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Computers and writing is a sub-field of college English studies about how computers and digital technologies affect literacy and the writing process. The range of inquiry in this field is broad including discussions on ethics when using computers in writing programs, how discourse can be produced through technologies, software development, and computer-aided literacy instruction. Some topics include hypertext theory, visual rhetoric, multimedia authoring, distance learning, digital rhetoric, usability studies, the patterns of online communities, how various media change reading and writing practices, textual conventions, and genres. Other topics examine social or critical issues in computer technology and literacy, such as the issues of the "digital divide", equitable access to computer-writing resources, and critical technological literacies. Many studies by scientists have shown that writing on computer is better than writing in a book
A writing process is a set of mental and physical steps that someone takes to create any type of text. Almost always, these activities require inscription equipment, either digital or physical: chisels, pencils, brushes, chalk, dyes, keyboards, touchscreens, etc.; each of these tools has unique affordances that influence writers' workflows. Writing processes are very individualized and task-specific; they frequently incorporate activities such as talking, drawing, reading, browsing, and other activities that are not typically associated with writing.
Cognitive rhetoric refers to an approach to rhetoric, composition, and pedagogy as well as a method for language and literary studies drawing from, or contributing to, cognitive science.
Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States.
Patricia Bizzell is a professor of English, emerita, and former Chairperson of the English Department at the College of the Holy Cross, United States, where she taught from 1978 to 2019. Bizzell is the 2008 winner of the CCCC Exemplar Award, and is a former president of Rhetoric Society of America.
Linda Flower is a composition theorist. She is best known for her emphasis on cognitive rhetoric, but has more recently published in the field of service learning. Flower currently serves Carnegie Mellon University as a professor of rhetoric.
Basic writing, or developmental writing, is a subdiscipline of composition studies which focuses on the writing of students sometimes otherwise called "remedial" or "underprepared", usually freshman college students.
Rogerian argument is a rhetorical and conflict resolution strategy based on empathizing with others, seeking common ground and mutual understanding and learning, while avoiding the negative effects of extreme attitude polarization. The term Rogerian refers to the psychologist Carl Rogers, whose client-centered therapy has also been called Rogerian therapy. Since 1970, rhetoricians have applied the ideas of Rogers—with contributions by Anatol Rapoport—to rhetoric and argumentation, producing Rogerian argument.
David John Bartholomae was an American scholar in composition studies. He received his PhD from Rutgers University in 1975 and was a Professor of English and former Chair of the English Department at the University of Pittsburgh. His primary research interests are in composition, literacy, and pedagogy, and his work engages scholarship in rhetoric and in American literature/American Studies. His articles and essays have appeared in publications such as PMLA, Critical Quarterly, and College Composition and Communication.
Feminist theory in composition studies examines how gender, language, and cultural studies affect the teaching and practice of writing. It challenges the traditional assumptions and methods of composition studies and proposes alternative approaches that are informed by feminist perspectives. Feminist theory in composition studies covers a range of topics, such as the history and development of women's writing, the role of gender in rhetorical situations, the representation and identity of writers, and the pedagogical implications of feminist theory for writing instruction. Feminist theory in composition studies also explores how writing can be used as a tool for empowerment, resistance, and social change. Feminist theory in composition studies emerged in the late 1960s and early 1970s as a response to the male-dominated field of composition and rhetoric. It has been influenced by various feminist movements and disciplines, such as second-wave feminism, poststructuralism, psychoanalysis, critical race theory, and queer theory. Feminist theory in composition studies has contributed to the revision of traditional rhetorical concepts, the recognition of diverse voices and genres, the promotion of collaborative and ethical communication, and the integration of personal and political issues in writing.
Revision is a process in writing of rearranging, adding, or removing paragraphs, sentences, or words. Writers may revise their writing after a draft is complete or during the composing process. Revision involves many of the strategies known generally as editing but also can entail larger conceptual shifts of purpose and audience as well as content. Within the writing process, revision comes once one has written a draft to work with, so that one can re-see and improve it, iteratively. Working at both deeper and more surface levels a writer can increase the power of the text.
A rhetorical situation is an event that consists of an issue, an audience, and a set of constraints. A rhetorical situation arises from a given context or exigence. An article by Lloyd Bitzer introduced the model of the rhetorical situation in 1968, which was later challenged and modified by Richard E. Vatz (1973) and Scott Consigny (1974). More recent scholarship has further redefined the model to include more expansive views of rhetorical operations and ecologies.
Theories of rhetoric and composition pedagogy encompass a wide range of interdisciplinary fields centered on the instruction of writing. Noteworthy to the discipline is the influence of classical Ancient Greece and its treatment of rhetoric as a persuasive tool. Derived from the Greek work for public speaking, rhetoric's original concern dealt primarily with the spoken word. In the treatise De Inventione, Cicero identifies five Canons of the field of rhetoric: invention, arrangement, style, memory, and delivery. Since its inception in the spoken word, theories of rhetoric and composition have focused primarily on writing
Collaborative pedagogy stems from the process theory of rhetoric and composition. Collaborative pedagogy believes that students will better engage with writing, critical thinking, and revision if they engage with others. Collaborative pedagogy pushes back against the Current-Traditional model of writing, as well as other earlier theories explaining rhetoric and composition; earlier theories of writing, especially current-traditional, emphasizes writing as a final product. In contrast, collaborative pedagogy rejects the notion that students think, learn, and write in isolation. Collaborative pedagogy strives to maximize critical thinking, learning, and writing skills through interaction and interpersonal engagement. Collaborative pedagogy also connects to the broader theory of collaborative learning, which encompasses other disciplines including, but not limited to, education, psychology, and sociology.
Kathleen Blake Yancey is the Kellogg W. Hunt Professor of English at Florida State University in the rhetoric and composition program. Her research interests include composition studies, writing knowledge, creative non-fiction, and writing assessment.
Harriet Malinowitz is an American academic scholar specializing in lesbian and gay issues in higher education, women's studies, the rhetoric of Zionism and Israel/Palestine, and writing theory and pedagogy.
Lisa S. Ede was an author, editor and scholar of writing and rhetoric. She taught rhetoric and writing at Oregon State University, where she worked as a professor from 1980 to 2013. Ede has received awards for her scholarly work from the Modern Language Association, the Conference on College Composition and Communication, and the International Writing Center Association.
Sondra Perl is a Professor Emerita of English at Lehman College and director of the Ph.D. in Composition and Rhetoric at the Graduate Center of the City University of New York. She is the founder and former director of the New York City Writing Project. She writes about the composing process as well as pedagogical approaches to implementing composition theories into writing practices in the classroom.
Janet Emig was an American composition scholar. She is known for her groundbreaking 1971 study The Composing Process of Twelfth Graders, which contributed to the development of the process theory of composition. Her article, "Writing as a Mode of Learning" (1977) is also frequently cited and anthologized by the Writing Across the Curriculum movement.
Janice M. Lauer Rice was an American scholar of composition, rhetoric, and linguistics. She was a founding member of the Rhetoric Society of America. She founded one of the first doctoral programs in rhetoric and composition at Purdue University in 1980. The Lauer Series in Rhetoric and Composition from Parlor Press is named in her honor, as well as the Rhetoric Society of America's Janice Lauer Fund for Graduate Student Support and the Purdue Foundation Janice M. Lauer Dissertation Award.
References
- ↑ "English Expert - Andrea Lunsford | Humanities at Stanford". The Human Experience. Archived from the original on March 6, 2014.
- 1 2 Ede, Lisa; Lunsford, Andrea (May 1984). "Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy". College Composition and Communication. 35 (2): 155–171. doi:10.2307/358093. JSTOR 358093.
- ↑ Lunsford, Andrea (1979). "Cognitive Development and the Basic Writer". College English. 41 (1): 38–46. doi:10.2307/376358. JSTOR 376358.
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