Showing papers in "Computers and Composition in 2015"

TL;DR: This article presents a brief review of how fluency has generally been measured in writing research, and creates a new multidimensional model to better address the complexity of fluency in writing.

TL;DR: This article provides a historical overview of tracking technologies, analyzes AboutAds.info and the online privacy tool Ghostery, theorizes what networked culture means in the 21st century, and closes with a heuristic for educators to use in their classrooms for discussions about invisible digital identity on the web.

TL;DR: Findings from an empirical study of graduate and undergraduate writers’ multimodal composing processes show that students’ attempts to draw on their print-based rhetorical knowledge while composing multimodally worked well, but they faced significant difficulties when they perceived the need to adapt their paper-based composing knowledge to suit new or unfamiliar aspects of multimodAL composing.

TL;DR: This paper examined high school freshmen English students' perceptions of writing skills and quality using digital tools and online writing environments versus pen/pencil and paper and found that writing in online environments fosters enhanced writing skill development.

TL;DR: This article found that students seem to enact certain skills from first-year composition on Facebook, such as audience awareness, awareness of rhetorical situation, invention, and even process writing, and that students who like writing or thought they were good writers were more likely to see a connection between Facebook and first year composition.

TL;DR: This article explored how Wikipedia functions as a rhetorical discourse community whose conventions exclude and silence feminist ways of knowing and writing, and argued that Wikipedia's insistence on separating embodied subjectivity from the production of knowledge limits the site's ability to facilitate any substantial, subversive feminist rhetorical action.

TL;DR: In this paper, the authors focus on the characteristics of digital informal learning environments and how these environments are constructed rhetorically and primarily discursively via deliberate facilitation strategies focused on encouraging learning.

TL;DR: This action research investigating technological innovation in a writing course facilitated the identification of emerging issues within EFL academic writing classes mediated by in-class chat-rooms, namely: peer support, self-correction and punctuation.

TL;DR: It is argued that writing studies scholarship has little understanding of what happens when writers compose the short-form, networked writing which is increasingly prevalent across the culture and as a field the authors should also pay close, systematic attention to writers’ writing processes.

TL;DR: It is argued that writers can still use the prefabricated designs of Web 2.0 templates in creative and unexpected ways.

TL;DR: This article examined how students living in this context employ mobile devices and social media to negotiate this idea of space when doing writing work and examined how the uses of mobile technologies affect writing practices including student awareness of popular modes of writing, academic genres, and rhetorical concepts affecting writing practices.

TL;DR: An in-depth look at a pilot project incorporating instructional assistants (IAs) embedded in the courses of an online writing program at a large land-grant university, including a detailed description of the IA training practices, as well as comments from students about the benefit of the instructional assistants.

TL;DR: An interaction design perspective can help unpack global contexts for mobile design in terms of cognition or learning, and provide students with a better idea of how to develop more effective techniques for composing and addressing mobileDesign in global settings.

TL;DR: In this article, the authors explore the ways in which media theorist Bernard Stiegler drew on histories and theories of writing in order to enrich the study of digital culture, and demonstrate the scholarly value grammatization poses for rhetorical inquiry on writing technologies.

TL;DR: It is found that the level of a wiki's embeddedness in a course can have a significant effect on its perceived usefulness and that immersion into using new technologies can have significant outcomes for both teachers and students.

TL;DR: The authors proposes that glitches and what has become known as glitch art offer models for expanding our current, critical approaches to rhetoric, especially as those practices concern mediation, and locates in emerging glitch media art an informative model for practicing an expansive engagement with mediation.

TL;DR: Roleplaying games extend the privilege of representation to other gaming demographics, giving players the opportunity to "play who they are" in the digital world, whether they are able to or even desire to, explore this identity offline.

TL;DR: It is argued that proximal composing, or composing near another person, helps facilitate distributed invention, which is defined as a process involving two or more people engaging in idea-generating activities together and where, through negotiation, ideas become mutually appropriated.

TL;DR: The authors examined pedagogical uses of the Digital Archive of Literacy Narratives (DALN), an online, publicly available, searchable database of autobiographical stories about literacy development.

TL;DR: In this article, a case study uses a glocal perspective to examine one website that represents different audience groups that might wish to purchase health insurance in Minnesota as mandated by the Affordable Care Act (2010).

TL;DR: The Digital Media and Composition Institute (DMAC) influences participants' approaches to facilitating technological professional development and to teaching multimodal composing as mentioned in this paper, and the influence of DMAC's influence on their approaches to teaching an upper-level Writing in Digital Environments course that emphasizes the digital writing course as a makerspace and community of practice.

TL;DR: In this paper, the transition from the traditional blue book to computer-based writing assessment requires a careful understanding of issues that affect students and raters and that college writing programs must be quipped to manage.

TL;DR: In this article, the social, political, and ethical implications of search engine use and tag writing are explored in a Romanian online campaign that aimed to work with and against Google in order to change Romanians' online identity.

TL;DR: The article examines the location-based texts found in the mobile application Foursquare to show that instructors can use mobile applications to teach students about attaching texts to the physical places they describe, and argues that location- based texts represent a new form of text that should be taught in the composition classroom.

TL;DR: It is argued that rather than writing about games as textual artifacts or playing games to reveal what they can teach us about writing, the authors should design curricula that introduce students to all of the writing that supports a successful game.

TL;DR: The authors integrate aspects of the Bologna Process into the teaching of writing and introduce students to the forces affecting them in international environments that affect global workforces, as well as introducing students to contemporary events or initiatives that can affect international interactions across different genres and media.

TL;DR: The objective is to determine how writers locally situate their work in an increasingly globalized world by describing mobile tools, such as the Strava application and GPS-mapping, to demonstrate their usability and ubiquity.

TL;DR: In this article, the authors argue that the assumption of permanence does hold a degree of truth, but it is not necessarily the default mode we believe it to be within the digital era.

TL;DR: Gould's own voice is a key feature of many of his recordings, and his brilliant radio documentaries serve as challenging models for what contemporary compositionists might do with sound and voice in the teaching of multimodal composing as discussed by the authors.