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. ...
[…] despite these impediments, we found that students actively make use of the prior knowledge and practice they do have, and in three ways: […] 3. ...
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...
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...
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 ...
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...
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...
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...
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 ...
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...
Arola notes an implication of web 2.0 – the tendency to render form “standardized and invisible” – essentially rendering composing practices like web standards ...