Computers, Composition and Context: Narratives of Pedagogy and Technology Outside the Computers and Writing Community
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Composition Theory for Writing Teachers
*Relations,LocationsCOV-BCov 2/2/06 10:33 AM Page 1 R E L for beginning teachers and graduate A This anthology students in composition studies and T I other related fields begins with the premise that writing is always O social, a dialogue between self and other. This “social turn” not only N underscores the value of the writing process by encouraging students S , to prewrite, draft, and revise together, but, more important, it also focuses on postprocess by foregrounding approaches to teaching writing L O RELATIONS that highlight the importance of context. Thus, this anthology seeks C RELATIONS to move “beyond process” by building on the valuable lessons from A process pedagogy and by promoting the idea that writing stands for T a radically complex network of phenomena. I O The essays collected here are organized in three overlapping N sections: Relations, which assumes that writing occurs through S LOCATIONS , LOCATIONS conversations and negotiations with others, highlights the concepts of literacy, discourse, discourse community, and genre; Locations, which P explores how writing is shaped by material places and intellectual O spaces, emphasizes the importance of contact zones, ecocomposition, S I materiality, and place; and Positions, which identifies how writing T reflects the contingency of our beliefs and values, considers markers of I O POSITIONSPOSITIONS identity such as sex, gender, race, class, ableness, and sexual orientation. N To show how some of these ideas are demonstrated or experienced in S actual classrooms, each section ends with brief “pedagogical insights” written expressly for this collection. Composition V a n Theory for d e n b Writing e r g Teachers • H u m • C l a r National Council of y Teachers of English - 1111 W. -
Layering Literacies: Computers and Peer Response in the 21St Century Christopher Warren Dean University of New Hampshire, Durham
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Fall 2001 Layering literacies: Computers and peer response in the 21st century Christopher Warren Dean University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Dean, Christopher Warren, "Layering literacies: Computers and peer response in the 21st century" (2001). Doctoral Dissertations. 36. https://scholars.unh.edu/dissertation/36 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quaiity of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
Digital Humanities Pedagogy: Practices, Principles and Politics
To access digital resources including: blog posts videos online appendices and to purchase copies of this book in: hardback paperback ebook editions Go to: https://www.openbookpublishers.com/product/161 Open Book Publishers is a non-profit independent initiative. We rely on sales and donations to continue publishing high-quality academic works. Digital Humanities Pedagogy: Practices, Principles and Politics Edited by Brett D. Hirsch http://www.openbookpublishers.com © 2012 Brett D. Hirsch et al. (contributors retain copyright of their work). Some rights are reserved. The articles of this book are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported Licence. This license allows for copying any part of the work for personal and non-commercial use, providing author attribution is clearly stated. Details of allowances and restrictions are available at: http://creativecommons.org/licenses/by-nc-nd/3.0/ As with all Open Book Publishers titles, digital material and resources associated with this volume are available from our website at: http://www.openbookpublishers.com/product/161 ISBN Hardback: 978-1-909254-26-8 ISBN Paperback: 978-1-909254-25-1 ISBN Digital (pdf): 978-1-909254-27-5 ISBN Digital ebook (epub): 978-1-909254-28-2 ISBN Digital ebook (mobi): 978-1-909254-29-9 Typesetting by www.bookgenie.in Cover image: © Daniel Rohr, ‘Brain and Microchip’, product designs first exhibited as prototypes in January 2009. Image used with kind permission of the designer. For more information about Daniel and his work, see http://www.danielrohr.com/ All paper used by Open Book Publishers is SFI (Sustainable Forestry Initiative), and PEFC (Programme for the Endorsement of Forest Certification Schemes) Certified. -
Proposed Table of Contents
Rhetoric and the Digital Humanities Eds. Jim Ridolfo and William Hart-Davidson Tel Aviv University. 5, June 2012 Proposed Table of Contents Part 1: Defining Field Connections 1. Rehberger, Dean. “Rhetoric of Digital Humanities.” 2. Reid, Alex. “Speculative Rhetoric and the Digital Parliament.” 3. Sano-Franchini, Jennifer. “Cultural Rhetorics and the Digital Humanities.” 4. Brown Jr, James J. “Crossing State Lines: Rhetoric and Software Studies.” 5. Eyman, Douglas, Kathie Gossett, and Cheryl Ball. “Digital Humanities Scholarship and Electronic Publication.” 6. Anderson, Daniel and Jentery Sayers. “The Metaphor and Materiality of Layers.” 7. Johnson, Nathan. “Infrastructure, Mathematics, and Databases: A Rhetorical Methodology in Digital Humanities Scholarship.” Part 2: Research and Methodology 8. Koteyko, Nelya. “Corpus-assisted analysis of digital discourses.” 9. Hart, Roderick. “Patterns of Rhetoric: Text Analysis in the Digital Humanities.” 10. Boyle, Casey. “Low-Fidelity in High-Definition: Speculating the Potentials for Rhetorical Editions.” 11. Hoffman, David and Don Waisanen. “Textual analysis at the digital frontier: An overview of tools and methods for systematic rhetorical studies.” 12. McNely, Brian and Christa Teston. “Tactical and Strategic: Qualitative Methodologies in the Digital Humanities.” 13. Kennedy, Krista and Seth David Long. “The Trees Within the Forest: Extracting, Coding and Visualizing Subjective Digital Data in Authorship Studies.” Part 3: Interdisciplinary Trajectories 14. Rice, Jenny and Jeff Rice. “Pop-Up Archives.” 15. Micciche, Laura and Jennifer Glaser. “Digitizing English.” 16. Potts, Liza. “Archive Experiences: A Vision for User-Centered Design in the Digital Humanities.” 17. Walls, Douglas. “Forging Digital Trade Routes.” 18. Graban, Tarez Samra, Alexis E. Ramsey-Tobienne, Whitney A. Myers. “In, Through, and About the Archive: What Digitization (Dis)Allows.” 19. -
Digital Humanities
Miriam Posner Digital Humanities Chapter 27 DIGITAL HUMANITIES Miriam Posner Digital humanities, a relative newcomer to the media scholar’s toolkit, is notoriously difficult to define. Indeed, a visitor to www.whatisdigitalhumanities.com can read a different definition with every refresh of the page. Digital humanities’ indeterminacy is partly a function of its relative youth, partly a result of institutional turf wars, and partly a symptom of real disagreement over how a digitally adept scholar should be equipped. Most digital humanities practitioners would agree that the digital humanist works at the intersection of technology and the humanities (which is to say, the loose collection of disciplines comprising literature, art history, the study of music, media studies, languages, and philosophy). But the exact nature of that work changes depending on whom one asks. This puts the commentator in the uncomfortable position of positing a definition that is also an argument. For the sake of coherence, I will hew here to the definition of digital humanities that I like best, which is, simply, the use of digital tools to explore humanities questions. This definition will not be entirely uncontroversial, particularly among media scholars, who know that the borders between criticism and practice are quite porous. Most pressingly, should we classify scholarship on new media as digital humanities? New media scholarship is vitally important. But a useful classification system needs to provide meaningful distinctions among its domains, and scholarship on new media already has a perfectly good designation, namely new media studies (as outlined in Chapter 24 in this volume). So in my view, the difference between digital humanities and scholarship about digital media is praxis: the digital humanities scholar employs and thinks deeply about digital tools as part of her argument and research methods. -
The Place of Creative Writing in Composition Studies
H E S S E / T H E P L A C E O F C R EA T I V E W R I T I NG Douglas Hesse The Place of Creative Writing in Composition Studies For different reasons, composition studies and creative writing have resisted one another. Despite a historically thin discourse about creative writing within College Composition and Communication, the relationship now merits attention. The two fields’ common interest should link them in a richer, more coherent view of writing for each other, for students, and for policymakers. As digital tools and media expand the nature and circula- tion of texts, composition studies should pay more attention to craft and to composing texts not created in response to rhetorical situations or for scholars. In recent springs I’ve attended two professional conferences that view writ- ing through lenses so different it’s hard to perceive a common object at their focal points. The sessions at the Associated Writing Programs (AWP) consist overwhelmingly of talks on craft and technique and readings by authors, with occasional panels on teaching or on matters of administration, genre, and the status of creative writing in the academy or publishing. The sessions at the Conference on College Composition and Communication (CCCC) reverse this ratio, foregrounding teaching, curricular, and administrative concerns, featur- ing historical, interpretive, and empirical research, every spectral band from qualitative to quantitative. CCCC sponsors relatively few presentations on craft or technique, in the sense of telling session goers “how to write.” Readings by authors as performers, in the AWP sense, are scant to absent. -
The Value of Scholarly Writing: a Temporal-Material Rhetorical Analysis of Delivery in Google Documents
Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English 5-9-2016 The Value of Scholarly Writing: A Temporal-Material Rhetorical Analysis of Delivery in Google Documents Valerie Robin Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Robin, Valerie, "The Value of Scholarly Writing: A Temporal-Material Rhetorical Analysis of Delivery in Google Documents." Dissertation, Georgia State University, 2016. https://scholarworks.gsu.edu/english_diss/162 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. THE VALUE OF SCHOLARLY WRITING: A TEMPORAL-MATERIAL RHETORICAL ANALYSIS OF DELIVERY IN GOOGLE DOCUMENT by VALERIE ROBIN Under the Direction of Mary Hocks, PhD ABSTRACT This project examines the impact that cloud-based writing has on scholars’ material work processes and the temporal value shift that occurs as we write in an ‘always-on’ environment. It analyzes how interactive writing software (IWS) like Google Documents serve to forefront functions of interactivity between writers, and by doing so, reshape and create Western values surrounding the academic writing process that are uniquely post-industrial. Using James Porter’s (2009) components of digital delivery as a lens, this project contextualizes the ways that the work of writing is performed online by looking at the features embedded in a Google Document. This examination confirms that the canon of delivery itself has undergone a shift. -
Four Valences of a Digital Humanities Informed Writing Analytics Gregory J
Research Note Transforming Text: Four Valences of a Digital Humanities Informed Writing Analytics Gregory J. Palermo, Northeastern University Structured Abstract • Aim: This research note narrates existing and continuing potential crossover between the digital humanities and writing studies. I identify synergies between the two fields’ methodologies and categorize current research in terms of four permutations, or “valences,” of the phrase “writing analytics.” These valences include analytics of writing, writing of analytics, writing as analytics, and analytics as writing. I bring recent work in the two fields together under these common labels, with the goal of building strategic alliances between them rather than to delimit or be comprehensive. I offer the valences as one heuristic for establishing connections and distinctions between two fields engaged in complementary work without firm or definitive discursive borders. Writing analytics might provide a disciplinary ground that incorporates and coheres work from these different domains. I further hope to locate the areas in which my current research in digital humanities, grounded in archival studies, might most shape writing analytics. • Problem Formation: Digital humanities and writing studies are two fields in which scholars are performing massive data analysis research projects, including those in which data are writing or metadata that accompanies writing. There is an emerging environment in the Modern Language Association friendly to crossover between the humanities and writing studies, especially in work that involves digital methods and media. Writing analytics Journal of Writing Analytics Vol. 1 | 2017 311 DOI: 10.37514/JWA-J.2017.1.1.11 Gregory J. Palermo accordingly hopes to find common disciplinary ground with digital humanities, with the goal of benefitting from and contributing to conversations about the ethical application of digital methods to its research questions. -
Information Technology and the Topologies of Transmission: a Research Area for Historical Simulation
Miguel, Amblard, Barceló & Madella (eds.) Advances in Computational Social Science and Social Simulation Barcelona: Autònoma University of Barcelona, 2014, DDD repository <http://ddd.uab.cat/record/125597> Information Technology and the Topologies of Transmission: a Research Area for Historical Simulation Nicholas Mark Gotts Independent researcher Email: [email protected] sensory qualities, and by how often similar objects have been Abstract—This paper surveys possibilities for applying the seen. They can be acquired in three ways: by being found, methods of agent-based simulation to the study of historical perhaps with subsequent modification, traded (within or out- transitions in communication technology. with the social group), or stolen; and all these methods could be included in a fairly simple model. Possession of such ob- INTRODUCTION jects could increase the probability that other individuals will ISTORY, in one sense, begins with the invention and cooperate with the owner – but also the possibility that they Hadoption of a particular information technology: writ- will attack the owner to acquire the object. Outcomes of such ing. Initially appearing in Mesopotamia some 5,000 years models (the distribution of prestige objects, peaceful or vio- ago, it has spread (mainly by diffusion, but with some proba- lent transfers of possession, survival of their possessors, ef- ble cases of independent invention) to cover effectively the fects on trade between groups) could be compared with ar- whole world. Other key communication technologies -
Networks of Modernity: Germany in the Age of the Telegraph, 1830–1880
OUP CORRECTED AUTOPAGE PROOFS – FINAL, 24/3/2021, SPi STUDIES IN GERMAN HISTORY Series Editors Neil Gregor (Southampton) Len Scales (Durham) Editorial Board Simon MacLean (St Andrews) Frank Rexroth (Göttingen) Ulinka Rublack (Cambridge) Joel Harrington (Vanderbilt) Yair Mintzker (Princeton) Svenja Goltermann (Zürich) Maiken Umbach (Nottingham) Paul Betts (Oxford) OUP CORRECTED AUTOPAGE PROOFS – FINAL, 24/3/2021, SPi OUP CORRECTED AUTOPAGE PROOFS – FINAL, 24/3/2021, SPi Networks of Modernity Germany in the Age of the Telegraph, 1830–1880 JEAN-MICHEL JOHNSTON 1 OUP CORRECTED AUTOPAGE PROOFS – FINAL, 24/3/2021, SPi 3 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Jean-Michel Johnston 2021 The moral rights of the author have been asserted First Edition published in 2021 Impression: 1 Some rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, for commercial purposes, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. This is an open access publication, available online and distributed under the terms of a Creative Commons Attribution – Non Commercial – No Derivatives 4.0 International licence (CC BY-NC-ND 4.0), a copy of which is available at http://creativecommons.org/licenses/by-nc-nd/4.0/. -
D4d78cb0277361f5ccf9036396b
critical terms for media studies CRITICAL TERMS FOR MEDIA STUDIES Edited by w.j.t. mitchell and mark b.n. hansen the university of chicago press Chicago and London The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 2010 by The University of Chicago All rights reserved. Published 2010 Printed in the United States of America 18 17 16 15 14 13 12 11 10 1 2 3 4 5 isbn- 13: 978- 0- 226- 53254- 7 (cloth) isbn- 10: 0- 226- 53254- 2 (cloth) isbn- 13: 978- 0- 226- 53255- 4 (paper) isbn- 10: 0- 226- 53255- 0 (paper) Library of Congress Cataloging-in-Publication Data Critical terms for media studies / edited by W. J. T. Mitchell and Mark Hansen. p. cm. Includes index. isbn-13: 978-0-226-53254-7 (cloth : alk. paper) isbn-10: 0-226-53254-2 (cloth : alk. paper) isbn-13: 978-0-226-53255-4 (pbk. : alk. paper) isbn-10: 0-226-53255-0 (pbk. : alk. paper) 1. Literature and technology. 2. Art and technology. 3. Technology— Philosophy. 4. Digital media. 5. Mass media. 6. Image (Philosophy). I. Mitchell, W. J. T. (William John Th omas), 1942– II. Hansen, Mark B. N. (Mark Boris Nicola), 1965– pn56.t37c75 2010 302.23—dc22 2009030841 The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ansi z39.48- 1992. Contents Introduction * W. J. T. Mitchell and Mark B. N. Hansen vii aesthetics Art * Johanna Drucker 3 Body * Bernadette Wegenstein 19 Image * W. -
First-Year Composition and Transfer: a Quantitative Study James D
First-Year Composition and Transfer: A Quantitative Study James D. Williams, Rhetoric & Linguistics, Soka University Minami Hattori, Psychology, University of Notre Dame Contact: [email protected] Abstract The present study investigated the effect of writing pedagogy on transfer by examining the effect of pedagogical orientation (WAC/WID or ‘traditional’) on content-area grades. Participants were 1,052 undergraduates from 17 schools throughout the United States. Hypothesis was that the WAC/WID orientation would lead to higher transfer levels as measured by participants’ higher content-area performance. Composition grades were collected in year one; content-area grades where collected in year two. Propensity scores were calculated to stratify the groups and minimize selection bias of writing- class assignment, thereby allowing quasi-causal inference. An ANOVA was performed on the resulting 2- by-5 stratified data. Results indicated that students who completed the WAC/WID composition classes received significantly higher content grades than those in the ‘traditional’ writing classes. The results confirmed the hypothesis. Keywords: transfer, academic performance, composition, pedagogy First-Year Composition and Transfer: A Quantitative Study Concerns about the value and intellectual rigor of first-year composition (FYC) are long standing (e.g., Bamberg, 1997; Connors, 1995; Skeffington, 2012), and various studies have reported that FYC does not help students become better writers (e.g., Arum & Roksa, 2011; Fleming, 2002; Zorn, 2013). Although conceptions of ‘better writer’ vary considerably, a consensus nevertheless has formed that FYC should, at a minimum, provide students with transferable writing skills that help them succeed in content-area courses. As Wardle (2007) noted, the FYC requirement throughout US colleges and universities ‘suggests that administrators, policy makers, parents, and students expect the course to prepare students for the writing they will do later—in the university and even beyond it.