Computers and Composition最新文献

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.

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.