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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 study by scientist such have shown that writing on computer is better than writing in a book
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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 Rhetoric, Aristotle 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
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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.
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Feminist rhetoric emphasizes the narratives of all demographics, including women and other marginalized groups, into the consideration or practice of rhetoric. Feminist rhetoric does not focus exclusively on the rhetoric of women or feminists, but instead prioritizes the feminist principles of inclusivity, community, and equality over the classic, patriarchal model of persuasion that ultimately separates people from their own experience. Seen as the act of producing or the study of feminist discourses, feminist rhetoric emphasizes and supports the lived experiences and histories of all living beings and in all manner of experiences, and it redefines traditional delivery sites to include the non-traditional locations such as demonstrations, letter writing, and digital processes. An important distinction is made between "feminist rhetoric" and "rhetorical feminism": rhetorical feminism is a strategy that counters traditional forms of rhetoric, favoring dialogue over monologue and seeking to redefine the way audiences define rhetorical appeals. Rhetorical feminism also values listening and silence as dynamic rhetorical practices.
Ann E. Berthoff was a scholar of composition who promoted the study of I.A. Richards and Paulo Freire and the value of their work for writing studies.
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
- 1 2 3 4 5 University, Carnegie Mellon. "Linda Flower - Department of English - Dietrich College of Humanities and Social Sciences - Carnegie Mellon University". www.cmu.edu. Retrieved 2020-12-18.
- 1 2 3 "Interview with Linda Flower at FSU" (PDF).
- 1 2 3 4 Wilson, Jill (1991). "An Interview with Linda Flower: Helping Writers Build Mansions with More Rooms". Writing on the Edge. 3 (1): 9–22. ISSN 1064-6051.
- ↑ Heller, Carol (1991). "An Interview with Linda Flower" (PDF). The Quarterly of the National Writing Project and Center for the Study of Writing and Literacy. 13 (1): 3–5, 28–30.
- ↑ Flower, Linda; Hayes, John R. (1981). "A Cognitive Process Theory of Writing". College Composition and Communication. 32 (4): 365–387. doi:10.2307/356600. ISSN 0010-096X.
- ↑ Bizzell, Patricia (1992). Academic Discourse and Critical Consciousness. University of Pittsburgh Press. doi:10.2307/j.ctt7zwb7k.7. ISBN 978-0-8229-5485-9.
- ↑ Nystrand, Martin (1982). What writers know: the language, process, and structure of written discourse. Academic Press.
- ↑ Hayes, John R. (2017-10-30), Portanova, Patricia; Rifenburg, J. Michael; Roen, Duane (eds.), "Foreword. Are Cognitive Studies in Writing Really Pass?", Contemporary Perspectives on Cognition and Writing, The WAC Clearinghouse; University Press of Colorado, pp. vii–xv, doi: 10.37514/per-b.2017.0032.1.2 , ISBN 978-1-64215-003-2 , retrieved 2022-08-10
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