Computers and Composition最新文献

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.

In this article, we draw on focus group interviews collected for the Wayfinding Project to explore how university alumni orient themselves as writers while participating in social media after graduation. By looking at alumni's self descriptions of their writing processes across public networks, we are able to trace pathways that recognize the rhetorical and communicative intentions of users, while also acknowledging the roles that serendipity, creativity, and the unexpected play in shaping these literate practices. Specifically, we point to how these alumni describe their experiences as they adapt to addressing audiences across different platforms and confront the “reach” of those platforms for engaging unexpected audiences. Several focus group participants use the term “branding” as a way to describe how they conceive of their writing across multiple social networks. These participants describe their public, networked writing as a form of managing their identities at the same time that they are “branding” themselves to manage the expectations of multiple audiences. In sum, our research shows us how the unexpected audiences generated through social media participation operate in tension with writers’ deliberate shaping of their messages and their self-presentation.

This paper considers how the course syllabus, an often-overlooked document, can function as an instrument for naming and enacting more inclusive, accessible, and learner-centered classrooms. A syllabus is a powerful tool with the potential to make visible the practices and policies of an instructor's pedagogy, to facilitate trust between instructors and students, and to set the tone for a course. Despite the gravity of this document, however, the language and form of written syllabi have tended to be passed down, either institutionally or through generations of instructors, rather than revised and redesigned to meet the needs of students in a changing world. Observing renewed interest in inclusivity and accessibility in pedagogical conversations in the wake of the COVID-19 pandemic, the authors conducted this study of twelve digital rhetoric syllabi to systematically and precisely analyze the ways language is used to create learner-centered syllabi in service of more just classrooms. The findings demonstrate the need for creating accessible learning experiences for students, showing empathy through various learner-centered tools, and using positive and inclusive language to promote diversity, equity, and social justice.

This multiliteracies-framed study is an analysis of how English Language Arts students designed digital portfolios across three digital media platforms: Weebly (a website building platform), blogs, and Instagram (a photo and video sharing app). Analysis centers around an examination of students’ writing (defined broadly), student surveys, focal student interviews, and a reflective interview with the teacher to understand the research question: How did students use each of the platforms and what did this afford that may not have otherwise been possible in this typically formal and text-based class? Findings indicate that the students designed complex, reflective, multimodal compositions that would have otherwise not been possible with the typically formal, prescribed forms of writing typical to this classroom. Implications for this study include embracing alternative communication styles in classrooms beyond traditional forms of text-based writing to allow for students’ out-of-school and in-school literacy practices to be bridged.

In 2017, more than a million Tweets were tagged to #MeToo. Some of these Tweets only posted “#MeToo,” while other Tweets described memories of sexual violence. Through an analysis of qualitative interview data, this article illustrates that sharing trauma using hashtag #MeToo helped participants to pattern their memories of sexual violence. It concludes with recommendations for future researchers to examine the intersections between trauma, memory, and the #MeToo hashtag.

Keywords are often used to shed light on shared words and their meanings, including their contestation. Often these keywords are determined using small samples or author inferences. However, identification of large sample, data-driven keywords is important for writing studies to avoid a range of biases including socioeconomic, confirmation, and sampling. We use the methodologies of “term frequency-inverse document frequency” (TF-IDF) and collocation on a corpus of journal articles from seven major writing studies journals: College Composition and Communication, College English, Computers and Composition, Research in the Teaching of English, Rhetoric Review, Rhetoric Society Quarterly, and Written Communication. By examining approximately 99% of the research articles published in these journals between 2000 and 2019 (N = 2738), we determine the evolution of keywords over time. Changes in keywords suggest attention to the impact of technology.

This study examines whether delivery format affects the degree to which students perceive teaching presence in their online and hybrid first-year writing (FYW) courses. In the Community of Inquiry (CoI) theoretical framework, teaching presence plays a role in creating a learning community through instructional design, discourse facilitation, and direct instruction. To measure the extent to which students perceived these elements of teaching presence, the Community of Inquiry in Writing Studies survey was administered to 669 students in online and hybrid sections of FYW at four universities.

Online and hybrid students demonstrated similar perceptions of teaching presence through individualized feedback and the instructor-student relationship, but they differed in their perceptions of group activities and the instructor-student-student relationship. Of the three categories of teaching presence, discourse facilitation was the one about which online and hybrid student perspectives were most disparate: it had the highest mean ranking of the three teaching presence categories by hybrid students but the lowest mean ranking by online students. These findings can inform instructors’ approaches to the numerous modalities now available post pandemic, including their efforts to facilitate student discourse that will support a learning community.