Computers and Composition最新文献

Speech to text (STT) technology, also called voice recognition or speech recognition technology, automatically transcribes users’ speech to a computer screen. Research indicates that STT shows promise as an alternative mode of composition, supporting students in making fewer errors, writing more, and writing better. Much of this research takes place in elementary and middle schools, often focusing on students with identified learning disabilities. The current study extends STT research into general education high school classrooms, where students (N = 120) were invited to use it as much or as little as they wanted during one school year. We asked: Who used STT? Did subgroups, such as students labeled with learning disabilities, differ in their choices? When students chose to use STT, what kinds of writing did they do? Did STT compositions differ from non-STT compositions? Finally, what were students’ and teachers’ perceptions of STT? We analyzed field notes, interviews, surveys, and student writing with and without STT, and found mixed results: On average, students wrote more when they used STT than not. A little more than half of students found that STT eased the cognitive load of composition. A little less than half of students found that the tool constrained their composition. Some were put off by technical problems or embarrassment attendant with speaking out loud in class. Students’ choices to use STT correlated with special education designation, but not other designations. Despite students’ mixed reports, teachers were consistently positive about STT and planned to use it in future classes.

This article argues that rhetorical invention in social media environments includes key differences from invention in other spaces and thus demands its own specific consideration that foregrounds its contributing elements. When invention occurs on social media, a variety of forces come together to participate in that act of invention. These forces, which include a varied array of humans, hardware, interfaces, online communities, digital cultures, discourses, moderators, code, algorithms, and infrastructures, all contribute toward processes of rhetorical invention. This article offers a theory of network-emergent rhetorical invention that accounts for the array of actants that converge to make rhetorical invention in social media environments possible. Rather than considering humans as sole agents who autonomously act alone on other forces, network-emergent rhetorical invention considers how humans act with other actants to engage in rhetorical invention on social media.

Using a multiple-case study approach, this research study examined how the students (pre/in-service teachers) addressed the same linguistic topic but created three distinctive multimodal products across digital genres in a multimodal composing project. Drawing on New London Group's (2000) pedagogy of multiliteracies, we specifically examined how the students individualized choices and interpretations of a multimodal task, and how they orchestrated multimodal resources (e.g., linguistic, visual, and spatial) to represent their linguistic knowledge, construct meaning, and address potential audience in multimodal composing. The three illustrative cases show the students’ unique approaches to engaging in the digital multimodal task on "word formation" through digital storytelling, digital poster, and gamification-based presentation. This paper concludes with pedagogical implications on incorporating digital multimodal composing tasks in the teacher education curriculum.

The video-centered platform, TikTok, has gained popularity due to its position as an entertainment app, but it is still underexplored as a tool that generates awareness and discussions about mental health. This article explores TikTok's data-point ranking system to analyze how mental health rhetoric is shaped and how public health communities are formed around the term anxiety. Through a multimodal discourse analysis of the top 10 TikTok videos using the hashtag, #anxiety, this article seeks to establish how discussions of anxiety disorders are facilitated through the use of TikTok's socio-technical features and affordances of visibility, editability, persistence, and association in order to build digital communities of support. I identify recurring themes in users’ narrations of anxiety by studying in-frame content that creates meaning and contextual messages about mental health. Ultimately, these multimodal expressions of anxiety allow users to intervene and discuss often serious topics related to mental health through video, text, images, and sounds that other users can relate to and recognize. These features and affordances create networks of community and attract conversation where others can share their experiences and practices.

This article describes how eleven feminist activists enact digital tactics of feminist affective resistance, transformative rhetorics and literacy practices that challenge dominant pedagogies of emotion. These activists “make their feed work” for them through specific tactics: creating feminist affective counterpublics and sustaining these communities through affective dispositions, enacting community care, curating social media by seeking out content and users, embracing productive discomfort, and eliding content by blocking, muting, and stepping away. The article concludes with recommendations for future technofeminist research.

Writing studies has long been interested in histories of how the field writes. The recent turn to corpus-driven results about disciplinary trends opens opportunities to examine writing studies journals in the early twenty-first century longitudinally. This study presents an analysis of published articles (n = 2738) in seven major writing studies journals from 2000 to 2019. The analyzed journals are College Composition and Communication, College English, Computers and Composition, Research in the Teaching of English, Rhetoric Review, Rhetoric Society Quarterly, and Written Communication. Findings include (1) the number of references per article increase over time, (2) references are getting slightly newer from 2000 to 2019, and (3) lexical diversity is decreasing over that same time period. The notable changes among these metrics occur between the first (2000s) and second (2010s) decades of the corpus’ time period. Finally, a broad literary review shows that these findings reflect trends in other disciplines.

In the last decade, scholar-podcasters have made a case for podcasts as valuable contributions to academic and public discourse, including in rhetoric and composition. Research in multimodality and advances in technology over the past twenty years have allowed rhetoricians and compositionists to develop and (re)imagine ways for making, producing, and distributing knowledge. This review suggests podcasts and podcasting help us do some of the things we value in rhetoric and composition. For example, some recurring themes in rhetoric and writing studies research over the last decade include social justice, antiracism, inclusivity, equity, multimodality, collaboration, and accessibility, to name a few throughlines in scholarship. The Big Rhetorical Podcast and Pedagogue are sites where these disciplinary values are heard. This review suggests that podcasts have the potentiality to do some of the things traditional scholarship has had difficulties rectifying and emphasizes podcasting is a valuable form of knowledge circulation in rhetoric, composition, and adjacent fields. This review seeks to legitimize podcasts as scholarship. One aim was to suggest how podcasts in rhetoric and composition complement values in writing studies and offer new ways of producing and distributing knowledge that reach wider audiences and that have potential to center equity in the field.

Studies involving written corrective feedback (WCF) have been integral to first and second language (L1/L2) research for multiple decades. However, scholars have noted that most studies have tended to be researcher-led interventions that occur in a classroom setting. Crucially, little is known about WCF beyond the classroom, especially in nonacademic online environments. The current study investigates this issue by exploring the nature of WCF in an asynchronous online community known as the WordReference language forums. Using a combination of netnography and quantitative methods, over a four-month span, the author investigated: (1) the feedback-seeking behaviors of L2 English learners in an online forum; (2) the extent to which individual learners differed in their feedback-seeking behaviors; and (3) the nature of the WCF given to learners by L1 English-speaking interlocutors. The findings show that learners frequently engaged in a number of feedback-seeking behaviors identified in previous scholarship (e.g., clarification and confirmation requests); however, some learners differed in the types of feedback they sought online. Additionally, the L1 English-speaking interlocutors responded to these requests using WCF types that have not been reported in existing literature. Thus, this study proposes a new typology/classification system for understanding the nature of online feedback.