why teach digital writing?

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index of popups




Allen, Nancy. (Ed.). (2003). Working with words and images: New steps in an old dance. Stamford, CT: Ablex.

Arnheim, Rudolf. (1969). Visual thinking. Berkeley: University of California Press.

Baron, Denis. (1999). From pencils to pixels: The stages of literacy technologies. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Passions, pedagogies, and 21st century technologies (pp. 15–33). Logan: Utah State University Press and NCTE.

Bawarshi, Anis. (2003). Genre and the invention of the writer: Reconsidering the place of invention in composition. Logan: Utah State University Press.

Bernhardt, Stephen. A. (1993). The shape of text to come: The texture of print on screens. College Composition and Communication, 44, 151–175.

Blakely Duffelmeyer, Barb. (2003). Learning to learn: New TA preparation in computer pedagogy. Computers and Composition, 20 (3), 295-311.

Bolter, Jay David. (2001). Writing space: Computers, hypertext, and the remediation of print (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Brady Aschauer, Ann. (1999). Tinkering with technological skill: An examination of the gendered uses of technologies. Computers and Composition, 16, 7–23.

Buckley, Joanne. (1997). The invisible audience and the disembodied voice: Online teaching and the loss of body image. Computers and Composition, 14, 179–187.

Burbules, Nicholas. C. (1998). Rhetorics of the web: Hyperreading and critical literacy practices. In Ilana Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 102–122). London: Routledge.

Condon, William. (1992). Selecting computer software for writing instruction: Some considerations. Computers and Composition, 10 (1), 53–56.

Conference on College Composition and Communication (CCCC) Committee on Computers and Composition. Promotion and Tenure Guidelines for Work with Technology. Available: http://www.ncte.org/about/over/positions/level/coll/107658.htm

Cooper, Charles., & Odell, Lee. (1999). Evaluating writing. Urbana, IL: NCTE.

Curtis, Marcia. (1998). Windows on composing: Teaching revision on word processors. College Composition and Communication, 39, 227–244.

Cushman, Ellen. (2004a). Composing new media: Cultivating landscapes of the mind. Kairos, 9 (1). Available: http://english.ttu.edu/kairos/9.1/

Cushman, Ellen. (2004b). Toward a rhetoric of new media: Composing (me)dia. Computers and Composition Online (Spring 2004). Available: http://www.bgsu.edu/cconline/theory.htm

Devitt, Amy. J. (2004). Writing genres. Carbondale: Southern Illinois University Press.

DeVoss, Dànielle Nicole . (2001). Alpha test: Rethinking computer literacy, research, and academic honesty. Kairos, 6 (2). Available: http://english.ttu.edu/kairos/6.2/binder2.html?coverweb/gender/devoss/index.html.

DeVoss, Dànielle Nicole; Cushman, Ellen; & Grabill, Jeffrey T. (in press). Infrastructure and composing: The when of new media writing. College Composition and Communication.

DeVoss, Dànielle Nicole, & Porter, James E. (in press). Why Napster matters to writing: Filesharing as a new ethic of digital delivery. Computers & Composition.

DeVoss, Dànielle Nicole, & Rosati, A. (2002). “It wasn’t me, was it?”: Plagiarism and the Web. Computers and Composition, 19, 191–203.

DeVoss, Dànielle, & Selfe, Dickie. (2002). Encouraging and supporting electronic communication across the curriculum through a university and K–12 partnership. Computers and Composition, 19, 435–451.

DigiRhet. (2005). Teaching digital rhetoric: Community, critical engagement, and application. Manuscript submitted for publication in Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture.

Edminster, Jude, & Moxley, Joe. (2002). Graduate education and the evolving genre of electronic theses and dissertations. Computers and Composition, 19 (1), 89-104.

Eisenstein, Elizabeth. L. (1983). The printing revolution in early modern Europe. Cambridge: Cambridge University Press/Canto.

Faigley, Lester. (1999). Beyond imagination: The Internet and global digital literacy. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Passions pedagogies and 21st century technologies (pp. 129–139). Logan: Utah State University Press.

Feenberg, Andrew. (1991). Critical theory of technology. New York: Oxford University Press.

Grabill, Jeffrey. T. (1998). Utopic visions, the technopoor, and public access: Writing technologies in a community literacy program. Computers and Composition, 15, 297–315.

Grabill, Jeffrey. T. (2003a). Community computing and citizen productivity. Computers and Composition, 20, 131–150.

Grabill, Jeffrey. T. (2003b). On divides and interfaces: Access, class, and computers. Computers and Composition, 20, 455–472.

Grigar, Dene. (1999). Over the line, online, gender lines: E-mail and women in the classroom. In Kris Blair & Pamela Takayoshi (Eds.), Feminist cyberscapes: Mapping gendered academic spaces (pp. 257–281). Stamford, CT: Ablex.

Gurak, Laura J., & Johnson-Eilola, Johndan. (Eds.). (1998). Special issue: Intellectual property. Computers and Composition, 15 (2).

Hart-Davidson, W. (2003) Turning reflections into technology: Leveraging theory and research in the design of communication software. Proceedings of the International Professional Communication Conference (pp. 455-467). Portland, OR: IEEE.

Hart-Davidson, Bill, & Krause, Steven D. (2004). Re: The future of computers and writing: A multivocal textumentary. Computers and Composition, 21 (1), 147-159.

Heba, Gary. (1997). HyperRhetoric: Multimedia, literacy, and the future of composition. Computers and Composition, 14, 19–44.

Hocks, Mary E. (1999). Feminist interventions in electronic environments. Computers and Composition, 16, 107–119.

Hocks, Mary E., & Kendrick, Michelle. (Eds.). (2003). Eloquent images: Word and image in the age of new media. Cambridge, MA: MIT Press.

Holdstein, Deborah. (1989). Training college teachers for computers and writing. In Gail E Hawisher & Cynthia L. Selfe (Eds.), Critical perspectives on computers and composition instruction (pp. 126-139). New York: Teachers College Press.

Holdstein, Deborah, & Selfe, Cynthia L. (1990). Computers and writing: Theory, research, practice. New York: Modern Language Association.

Howard, Tharon W. (1997). A rhetoric of electronic communities. Stamford, CT: Ablex, 1997.

Janangelo, Joseph. (1991). Technopower and technoppression. Computers and Composition, 9 (1), 47–64.

Johns, Ann. (Ed.). (2002). Genre in the classroom: Multiple perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.

Johnson, Robert R. (1998). User-centered technology: A rhetorical theory for computers and other mundane artifacts. Albany: SUNY Albany Press.

Johnson-Eilola, Johndan. (1997). Nostalgic angels: Rearticulating hypertext writing. Westport, CT: Greenwood.

Johnson-Eilola, Johndan. (1998a). Living on the surface: Learning in the age of global communication networks. In Ilana Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 185–210). London: Routledge.

Johnson-Eilola, Johndan. (1998b). Negative spaces: From production to connection in composition. In Todd Taylor & Irene Ward (Eds.), Literacy theory in the age of the Internet (pp. 17–33). New York: Columbia University Press.

Joyce, Michael. (1998). New stories for new readers: Contour, coherence, and constructive hypertext. In Ilana Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 263–283). London: Routledge.

Kalmbach, James R. (1997). The computer and the page: The theory, history and pedagogy of publishing, technology and the classroom. Stamford, CT: Ablex.

Knadler, Stephen. (2001). E-Racing difference in e-space: Black female subjectivity and the web-based portfolio. Computers and Composition, 18, 235–255.

Kress, Gunther. (1998). Visual and verbal modes of representation in electronically mediated communication: The potentials of new forms of text. In Ilana Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 53–79). London: Routledge.

Kress, Gunther. (1999). English at the crossroads: Rethinking curricula of communication in the context of the turn to the visual. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Passions pedagogies and 21st century technologies (pp. 66–88). Logan: Utah State University Press.

Kress, Gunther, & Van Leeuwen, Theo. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold.

Landow, George. (1992). Hypertext: The convergence of contemporary critical theory and technology. Baltimore: Johns Hopkins University Press.

Lang, Susan; Walker, Joyce; & Dorwick, Keith. (2000). Special issue: Tenure 2000. Computers and Composition, 17 (1).

LeBlanc, Paul. (1993). Writing teachers writing software: Creating our place in the electronic age. Urbana, IL: NCTE.

McGee, Tim, & Ericsson, Patricia. (2002). The politics of the program: MS Word as the invisible grammarian. Computers and Composition, 19, 453–470.

McKee, Heidi. (2002). “YOUR VIEWS SHOWED TRUE IGNORANCE!!!”: (Mis)communication in an online interracial discussion forum. Computers and Composition, 19, 411–434.

Moran, Charles. (1990). The computer-writing room: Authority and control. Computers and Composition, 7(2), 61–69.

Moran, Charles. (1992). Computers and the writing classroom: A look to the future. In Gail E. Hawisher & Paul J. LeBlanc (Eds.), Re-imagining computers and composition (pp. 7–23). Portsmouth, NH: Boynton/Cook-Heinemann.

Moran, Charles. (1998). From a high-tech to a low-tech writing classroom: “You can’t go back again.” Computers and Composition, 15(1), 1–10.

Moran, Charles. (1999). Access: The a-word in technology studies. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Passions pedagogies and 21st century technologies. Logan: Utah State University Press.

Olson, David. (2001). The world on paper. Oxford: Oxford University Press.

Pagnucci, Gian S., & Mauriello, Nicholas. (1999). The masquerade: Gender, identity, and writing for the web. Computers and Composition, 16, 141–151.

Pew Internet & American Life (2004). America's online pursuits: The changing picture of who’s online. Available: http://www.pewinternet.org/pdfs/PIP_Online_Pursuits_Final.PDF

Porter, James E. (1998). Rhetorical ethics and internetworked writing. Greenwich, CT: Ablex, 1998.

Porter, James E. (2004). Why technology matters to writing: A cyberwriter’s tale. Computers and Composition, 20, 375–394.

Porter, James E. (2005, April). Repurposing delivery for digital rhetoric: Access, interaction, economics. The Tag Lecture, Department of English, East Carolina University, Greenville, NC.

Porter, James E.; Sullivan, Patricia; Blythe, Stuart; Grabill, Jeffrey T.;& Miles, Libby. (2000). Institutional critique: A rhetorical methodology for change. College Composition and Communication, 51, 610–642.

Redd, Teresa. (2003). “Tryin to make a dolla outa fifteen cent”: Teaching composition with the Internet at an HBCU. Computers and Composition, 20, 359–373.

Regan, Alison E., & Zuern, John D. (2000). Community-service learning and computer-mediated advanced composition: The going to class, getting online, and giving back project. Computers and Composition, 17, 177–195.

Richardson, Elaine B. (1997). African American women instructors: In a net. Computers and Composition, 14, 279–287.

Selfe, Cynthia L. (1987). Creating a computer-supported writing lab: Sharing stories and creating vision. Computers and Composition, 4 (2), 44–65.

Selfe, Cynthia L. (1989). Creating a computer-supported writing facility: A blueprint for action. Houghton, MI: Computers and Composition Press.

Selfe, Cynthia L. (1999). Technology and literacy: A story about the perils of not paying attention. College Composition and Communication, 50, 411–436.

Selfe, Cynthia L., & Selfe, Richard J. (1994). The politics of the interface: Power and its exercise in electronic contact zones. College Composition and Communication, 45, 480–504.

Sullivan, Laura L. (1999). Wired women writing: Towards a feminist theorization of hypertext. Computers and Composition, 16, 25–54.

Sullivan, Patricia. (1991). Taking control of the page: Electronic writing and word publishing. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Evolving perspectives on computers and composition studies: Questions for the 1990s (pp. 43–64). Urbana, IL: NCTE and Computers and Composition.

Sullivan, Patricia. (1998). Desktop publishing: A powerful tool for advanced composition courses. College Composition and Communication, 39, 344–347.

Sullivan, Patricia, & Porter, James E. (1997). Opening spaces: Writing technologies and critical research practices. Greenwich, CT: Ablex.

Takayoshi, Pamela. (1994). Building new networks from the old: Women's experiences with electronic communications. Computers and Composition, 11 (1), 21–35.

Takayoshi, Pamela. (2000). Complicated women: Examining methodologies for understanding the uses of technology. Computers and Composition, 17, 123–138.

Takayoshi, Pamela, & Huot, Brian. (2003). Teaching writing with computers: An introduction. Boston: Houghton Mifflin.

Takayoshi, Pamela; Huot, Emily; & Huot, Meghan. (1999). No boys allowed: The World Wide Web as a clubhouse for girls. Computers and Composition, 16, 89–106.

Taylor, Todd. (1997). The persistence of difference in networked classrooms: Non-negotiable difference and the African American student body. Computers and Composition, 14, 169–178.

Taylor, Todd. (1998). Teacher training: A blueprint for action using the World Wide Web. In Donna Reiss, Dickie Selfe, & Art Young (Eds.), Electronic communication across the curriculum (pp. 129-136). Urbana, IL: NCTE.

Tuman, Myron C. (1992). Literacy online: The promise (and peril) of reading and writing with computers. Pittsburgh: University of Pittsburgh Press.

Urbain, Tina. (2004). Digital literacy autobiography. Available: http://www.msu.edu/~urbainti/415/autobio1.html

Vernon, Alex. (2000). Computerized grammar checkers 2000: Capabilities, limitations, and pedagogical possibilities. Computers and Composition, 17, 329–349.

Webb, Patricia. (2003). Technologies of difference: Reading the virtual age through sexual (in)difference. Computers and Composition, 20, 151–167.

Wolfe, Janice L. (1999). Why do women feel ignored? Gender differences in computer-mediated classroom interactions. Computers and Composition, 16, 153–166.

Wysocki, Anne F. (2001). Impossibly distinct: On form/content and word/image in two pieces of computer-based interactive multimedia. Computers and Composition, 18, 137–162.

Wysocki, Anne F. (1998). Monitoring order: Visual desire, the organization of web pages, and teaching the rules of design. Kairos, 3 (2). Available: http://english.ttu.edu/kairos/3.2

Wysocki, Anne F., & Jasken, Julia I. (2004). What should be an unforgettable face… Computers and Composition, 21, 29–48.


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