"telescopictext.org is an extension of telescopictext.com, and is primarily a set of tools for creating expanding texts in a similar way. The tools can be found by clicking Write in the navigation at the top. Texts will house an ongoing collection of selected texts. Resources provides help for using this website, and also any news, updates, guides, support and a Q&A.; If you need further information or help, contact info@telescopictext.com. You can Register in order to save and publish texts, or Sign in if you already have an account. If you like what you find here and you want to help support it you can Donate."

[Not really sure how to describe this sort of writing. Don't miss the button at the end, which initiates an animation/alteration of the text, then reappears multiple times for additional iterations.]

"How to read a game that never ends.

Infinity Blade is a game about iteration, about retreading old ground, about the small changes that surface across endless repetitions."

[Referenced here: http://www.designculturelab.org/2012/02/26/hi-my-name-is-anne-i-make-stuff-with-words/ ]

"A lyrical encyclopedia of visual proportions…Rugged design in opposition to elegance…It's bigger than you could ever think—just explore—no clues from me…big letter and no fancy-dan embroidery—on opposition to the fey…"

"This site records a range of material dedicated to the study of the Visual Narrative. The original site, intended by me for part-time students and other interested parties was closed down by the University of Brighton in 2004. I was subsequently denied access to the original images most of which, however, were in my own collection. I have developed the site on a daily basis thereafter. It remains exclusively educational and is in constant use. Many thanks to those in the UK and beyond who shared my irritation at events. Contact me on chris@fulltable.com "

"Welcome to the online text analysis tool, the detailed statistics of your text, perfect for translators (quoting), for webmasters (ranking) or for normal users, to know the subject of a text. Now with new features as the anlysis of words groups, finding out the keyword density, analyse the prominence of word or expressions. Webmasters can analyse the links on their pages. More instructions are about to be written, please send us your feedback!"

"Buzzwords are frequently used in news media. These are words that do not typically occur in everyday speech, but are common among newscasters, talking heads, and pundits on cable news.<br />
These ‘news words’ are accepted by audiences for their implied meaning. But often loaded words are misused or used out of context. The actual definitions can be different than what is implied.<br />
Newswordy is a growing collection of these words, updated every weekday. Along with each word is a definition, a quote with its use (or misuse) in the media, and a news and Twitter feed on the subject."

"Because spell checkers only do 80% of the job.<br />
If you, like me, speak English as a second language, you know that using correct spelling doesn't protect you from writing those awkward sounding lines.<br />
Tell me, how many times did you come up with two ways to say the same thing, and couldn't decide which one was the best fit?<br />
My solution was to google both expressions and check out the number of web results.<br />
<br />
Low figures meant that very few people ever phrased the sentence that way, thus it was probably incorrect.<br />
<br />
On the other hand, higher numbers indicated common use, and the 3 line preview in the results helped me figure out if I was using the right form.<br />
This tool does just that, in a much quicker and convenient way."<br />
<br />
"Tip: You can get results straight from the address bar, just type http://phras.in/phrase1/phrase2"

"Great writers, dazzling filmmakers and musicians, brilliant philosophers and scientists — you can now hear and see them in their own words. Here we present audio and video that captures the words of our greatest cultural icons."

"Every question I come up with ends up with possible skills all over the place but missing the requirement for a specific skill or set of skills. In English it often seems like you can accomplish an answer but it’s less a puzzle to figure out that will require specific skills and more of a task to accomplish that can be completed to a greater or lesser degree depending on a variety of skills2.<br />
<br />
I wonder if it doesn’t come down to the fact that in English we often lack a definitive “right” answer. It could be I’m just failing to think properly about this. …<br />
<br />
There’s something to be said for just having fun with the language and letting some things be messy. That’s good and fine but I still think there are ways to get at more specific understandings using the WCYDWT format."

"Let me ask you this: How can I introduce a conjecture-soliciting-supernatural-formless-murderer into each of my lessons? Or, how can I make the students throw the question at me?<br />
<br />
Dan has done a fantastic job of explaining the storytelling/WCYDWT aspect for math ed., and I’d like to do the same for science. Here are few examples of lessons I’m going to try this year that have a CSSFM component…"

"This video (taken from the Win/Fail Physics collection) is the beginning and the end of a mini learning cycle during my projectile motion unit. At the beginning of the unit, it’s the hook. At the end of the unit, it’s the assessment."

"Can language shape how we think? A Stanford researcher says yes, and her work speaks volumes about what makes people tick."

"News for You Online.com is an online news source designed for people who are learning to read, write, or speak English. Seven new stories are posted weekly for 48 weeks a year. These engaging articles are based on world and national news events. They are written at reading levels 3-6 and ESL levels high-beginning and low-intermediate.

"So I’ve been thinking of ways to make kids patient problem solvers in language arts. We drill and kill all these rules for spelling, punctuation, sentence structure, and more. But I’m afraid kids lose a fundamental truth needed to understand their importance: Why are we doing this?

"# Students who have recently learned something are better at explaining it to other students than teacher who learned & mastered it years ago. It is difficult for a teacher who has mastery of a concept to be aware of conceptual difficulties of beginning learner.

"While I may not be taking digital snaps and cutting up video, I’m starting to see that the WCYDWT approach is close to the heart of how many of us (in the UK at least) teach history. To put this idea to the test, over the next few weeks I’m going to be posting some examples of resources and materials I’ve been using (or plan to us) as ISMs*. I’ll stick to Dan’s practice of posting the resource first, and following it with my idea a little while after. I’d be interested to hear both from history teachers about how they would (or do) use this resource, and from teachers in other subjects on their views of the approach, how it might work for them, or how much I’ve misunderstood what Dan meant!"

"The main problem or difference between WCYDWT for English as compared to math is that it’s hard to know what they’ll do with these things you give to them. Sometimes it takes unexpected turns. I’m learning to go with the flow on these things.

"Question: what tools are essential to that kind of exhilarating learning? What is in your learning Swiss Army Knife?

"I'm not saying that the only people capable of describing or critiquing classroom teaching are classroom teachers. There are people who don't work in a classroom who know a lot more about my business than I do. I'm saying it's difficult, as one of public education's foot soldiers, to do much with inspiration. I don't have many places to put inspiration, certainly not as many as the edtechnologists walking away from TEDxNYED minds buzzing, faces aglow, and so it tends to settle and coagulate around my bile duct. It's too hard to forget that tomorrow I and three million others will have to teach too many standards of too little quality to too many students with too few resources. What can you do with this?"

"Is it a match made in Heaven? According to Maria Droujkova, developer of Natural Math and Math 2.0, it is! Droujikova saw the need for math to catch up to other subjects with regards to web 2.0 communities. Her response was to create math programs in which learning takes place within communities and networks-- a mashup between traditional math practices and social networking. This has given birth to the concept of social math:"