Writing New Media: Theory and Applications for Expanding the Teaching of Composition

As new media mature, the changes they bring to writing in college are many and suggest implications not only for the tools of writing, but also for the contexts, personae, and conventions of writing. An especially visible change has been the increase of visual elements-from typographic flexibility to the easy use and manipulation of color and images. Another would be in the scenes of writing-web sites, presentation "slides," email, online conferencing and coursework, even help files, all reflect non-traditional venues that new media have brought to writing. By one logic, we must reconsider traditional views even of what counts as writing; a database, for example, could be a new form of written work.

The authors of Writing New Media bring these ideas and the changes they imply for writing instruction to the audience of rhetoric/composition scholars. Their aim is to expand the college writing teacher's understanding of new media and to help teachers prepare students to write effectively with new media beyond the classroom. Each chapter in the volume includes a lengthy discussion of rhetorical and technological background, and then follows with classroom-tested assignments from the authors' own teaching.

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Writing New Media: Theory and Applications for Expanding the Teaching of Composition

As new media mature, the changes they bring to writing in college are many and suggest implications not only for the tools of writing, but also for the contexts, personae, and conventions of writing. An especially visible change has been the increase of visual elements-from typographic flexibility to the easy use and manipulation of color and images. Another would be in the scenes of writing-web sites, presentation "slides," email, online conferencing and coursework, even help files, all reflect non-traditional venues that new media have brought to writing. By one logic, we must reconsider traditional views even of what counts as writing; a database, for example, could be a new form of written work.

The authors of Writing New Media bring these ideas and the changes they imply for writing instruction to the audience of rhetoric/composition scholars. Their aim is to expand the college writing teacher's understanding of new media and to help teachers prepare students to write effectively with new media beyond the classroom. Each chapter in the volume includes a lengthy discussion of rhetorical and technological background, and then follows with classroom-tested assignments from the authors' own teaching.

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Writing New Media: Theory and Applications for Expanding the Teaching of Composition

Writing New Media: Theory and Applications for Expanding the Teaching of Composition

by Anne Wysocki
Writing New Media: Theory and Applications for Expanding the Teaching of Composition
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Writing New Media: Theory and Applications for Expanding the Teaching of Composition

Writing New Media: Theory and Applications for Expanding the Teaching of Composition

by Anne Wysocki

Overview

As new media mature, the changes they bring to writing in college are many and suggest implications not only for the tools of writing, but also for the contexts, personae, and conventions of writing. An especially visible change has been the increase of visual elements-from typographic flexibility to the easy use and manipulation of color and images. Another would be in the scenes of writing-web sites, presentation "slides," email, online conferencing and coursework, even help files, all reflect non-traditional venues that new media have brought to writing. By one logic, we must reconsider traditional views even of what counts as writing; a database, for example, could be a new form of written work.

The authors of Writing New Media bring these ideas and the changes they imply for writing instruction to the audience of rhetoric/composition scholars. Their aim is to expand the college writing teacher's understanding of new media and to help teachers prepare students to write effectively with new media beyond the classroom. Each chapter in the volume includes a lengthy discussion of rhetorical and technological background, and then follows with classroom-tested assignments from the authors' own teaching.

Product Details

ISBN-13: 9780874214932
Publisher: Utah State University Press
Publication date: 03/01/2007
Sold by: Barnes & Noble
Format: eBook
Pages: 280
File size: 3 MB

About the Author

Anne Frances Wysocki is an associate professor of English at the University of Wisconsin, Milwaukee.

Johndan Johnson-Eilola is professor of communication and media at Clarkson University. He is the author of Datacloud, coauthor of Writing New Media, and coeditor, with Stuart A. Selber, of Central Works in Technical Communication.

Cynthia L. Selfe is Humanities Distinguished Professor in English at the Ohio State University. She is the first woman and the first English teacher ever to receive the EDUCOM Medal for innovative computer use in higher education. She has authored or edited a number of works on digital technology, both alone and in collaboration with colleagues.

Geoffrey M. Sirc is professor of English at the University of Minnesota.
 

Table of Contents

contents Openings and Justifications Anne Frances Wysocki 1 Students Who Teach Us: A Case Study of A New Media Text Designer Cynthia L. Selfe x Toward New Media Texts: Taking Up the Challenges of Visual Literacy Cynthia L. Selfe x Box-Logic Geoffrey Sirc x The Sticky Embrace of Beauty: On Some Formal Problems in Teaching about the Visual Aspects of Texts Anne Frances Wysocki x The Database and the Essay: Understanding Composition as Articulation Johndan Johnson-Eilola x print resources contributors works cited

Library of Congress Subject Headings for this publication: English language Rhetoric Computer-assisted instruction, Online data processing Authorship Study and teaching, English language Rhetoric Computer network resources, Report writing Study and teaching Data processing, English language Rhetoric Study and teaching, Report writing Computer-assisted instruction, Mass media Authorship Study and teaching, Report writing Computer network resources
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