Showing papers in "Computers and Composition in 2012"

TL;DR: The researcher reports how two English language learners approach multimodal digital story composing, construct hybrid texts to deliver their messages, and assign meanings to the semiotic resources used in their digital story through Gunther Kress’ (2003) notion of design.

TL;DR: This paper examined student perceptions and attitudes about two different modes and media of teacher feedback: Microsoft Word comments versus visual/audio commentary, and found that the mode and medium had an impact on students' perceptions about the rhetorical context of the revision process and perceptions about teacher/student relationship.

TL;DR: A study examining how a combination of three modes (face-to-face, synchronous, and asynchronous CMC) influenced and might benefit students’ peer review suggested that the affordance of the three modes influenced students' task engagement, comment categories, and perception of peer review.

TL;DR: This paper suggests expanding the predominant model to account for a simultaneous, multiply-recursive process that involves the semiotic channels of image, sound, and word in the composing processes for novice moviemakers.

TL;DR: The Non-Discursive Rhetoric: Image and Affect in Multimodal Composition is an in-depth and reliable book for those in academia, especially those in composition, as well as those who are interested in multimodality and non-discursive rhetoric as discussed by the authors.

TL;DR: How to link assessment to instruction and the multimodal composing process by inviting students to generate the grading criteria for new media assignments is explored, and it is shown how this approach influenced students’ composing and understanding of multi-modal texts.

TL;DR: In this paper, a corpus of 100 homepages of 50 academics, one university-managed and the other personally created, is examined, focusing on textual content, design, links and photographs.

TL;DR: The authors found that the skills of a remix literate composer are fundamentally rhetorical, making this area of study important both for literacy scholars interested in understanding the self-sponsored activities of creative composers online and for composition instructors concerned with adapting their pedagogies to the skills needed for effective communication in fan communities.

TL;DR: How to integrate usability/accessibility testing for online and in-person services is described, so that it can work as a model for writing centers struggling with the challenges of serving students with disabilities.

TL;DR: This article analyzed a popular online culture-based writing website, www.fanfiction.net > and found that three dominant design features of fanfiction discourse allow various forms of participation and levels of engagement by its members: intertextuality, dialogic interaction, and electronic text.

TL;DR: This article used a model from the field of psycholinguistics to identify linguistic features that writers use to communicate emotion in CMC to substitute for the nonverbal emotional cues that speakers and listeners rely on in face-to-face conversation.

TL;DR: The authors examined the technological literacy autobiographical narratives (TLANs) written by 23 graduate students enrolled in a teacher-preparation course, Teaching Writing in a Digital Age, and found that participants' past experiences with technology in school were often less compelling than extracurricular motives for using technology, such as social contact, playful experimentation, and the pursuit of existing interests.

TL;DR: The Digital Archive of Literacy Narratives (DALN) as discussed by the authors ) is a publicly accessible online repository for literacy narratives, which is used to deconstruct the traditional definitions of literacy and deconstruct literacy myths.

TL;DR: The narratives initiate dialogue about contexts of literacy within the classroom, invite discourse between teachers and students, provide useful data for researchers in the field, and offer important information for teachers of writing, rendering an additional perspective on students’ writing practices with new technologies in and beyond classroom walls.

TL;DR: This paper will discuss how tutors can apply strategies related to the zone of proximal development to promote student learning by focusing on students’ definitions of rhetorical concepts that often implicitly guide students' writing processes.

TL;DR: Teaching philosophy statements are ubiquitous at a particular moment in our intellectual and professional lives (i.e., the job search); we might, however, resituate them as living documents to multimediate, remediate, and use as a reflective space in our teaching careers as mentioned in this paper.

TL;DR: In this article, the authors examined the digital literacy development and practices of two students passing through three different educational institutions on the U.S.-Mexico border and explored technological divides between educational institutions and the role that gateways, external sponsors, and self-sponsorship play in students' technological literacy development.

TL;DR: In this paper, the authors describe an approach that integrates curricular and extracurricular co-apprenticeship strategies using public writing models in conjunction with social networking tools, and encourage students to move from expressing personal problems to addressing social issues, using a private, non-commercial learning network NoDiff as a safe zone for skills development, knowledge production and social inquiry.

TL;DR: Attempts to create an administrative structure for learning and teaching multimodal composing that depends not on the leadership of a new media writing expert but on the collaboration of relative novices organized according to principles of emergent learning are reported on.

TL;DR: In this article, the authors examine the work of two DJs: DJ Spooky and Girl Talk, in order to examine two approaches to the difficulties of speed: schole and dromos.

TL;DR: It’s time to get used to the idea that this place doesn’t have much to do with you,“.

TL;DR: This paper conducted a qualitative study that examines how students and writing consultants negotiate and define writing conventions for low-stakes digital composition: that is, writing assignments that are composed for Blackboard discussion forums and receive only completion grades.

TL;DR: It’s time to get used to the idea that this place doesn’t have much to offer,” — т.r.

TL;DR: In this article, the authors discuss the effect of different types of information on the performance of a user's interaction with the service provider, and propose an approach to improve the service.

TL;DR: In this paper, the authors analyzed the factors required for implementation of such a policy based on the practice of inflation targeting in developed countries and commented on Russia's conformity to the above factors.

TL;DR: This paper presented a view of the online grant application as a posthuman writing tool whose influence can vary immensely according to the characteristics of the writer, based on interviews conducted with applicants to the National Science Foundation.

TL;DR: It’s time to get used to the idea that this place doesn’t have much to do with you.