WAC and TFT: A Critical Incident
[…] despite these impediments, we found that students actively make use of the prior knowledge and practice they do have, and in three ways: […] 3. ...
Digital Reading and Lanham’s Looking
In my digital rhetoric course this morning I asked students to build on our ongoing conversations about genre and the rhetorical situation, writing and technolo...
Writing without deadlines
One of the positives of my grad school experience was that I always had (almost too much) advice on the pitfalls ahead and strategies for coming out nearly-unsc...
WAC and TFT
I started teaching a FYW course at CofC keyed to WAC today; the course is called Interdisciplinary Composition. In the course, students examine how disciplines ...
On 3D Printing
The past ten years have been about discovering new ways to create, invent, and work together on the Web. The next ten years will be about applying those lessons...
the role of computational literacy in computers and writing
Sample and Vee note the ways that code has made its way into our research and our classrooms, that programming has long looked like writing, and that in the cul...
“interface as exordium”
Carnegie argues that the interface is “a rhetorical means for ensuring that the audience becomes and remains susceptible to persuasion” In other words, the inte...
“rhetoric’s mechanics: retooling the equipment of writing production”
Rice traces to functions of *mechanical* in rhet/comp – the historical concept of techne as one and the association of mechanics with grammar. She adds that in ...
“what counts as writing”
Noting that we frequently ask students to composing in web 2.0 platforms and applications, we lack an understanding of what counts as writing in a web 2.0 envir...
“the design of web 2.0: the rise of the template, the fall of design”
Arola notes an implication of web 2.0 – the tendency to render form “standardized and invisible” – essentially rendering composing practices like web standards ...