Writing New Media: Theory and Applications for Expanding the Teaching of Composition / Edition 1

by Anne Wysocki

Overview

As new media mature, the changes they bring to writing in college are many and suggest implications not only for the tools of writing, but also for the contexts, personae, and conventions of writing. An especially visible change has been the increase of visual elements-from typographic flexibility to the easy use and manipulation of color and images. Another would be in the scenes of writing-web sites, presentation "slides," email, online conferencing and coursework, even help files, all reflect non-traditional venues that new media have brought to writing. By one logic, we must reconsider traditional views even of what counts as writing; a database, for example, could be a new form of written work.

The authors of Writing New Media bring these ideas and the changes they imply for writing instruction to the audience of rhetoric/composition scholars. Their aim is to expand the college writing teacher's understanding of new media and to help teachers prepare students to write effectively with new media beyond the classroom. Each chapter in the volume includes a lengthy discussion of rhetorical and technological background, and then follows with classroom-tested assignments from the authors' own teaching.

Product Details

ISBN-13:	9780874215755
Publisher:	Utah State University Press
Publication date:	03/28/2004
Edition description:	1
Pages:	276
Product dimensions:	7.00(w) x 10.00(h) x 0.90(d)
Age Range:	18 Years

Table of Contents

	Acknowledgments	v
	Preface	vii
	Opening New Media to Writing: Openings and Justifications	1
	Students Who Teach Us: A Case Study of A New Media Text Designer	43
	Toward New Media Texts: Taking Up the Challenges of Visual Literacy	67
	Box-Logic	111
	The Sticky Embrace of Beauty: On Some Formal Problems in Teaching about the Visual Aspects of Texts	147
	The Database and the Essay: Understanding Composition as Articulation	199
	Bibliography of print resources	237
	Works cited	257
	Index	265
	About the authors	268