Selfe,
Cynthia L. "Technology and Literacy: A Story about the Perils of
Not Paying Attention." CCC 50.3 (1999): 411-436.
Tag: narrative
Selfe and Hawisher, Literate Lives in the Information Age
Selfe,
Cynthia L., and Gail E. Hawisher. Literate Lives in the Information
Age. Mahwah, N.J.: Lawrence Erlbaum, 2004.
Hesse, “Saving a Place for Essayistic Literacy”
Hesse,
Doug. "Saving a Place for Essayistic Literacy." Passions, Pedagogies, and 21st
Century Technologies. Eds. Gail E. Hawisher and Cynthia L. Selfe. Urbana, Ill.: NCTE, 1999. 34-48.
Rice, “The 1963 Composition Revolution”
Rice,
Jeff . "The 1963 Composition Revolution Will Not be Televised,
Computed, or Demonstrated by Any Other Means of Technology." Composition
Studies 33.1 (2005): 55-73.
Swearingen, “R&C as a Coherent Intellectual Discipline”
Swearingen,
C. Jan. "Rhetoric and Composition as a Coherent Intellectual Discipline."
Olson 12-22. [A]
Inman, Computers and Writing: The Cyborg Era
Inman, James A. Computers and Writing: The Cyborg Era. Mahwah,
N.J.: Lawrence Erlbaum, 2004.
Manovich – The Language of New Media (2001)
Notes on Lev Manovich’s The
Language of New Media (2001). In the prologue, Manovich gives us what he
calls a Vertov Dataset–full-passage selections from elsewhere in the book
matched up with frames from Vertov. It’s a distinctive and memorable
way to open onto the project–self-sampling and re-associating, which emphasizes
(paradoxically?) the relational and modular qualities of new media objects, the
intertwined historical-theoretical trajectories of cinema and computing that now
constitute new media, the logics of selection, association and assemblage
driving new media, and the evolving lexicon of new media, from database, loops
and micronarratives to transcoding, [var]-montage and the tele-.
It’s all in the Vertov Dataset, then explained more fully elsewhere.
Connors, 1982, “Modes of Discourse”
Connors, Robert. “The Rise and Fall of the Modes of Discourse.” On Research Writing: The Braddock Essays, 1975-1998. Ed. Lisa Ede. New York: Bedford St. Martin’s, 1999.
Big Idea
Connors historicizes the ascent and decline of the modes of discourse as a
widely favored, pervasive scheme for organizing FY composition from the early 1800’s until the late 1960’s when
modified approaches and the process movement, bound up with phenomenological underpinnings
in many cases, threw off the charm of modal curricula. The modes of discourse commonly included Narration, Description, Exposition and Argument, although variations included Didactic in place of Expository (Newman), Pathetic (Parker) and Speculation (Quackenbos). Connors’ essay offers a fairly clear chronology of the modes, their brief reign, and the forces that brought about their gradual (and yet ongoing) unraveling: single-mode text books, especially ones centered on exposition, and what Connors calls “thesis texts”–texts purporting a central, masterful method for engaging students to write powerfully, effectively. He details the causal relationships from a classical belletristic set of modes, to Newman’s
A Practical System of Rhetoric in 1827, to Winterowd’s condemnation in 1965, “that the modal classification, ‘though interesting, isn’t awfully helpful.'”