom and gloom as the computer (old age and death) also provides the material and means for new poems. So the computer also represents the old writer's creative impulse. Jed Birmingham, Reality Studio

I don't use APA style, but this article about nine pages of corrections to the APA style manual caught my eye.

"It's egregious," said John Foubert, an associate professor of education at Oklahoma State University, who bought two copies of the book - one for his office and one for home - when it was released in July. "These are the standards for how we write our manuscripts and how our students write their papers .... The irony is so thick."

The corrections include four pages of "nonsignificant typographical errors" and five pages correcting errors in content and problems with sample papers in the book. The APA also released four corrected sample papers in their entireties. One correction is "Page 88 - Change last line under 'Exception' to read 'Spacing twice after punctuation marks at the end of a sentence aids readers of draft manuscripts.' " Another is "Page 64 - First paragraph, line 2, insert a comma after 'e.g.' " --Inside HIgher Ed

I just drafted a new handout on writing editorials. I couldn't find anything online pitched at the proper level, so I had to write it myself. (I'll probably be able to use a version of this in my freshman comp class too.)

Presume that your opponent has good reasons for disagreeing with you. Talk to people on the other side, and include some of their eloquent, well-argued points. Carefully and respectfully explain why your position is nevertheless more accurate (or ethical, or practical, or inspirational, or whatever).

• Avoid trying to make your opinion seem stronger by distorting the other side, either through exaggeration ("Animal rights groups would rather millions of people from cancer than have one animal die during a scientific experiment") or by using unflattering labels ("nicotine addicts who oppose my right to breathe fresh air..." "reactionary tea-baggers whose pathetic world-view is threatened by Obama's heroic economic vision..." ).
• Making "the other side" look evil or stupid may fool people who don't know what you are talking about, but people who do know something about the subject can (and will) write a letter to the editor correcting your misrepresentations.

All kinds of awesome metatronics going on here.

I'm looking for a current book that presents gaming theory at a level appropriate for a 200-level undergraduate course.  I have only scanned through the section of Tanja Sihvonen's work, Players Unleashed! Modding <i>The Sims</i> and the Culture of Gaming (PDF), that deals with Colossal Cave Adventure. I'm not too happy with what I found there, since it seems I disagree with a Wikipedia article. (See footnote 251.)

Yes, it is true that several of my sources claim a 1975-76 date, but the phrasing suggests that some of my sources might agree with the 1972 date.  In fact, except for people who were simply repeating what they had read about the creation of Colossal Cave Adventure, not a single one of the sources I interviewed specified a date before 1975, and the earliest digital evidence is dated 1977.  To put it another way, every single one of the sources who played Crowther's original game specified a date of 1975 or later.

Those "written sources, including the Wikipedia entry" that mention the 1972 date are wrong, as I explain in the article Sihvonen cites. (Why do I suddenly feel empathy for every B-movie mad scientist who shouts "Fools! I shall crush them all!"?)

I can, and do, regularly edit the Wikipedia entry to remove the factual errors, but what can I do to combat the errors that made it into print before I published what I found out about the timeline?

Of course, Sihvonen is right -- it is a fact that many sources have printed the 1972 date.  I listed several of these sources in the section of my article where I thoroughly debunk them.  And who am I to argue with ink on paper?  All I have on my side is thoroughly cross-checked oral testimony and e-mail messages from people who have first-hand knowledge of the events in question. How can that stand up against "many written sources"?  What was I thinking!

One day, perhaps I can spend months and years gathering primary information, carefully assemble it all in a coherent, insanely detailed package, get it peer reviewed by scholars who know what they are talking about, and then somehow, if fortune blesses my efforts, find a magic way that the full text of my findings could be available, for free, somewhere in an online digital network, so that I could direct interested readers to paragraphs 79-83 of a document located at http://www.digitalhumanities.org/dhq/vol/001/2/000009.html.

Interview with Stan Lee (comic guru, creator of Spider-Man)

If you were starting out now, do you think you would have started out in games rather than comics?
If I were young now and I wanted to do stories, I would very much want to get into the videogame business because it's the most exciting. Videogames and movies are the most exciting forms of entertainment. But a videogame in a way is more imaginative, it has more variety. In a movie you stick to the plotline, in a videogame you go in a million different directions. I have no idea how they're able to do that. It's like a miracle.

What advice would you give to a newcomer?
Well it's like anything else, if he or she wants to be a writer they should first study writing. Don't study comic writing, study writing - read literature, read the best writers you can find. Learn the language, learn how to use it. If you want to be an artist, you've got to study the best artists in the business and try to draw as well as they do. But too many people try to become artists in comics and they're not as good as the ones that are presently drawing the comics. --UK Guardian

It's a safe bet none of the world leaders meeting Thursday for the first day of the G-20 summit are aware that it's also National Punctuation Day. Rubin founded it in 2004 after he got fed up with seeing misplaced apostrophes and other transgressions by people who should know better -- newspaper reporters and editors, book publishers and billboard advertisers.

"No one cares," he says. "That's my pet peeve, that a lot of people who are doing this don't care. Where's their pride? Where's their self-esteem? Where's their drive to get it right?"

Falling on Sept. 24, National Punctuation Day promotes literacy by encouraging schools and businesses to conduct activities, programs, games or contests related to the almighty comma, period and apostrophe. It's listed in two directories published by McGraw Hill, "Chases Calendar of Events" and "The Teacher's Calendar."

Rubin also created a Web site, www.nationalpunctuationday.com, which lists the proper usage of punctuation marks and invites visitors to post photos of incorrect road or restaurant signs. --William Loeffler, Pittsburgh Tribune-Review

This is a rather weak example of tying a local story to an international news event, but I do enjoy obsessing about the details of language.

Thanks for the link, Mike.

I believe that the underlying facts about the Wikipedia phenomenon -- that the general public is actually intelligent, interested in sharing knowledge, interested in getting the facts straight -- are so shocking to most old media people that it is literally impossible for them to report on Wikipedia without following a storyline that goes something like this: "Yeah, this was a crazy thing that worked for awhile, but eventually they will see the light and realize that top-down control is the only thing that works."

Will the new, more gentle tool, be more widely used than protection was? I certainly hope so. We are always looking for ways to help responsible people join the Wikipedia movement and contribute constructively, while gently asking those who want to cause trouble to please go somewhere else.

Faced with the choice of preventing you from editing at all, versus allowing you to edit even though you might have bad intentions, we have erred consistently for the latter -- openness. The new tool, by making it a lot easier to keep bad stuff from appearing to the general public, is going to allow for a much more responsible Wikipedia that is, at the same time, a much more open Wikipedia. --Jimmy Wales, Huffington Post

Yes, I interact with students via e-mail and the Web. And computers can be great for teaching when it's difficult or impossible for students to get to a brick-and-mortar classroom. But for me, teaching involves f2f (there, you see, I've gone and used a computer term in a sentence). I want to listen to students talking to me, to one another, having a spontaneous conversation about the subject. It's fun. It's energizing. Online, I just don't feel that kind of electricity. It's probably just a personal preference.

But I do see some significant downsides to distance education. It's touted for all the wrong reasons. It's cheap: yes, perhaps, if you discount the price of the technology (it turns out that computers cost more than people, that computer techs cost more than entry-level instructors, and that software costs more, not less, than textbooks, and it must be constantly upgraded). --Dennis Barron

Silly headline, from a University of Washington press release.

Second, fourth and sixth grade children with and without handwriting disabilities were able to write more and faster when using a pen than a keyboard to compose essays, according to new research.

The study, headed by Virginia Berninger, a University of Washington professor of educational psychology who studies normal writing development and writing disabilities, looked at children's ability to write the alphabet, sentences and essays using a pen and a keyboard.

"Children consistently did better writing with a pen when they wrote essays. They wrote more and they wrote faster." said Berninger.

Assistant Professor of Composition/English

Institution: Seton Hill University
Location: Greensburg, PA
Category:
Faculty - Liberal Arts - English and Literature
Posted: 09/09/2009
Application Due: 11/13/2009
Type: Full Time
Notes: included on Affirmative Action email
Seton Hill University seeks specialist in Composition/Writing Studies for tenure-track, Assistant Professor of English, beginning fall 2010. The faculty member will teach composition and related courses in the Undergraduate Writing Program, with additional generalist responsibilities in English. 4/4 course load. A Ph.D. in Composition/Rhetoric is required. Additional experience in literature desired. Background in writing program administration, assessment, and/or writing in the disciplines favored.

Seton Hill University is a Catholic, liberal arts University, educating traditional and non-traditional undergraduate and graduate students. Classes are offered in a variety of formats - day, evening, and weekends. Seton Hill has a student-centered campus culture based on Catholic values, acceptance, community and service. The campus is located 35 miles east of Pittsburgh. Visit setonhill.edu for more information.

To apply, send a letter of application, curriculum vitae, official transcripts, a written sample of scholarship, a statement of philosophy of teaching composition, and a composition syllabus. Applications must be postmarked by November 13, 2009.
Application Information
Apply for this Position through My HigherEdJobs
Postal Address: Dr. Laura Patterson
Undergraduate Writing Programs
Seton Hill University
Seton Hill Drive
Greensburg, PA 15601
Email Address: patterson@setonhill.edu

In many ways, the Times' blogs are no different from anyone else's. But there's one organizational trick they employ very effectively: Division of Labor. Times bloggers don't work on their own. They don't handle every aspect of their blogs. Who does what is divided up to bring specific expertise to bear on different parts of each post. The result is I can crank out more posts, and those posts are better overall, than if we writers did everything ourselves. I know, not everyone wants to have other people involved in their blogging. But there's a reason people work in teams. --Paul Boutin

With this Wired article, Clive Thompson put me into a happy place, and I wanted to share it. He's quoting Andrea Lunsford:

"I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it--and pushing our literacy in bold new directions.

The first thing she found is that young people today write far more than any generation before them. That's because so much socializing takes place online, and it almost always involves text. Of all the writing that the Stanford students did, a stunning 38 percent of it took place out of the classroom--life writing, as Lunsford calls it. Those Twitter updates and lists of 25 things about yourself add up.

It's almost hard to remember how big a paradigm shift this is. Before the Internet came along, most Americans never wrote anything, ever, that wasn't a school assignment. Unless they got a job that required producing text (like in law, advertising, or media), they'd leave school and virtually never construct a paragraph again.

But is this explosion of prose good, on a technical level? Yes. Lunsford's team found that the students were remarkably adept at what rhetoricians call kairos--assessing their audience and adapting their tone and technique to best get their point across. The modern world of online writing, particularly in chat and on discussion threads, is conversational and public, which makes it closer to the Greek tradition of argument than the asynchronous letter and essay writing of 50 years ago.

Although Wikipedia has prevented anonymous users from creating new articles for several years now, the new flagging system crosses a psychological Rubicon. It will divide Wikipedia's contributors into two classes -- experienced, trusted editors, and everyone else -- altering Wikipedia's implicit notion that everyone has an equal right to edit entries.

That right was never absolute, and the policy changes are an extension of earlier struggles between control and openness.--Noam Cohen, New York Times

Wonderful stuff from Steven Krause.

Representing the world champion, the "going to hell in a hand-basket," the eternal the youth are getting worse and worse, and carrying on the tradition of complaining about students that dates back in western culture to at least Isocrates, I give you Stanley Fish's "What Should Colleges Teach?" on his New York Times "blog." Judging by the many comments here that repeat "oh yes, the students are so much worse today than they used to be," he's clearly the champ and the crowd favorite.  And why wouldn't he be?  Isn't it much more satisfying for grown-ups to note the weaknesses of youth?  After all, to do so simultaneously suggests that the grown-ups of today are both "better" than the current youth, and it suggests that the previous youth (e.g., today's grown-ups) were also better than the current youth ("When I was their age, we learned this stuff.  But now...").

In the challenger's corner, we have Clive Thompson and his WIRED article "The New Literacy," in which he argues that "it's not that today's students can't write.  It's that they're doing it in different places and in different ways."  Boos from the crowd; looks like Thompson has an uphill battle.  Let's see how this works out.

(Ding-ding-ding!)

I love the scare quotes for Fish's "blog".

I bought my Olympia Monica S in Croydon, south London, from an office supply shop when I was 20. It was a decisive moment. I wanted to write and a typewriter was the essential tool of the trade, an instrument every bit as vital as a paintbrush is to a painter or a guitar to a guitarist. Longhand was never an option. Acquiring a typewriter, particularly if you had no plans to become a secretary, was a sign of identity, a declaration of commitment and intent. .. [T]he computer has never been a dedicated writing tool -- writing is the least of it -- and everyone uses them. They are somehow both more marvellous and more ordinary. That's why there isn't a shred of romance in the idea of a writer and his or her personal computer.--Rick Poynor

Any college professor knows the depressing feeling that comes when you stay up late marking a stack of papers, and a high percentage of students don't even bother to pick them up.  One instructor made an art installation out of abandoned student essays. 

As an instructor of art for the past 7 years, I have had the disheartening experience of encountering illiteracy at the college level with a frequency that far exceeded my expectations. Having taught at the University of California, Santa Barbara; Fresno City College; Hillsborough Community College in Tampa, FL; and Bakersfield College, I decided to collect the hundreds of student essays written for my classes that were abandoned by their authors (the fact that these students did not find the retrieval of their work to be important was in many ways discouraging enough). I decided to archive these student essays as documentation of the growing illiteracy problem, for what I found in the contents therein mirrored and sometimes surpassed the following data.


--Look Like If The Words Are Bleeding

I suppose, too, that there's some self-selection involved -- perhaps the students who care least about their writing are the most likely to abandon their essays, while the best writers were proud of their work and wanted to pick it up. A lively discussion on the comments page.

The context in which the students' intellectual property is used -- as evidence of the nation's illiteracy -- is problematic, as is the fact that the students weren't given the opportunity to consent to their work being used this way.

Many specific things come to mind when I ponder writing a 200 word paragraph on my identity as a writer. First of all, when I think of producing that many words about my writing identity, I think of my ability to start immediately writing, using the first thing that pops into my head, since the word count is so important.  A second tip for producing the required number of words on my identity as a writer is to repeat the assigned writing topic as many times as possible. But most of all, I think of how useful it is to begin with a couple of unrelated points about my identity as a writer, and then bring in a random third point, unrelated to the first two, and by calling it my "most important," giving the impression that I am building towards a conclusion. Finally, after repeating my points about starting with the first thing that pops into my head, frequently repeating the assigned topic, and picking a random point to call the "most important," I can squeeze out more words by summarizing what I've written. Therefore, I hope these 200 words convey a specific point about who I am as a writer.

Interesting pair of essays in The Chronicle Review. I may use this in my journalism class for a unit on statistics, advocacy, and the importance of open-minded skepticism in the reporting of the news.

Christina Hoff Sommers, in her essay "Persistent Myths in Feminist Scholarship" (The Chronicle Review, online edition, June 29), criticized Nancy K.D. Lemon, a lecturer in domestic-violence law at the University of California at Berkeley's School of Law, for publishing errors in the popular textbook she edits, Domestic Violence Law, and for not taking seriously her continuing criticisms of the book. "One reason that feminist scholarship contains hard-to-kill falsehoods is that reasonable, evidence-backed criticism is regarded as a personal attack," Sommers charged. Following is Lemon's response to those criticisms and Sommers's rebuttal. Sommers is a resident scholar at the American Enterprise Institute.

[The] story is told of a music critic who was sent to a concert hall in Chicago to review a performance. When he found the hall burning down, he went home and went to bed. In the morning he explained, "There was no story. The concert hall burned down."

I trust these stories are apocryphal, but they serve to illustrate the difficulty of defining news.

There is some truth in the statement that good news is not news. Good news is the stuff of life. It is what happens to most of us most of the time. We survive. We prosper.

But if happiness was all we had to read about, we'd be very bored indeed. -- Jack Smith, LA Times (1987)

Here's how Ebert ended a review he wrote yesterday:

It's said that Richard Harding Davis was dispatched by William Randolph Hearst to cover the Johnstown flood. Here was his lead: "God stood on a mountaintop here and looked at what his waters had wrought." Hearst cabled back: "Forget flood. Interview God."

A wonderful story. Checking out the quote online, I found a blog entry by Dennis G. Jerz of Seton Hill University, reporting that I have related this same story four times in print since 1993, sometimes changing it slightly. Good gravy! My only defense for using it once again is that it's more interesting than anything else I could write about "The Answer Man." -- Roger Ebert

He's talking about "Forget Flood. Review Movies."

I'm all for training students in fact-gathering, clear writing, and getting a sense of the outside world. But I'm wondering if the time-honored student newspaper is still the best way to do that.

Has your campus found a more contemporary way to get students the benefits that newspapers used to offer? Maybe a way that doesn't automatically doom them to the ashbin of history? -- Dean Dad, Inside Higher Ed

Here's the comment I just submitted:

At the first meeting of a journalism class this past January, I tore up a copy of the student paper.

I'm the adviser for that paper, so I softened the blow a bit by first assuring the students that I thought it was a good issue -- well designed, with accurate and lively content -- and that it was serving its on-campus audience well.  We have no intentions of dropping the print edition, or even scaling it back. But I did feel the need to dramatize the deep, permanent changes that journalism had undergone during the past year.

I was hired in 2003 to start a "new media journalism" program at a small, private liberal arts school.  Our NMJ students regularly blog, and I've taught classes on podcasting, web design, and gaming culture.  Our program aims to provide students with core writing skills and transferable new media skills -- not the least of which being how to use a complex software tool, and the ability to integrate several such tools (and whatever new tools they will encounter after they graduate) with their core writing skills.

Even in the middle of a huge shakedown in the journalism business, our recent graduates have been hired in the past year at a major network in New York, and at a community daily here in southwestern Pennsylvania.  Some have found jobs in related fields (technical writing, editorial assistant, paralegal), while others have opted to use their skills in grad school or the Peace Corps.

Combining words and technology can be a tough sell; some of our best writers in the program have made it known that they can hardly stand computers.  But I refuse to prepare students for a profession that will not exist by the time they graduate.

Within five years:

(1) Many online journals and magazines now only publishing traditional text-based fiction and poetry will, as part of their online offerings, publish digital literature on a regular basis;

(2) Most major universities and many colleges (if they don't already) will offer courses in New Media, and those courses will cover/include digital literature;

(3) Accomplished scholars who assess the whole of digital literature by examining exemplary models from early hypertexts will be saying "oops!" and seeking a vocabulary that accepts the continual flux and explosive change of current practices in digital literature;

[...]

--Alan Bigelow, Netpoetic

The cause of the decline in handwriting may lie not so much in computers as in standardized testing. The Federal Government's landmark 1983 report A Nation at Risk, on the dismal state of public education, ushered in a new era of standardized assessment that has intensified since the passage in 2002 of the No Child Left Behind Act. "In schools today, they're teaching to the tests," says Tamara Thornton, a University of Buffalo professor and the author of a history of American handwriting. "If something isn't on a test, it's viewed as a luxury." --Clare Suddath, Time (via Annette Vee's Facebook posting)

I'm teaching "Writing about Literature" this fall, so I should be up on the new changes in MLA format.  (Via the Reeves Library blog.)

I like some of the changes in MLA 2009, including labeling the source of a publication ("Web" or "Print" or "DVD" or the like) and standardizing italics instead of underlining (which has become strongly associated with web hyperlinks). 

I have mixed feelings about the de-emphasis of the URL, though, since it formulates the omission of information that could be very useful to future scholars. Here is how the Purdue OWL puts it:

No More URLs! While website entries will still include authors, article names, and website names, when available, MLA no longer requires URLs. Writers are, however, encouraged to provide a URL if the citation information does not lead readers to easily find the source. --Purdue OWL

URLs from databases, which generally end up crammed full of soon-to-expire session IDs and irrelevant search terms, are useless in a bibliography, so I won't miss them. 

But URLs of static pages can be very useful, particularly if the paper is submitted electronically.  The MLA is still very backwards when we compare our bibliographic procedures with the disciplines of math or engineering, which long ago standardized citation methods, so that whole bodies of papers can be slurped up into a database and the resulting data massaged endlessly.

There might be several different pages in a blog that contain the same information -- such as the blog home page, another page that shows entries from the last month, a category list that shows the last 20 entries, and the permalink. So, a scholar may "easily find the source" on the day he or she looks it up, but weeks or months or years later, that same page may only appear in the static date-based archives and in the permalink.

Lunar Lander -- the game -- at 40.

Among the millions who watched the Apollo 11 landing was a 17 year old Massachusetts high school student named Jim Storer. In the fall of 1969, around the time of the Apollo 12 launch, Storer took his inspiration to class with him. There, he programmed a simple text-based simulation of humanity's greatest technological achievement on his school's Digital Equipment Corp. PDP-8 minicomputer system.

Clearly by "Them" the sign means "dogs," but the since the sign refers instead to "Your Dog," so it was already in need of some attention even before this alteration took place. Via Bryan Alexander.