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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.
|Opening New Media to Writing: Openings and Justifications||1|
|Students Who Teach Us: A Case Study of A New Media Text Designer||43|
|Toward New Media Texts: Taking Up the Challenges of Visual Literacy||67|
|The Sticky Embrace of Beauty: On Some Formal Problems in Teaching about the Visual Aspects of Texts||147|
|The Database and the Essay: Understanding Composition as Articulation||199|
|Bibliography of print resources||237|
|About the authors||268|