{"id":7033,"date":"2006-09-04T13:06:47","date_gmt":"2006-09-04T13:06:47","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/09\/04\/hawisher-et-al\/"},"modified":"2006-09-04T13:06:47","modified_gmt":"2006-09-04T13:06:47","slug":"hawisher-et-al","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/04\/hawisher-et-al\/","title":{"rendered":"Hawisher et. al., Computers and the Teaching of Writing<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>\n

Hawisher,
\n Gail E., Cynthia L. Selfe, Paul LeBlanc, and Charles Moran. Computers and the Teaching of Writing
\n in American Higher Education, 1979-1994: A History<\/i>. New Directions
\n in Computers and Composition Ser. Norwoord, N.J.: Ablex, 1996.<\/p>\n

<\/p>\n

Computers and the Teaching of Writing<\/i> is a layered history, pulling
\ntogether selected pieces of composition studies<\/b>, changes in software<\/b>
\nand hardware<\/b>, narratives by people<\/b> involved in early computers and
\ncomposition work, considerations of policy<\/b>, politics<\/b>, and
\naccess<\/b>, and the formation of computers and composition as a legitimate
\nacademic subfield<\/b> consisting of its own specialized knowledge<\/b>, its
\nown research agenda<\/b>, its own journals<\/b> and book-length works<\/b>,
\nand its own conferences<\/b> and related professional gatherings<\/b>. CTW
\npresents a chronology<\/b> of the formation of computers and composition,
\norganizing detail-heavy accounts of what was happening at the time into
\nparticular periods<\/b> or eras rather than celebrating scenes<\/i> or
\nparticular figures<\/i>. <\/p>\n

Hugh Burns and Ellen Nold are particular celebrated in this volume. Burns’s
\n1979 dissertation, "Stimulating Invention in English Composition through
\nComputer-Assisted Instruction" and Nold’s 1975 article, "Fear and Trembling: The
\nHumanist Approaches the Computer" figure centrally, according to the authors, in
\nthe early formation of computers and composition. Annual awards, one for a
\ndissertation and one for an article, were later established to honor each of
\nthese landmark works (198). <\/p>\n

The book is organized as follows, to each chapter a corresponding period:<\/p>\n

1979-1982: The Profession’s Early Experience with Modern Technology
\n1983-1985: Growth and Enthusiasm
\n1986-1988: Emerging Research, Theory, and Professionalism
\n1989-1991: Coming of Age–The Rise of Cross-Disciplinary Perspectives and a
\nConsideration of Difference
\n1992-1994: Looking Forward<\/p>\n

Each chapter also includes the following segments: Considering Contexts (comp
\nscholarship focus), Observing Trends (pedagogy and technology focus),
\nRecognizing Challenges, and Our Colleagues Remember. Collectively, the project
\nis an assertion of legitimacy for computers and composition and also an
\narticulation of a substantial and complex tradition dating back to the 1960’s.
\nStill, it focuses on a relatively small start-up community (just ten members at
\nthe 1983 meeting of The Fifth "C" SIG) (81), which raises all sorts of
\nquestions. It is also interesting to consider this historical account alongside
\ncases like the one Jeff makes about the discipline’s
\nmissed
\nopportunities<\/a>.<\/p>\n

^Hmm: "invisible writing": Marcus and Blau, "writers write invisibly on
\ndarkened computer screens" (27); counts of conference sessions as evidence (on
\nprocess in 1983 CCCC) (71)<\/p>\n

"The present book is the first full-scale effort to define computers and
\ncomposition within its history" (xii).<\/p>\n

"Electronic technology is not simply a medium for the mass-delivery of a
\nmanaged curriculum" (4).<\/p>\n

"Computers entered our scene at a moment when there was a loud and public
\ncall for the improvement of writing instruction, and at the beginning of what
\nwas to be a long and difficult period of retrenchment in American public
\neducation [re 1975, "Why Johnny Can’t Write," and the related "literacy crisis"]
\n(23).<\/p>\n

"Patricia Sullivan, working in 1982 on interface design for the library at
\nCarnegie Mellon, had a difficult time convincing her English department that
\nwhat she was working on was English" (51).<\/p>\n

?? "HYPERCARD would popularize and extend the use of hypertext in English
\nstudies, but all the groundwork for our field’s later enthusiasm for hypertext
\nwas in place by 1985" (78).<\/p>\n

"Of the many papers presented at these conferences, only a few focused on
\ntheoretical issues associated with technology" (95).<\/p>\n

"The kids were interacting with paper, not with each other" (129, from
\nHamilton-Wieler).<\/p>\n

"In 1986, for most of us, the computer was still a stand-alone machine, one
\nmarvelous in its capability–and on used by a single writer, writing alone. Yet
\nby 1988, many of us–not yet most of us–would see the computer as a means of
\nconnecting to a virtual space in which we might participate with others in the
\nconstruction of knowledge" (135). <\/p>\n

See 282+ for highlights in "Perspectives of the authors after reading this
\nmanuscript."<\/p>\n

Terms: "soft technological determinists" (1), computer as agent (2),
\ncommunity (2), electronic territory (6), techno-evangelists (13), generation gap
\n(13), "writing crisis" (19), magical thinking paradigm (30), military discourse
\n(106), add-on (111), ecology (124), burst\/dissipation pattern (145), white coat
\nsyndrome (164), systems (174), "research community" (216)<\/p>\n

\n
Related sources<\/dt>\n
Cooper, Marilyn. "The Ecology of Writing." College English<\/i> 48
\n (1986): 364-375.<\/dd>\n
Emig, Janet. "Writing as a Mode of Learning." CCC<\/i> 28 (1977):
\n 122-127.<\/dd>\n
Nold, Ellen. "Fear and Trembling: The Humanist Approaches the Computer."
\n CCC<\/i> 26 (1975): 269-273.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

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