{"id":7066,"date":"2006-11-04T12:10:14","date_gmt":"2006-11-04T12:10:14","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/11\/04\/wysocki-opening\/"},"modified":"2006-11-04T12:10:14","modified_gmt":"2006-11-04T12:10:14","slug":"wysocki-opening","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/04\/wysocki-opening\/","title":{"rendered":"Wysocki, “Opening New Media to Writing”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>\n

Wysocki, Anne.
\n "Opening New Media to Writing: Openings and Justifications."
\n Writing New Media: Theory and Applications for Expanding
\n the Teaching of Composition<\/i>. Wysocki et. al., eds. Logan: Utah State Univ. Press, 2004. 1-23.<\/p>\n

<\/p>\n

To set up Writing New Media<\/i>, Wysocki invokes a metaphor of the
\nrug-pulled-out<\/b> in relation to transformations underway between the
\npurportedly stable forms of texts (i.e., generic books) and new media: "writing
\nis changing<\/b>" (2). Wysocki organizes the chapter around five openings<\/b>:<\/p>\n

    \n
  1. The need, in writing about new media<\/b> in general, for the material
    \n thinking of people who teach writing<\/b><\/i><\/li>\n
  2. A need to focus on the specific materiality of the texts<\/b> we give
    \n each other<\/li>\n
  3. A need to define "new media texts"<\/b> in terms of their
    \n materialities<\/b><\/li>\n
  4. A need for production of new media<\/b> texts in writing classrooms<\/li>\n
  5. A need for strategies of generous reading<\/b> (3) <\/li>\n<\/ol>\n

    More generally, what Wysocki offers is an approach to new media that focuses
    \non writing’s materiality<\/b> and that places production<\/b> above
    \nanalysis<\/b>. Materiality, explained through Horner, comes with two caveats: no
    \nlist is exhaustive, and "agency and structure are interdependent" (4). Wysocki
    \nbriefly calls for more critical work like that done by Romano, Takayoshi, and
    \nSelfe and Selfe on GUIs. Rather than seeing new media work as the analysis of
    \nspecific pieces of media<\/b> or the characterizations of broader
    \nmacrostructures<\/b>, however, Wysocki maintains that writing teachers are
    \nespecially well positioned to "open new media to writing<\/b>" through the
    \nforegrounding of materiality in situated compositional practices. That is,
    \nwriting teachers can make choices<\/b> about writing with a wide range of
    \nwriting technologies<\/b>, which are relevant to exploring the relationship
    \nbetween objects<\/b> and identity<\/b>. Wysocki importantly
    \nestablishes a definitional framework<\/b> for new media (19) that includes
    \npointing out that new media "do not have to be digital<\/b>" (15). In contrast
    \nwith Kress and van Leeuwen, who argue for a distinction between media and mode
    \nso that mode accounts for transparencies that have no bearing on meaning,
    \nWysocki holds contends that "digitality gives us a position for questioning<\/b>
    \nwhat had earlier seemed like a natural silence of media<\/b>" (14). All
    \nmaterial aspects of texts, in other words, bear on meaning, even when we have
    \nlittle choice among materials.<\/p>\n

    Key terms: materiality of writing (3, 7, 19), new media (5, 19), writing
    \ntechnologies (11), medium theorist (11), social forms (13), modes (13),
    \ninteractivity (17), Manovich on new media (18), information communication system
    \n(18), system-contingent design (21), expressive design (21), aesthetic
    \ninvestment (21). <\/p>\n

    Citation: Bolter (1), Kress (1), Horner (3), Selfe (8), Takayoshi (8), Romano
    \n(8), Haas (11), Manovich (17), Hayles (7), Hall (20), Feenberg (20-21).<\/p>\n

    "What we offer are some openings<\/b>–some ranges of active
    \npossibilities<\/b>–we each see in this particular time of change<\/b>,
    \nopenings that allow and encourage us to shift what we do in our thinking and
    \nclasses so that we do not forget, so that we make actively present in our
    \npractices, how writing is continually changing material activity that shapes
    \njust who we can be and what we can do" (3).<\/p>\n

    "Instead, I want to argue that new media needs to be opened to writing<\/b>.
    \nI want to argue that writing about new media needs to be informed by what
    \nwriting teachers know<\/b>, precisely because writing teachers focus specifically
    \non texts and how situated people (learn how to) use them to make things
    \nhappen<\/b>" (5).<\/p>\n

    "This, then, is why it matters for writing teachers<\/b> to be doing
    \nmore<\/b> with new media<\/b>: writing teachers are already practiced with
    \nhelping others understand how writing–as a print-based practice–is embedded
    \namong the relations of agency<\/b> and extensive material practices<\/b> and
    \nstructures<\/b> that are our lives" (7).<\/p>\n

    "I want to argue that these results of digitality<\/b> ought to encourage
    \nus to consider not only the potentialities of material choices<\/b> for
    \ndigital texts but for any text we make, and that we ought to use the range of
    \nchoices digital technologies seem to give us to consider the range of choices
    \nthat printing-press technologies (apparently) haven’t" (10).<\/p>\n

    "I think we should call ‘new media texts’ those that have been made by
    \ncomposers who are aware of the range of materialities<\/b> of texts and who
    \nthen highlight the materiality<\/b>: such composers design texts that help
    \nreaders\/consumers\/viewers stay alert to how any text–like its composers and
    \nreaders–doesn’t function independently of how it is made<\/b> and in what
    \ncontexts. Such composers design texts that make as overtly as possible the
    \nvalues they embody" (15).<\/p>\n

    "My reason for defining new media texts in terms of materiality<\/b>
    \ninstead of digitality<\/b> is to help us hold present what is at stake: to
    \nlook at texts only through their technological origin is to deflect our
    \nattention from what we might achieve mindful that textual practices<\/b> are
    \nalways broader than technological<\/b>" (19). <\/p>\n

    "And I argue that–because in acknowledging the broad material conditions<\/b>
    \nof writing instruction we then also acknowledge the contingent and necessarily
    \nlimited structures of writing and writing instruction–people in our classes
    \nought to be producing texts<\/b> using a wide and alertly chosen range of
    \nmaterials<\/b>–if they are to see their selves as positioned<\/b>, as building
    \npositions in what they produce" (20).<\/p>\n

    "And so I write here that, if we do want to understand compositions as
    \nallowing us to see our positions, then it would be useful to think about–and
    \nteach–composition of page and screen as a material craft<\/b> under the terms
    \nI’ve just described" (22). <\/p>\n","protected":false},"excerpt":{"rendered":"

    \u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Wysocki, Anne. "Opening New Media to Writing: Openings and Justifications." Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Wysocki et. al., eds. Logan: Utah State Univ. Press, 2004. 1-23.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[176],"tags":[184,816,935,1501,520,1502,907,255,1503,1056,478,209,1504,1430,1505,1506,1059,327,1507,150,291,187,1508,1164,140],"class_list":["post-7066","post","type-post","status-publish","format-standard","hentry","category-visuality_and_n","tag-agency","tag-choice","tag-computers","tag-craft","tag-digital","tag-generosity","tag-identity","tag-literacy","tag-material","tag-materiality","tag-media","tag-modes","tag-newmedia","tag-object","tag-openings","tag-position","tag-print","tag-reading","tag-rug","tag-structure","tag-teaching","tag-technology","tag-texts","tag-values","tag-writing"],"yoast_head":"\nWysocki, "Opening New Media to Writing" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/04\/wysocki-opening\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Wysocki, "Opening New Media to Writing" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 3 minsWysocki, Anne. 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By reading (phenomenologically, rather than closely) two CD-ROMs on Matisse, Wysocki suggests that we have a \"need\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7071,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/07\/wysocki-and-jas-1\/","url_meta":{"origin":7066,"position":1},"title":"Wysocki and Jasken, “What Should Be An Unforgettable Face”","author":"Derek Mueller","date":"November 7, 2006","format":false,"excerpt":"Wysocki, Anne, and Julia I. Jasken. \"What Should Be An Unforgettable Face....\" Computers and Composition 21 (2004) 29-48. Wysocki and Jaskin argue for an expanded, generous recognition of interfaces as situated and reflexive.\u00a0 Computer interfaces are rhetorical, they contend.\u00a0 In the first half of the essay, they survey Computers and\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6433,"url":"https:\/\/www.earthwidemoth.com\/blog\/2005\/10\/17\/post-2\/","url_meta":{"origin":7066,"position":2},"title":"Eloquent Images II","author":"Derek Mueller","date":"October 17, 2005","format":false,"excerpt":"Wysocki - \"Seriously Visible,\" 37-59 First, hypertexts, in their affordances of choice, are inherently engaging, and these engaging properties (engagementalities?) extend to civic and democratic practices (freedom, liberty, etc.).\u00a0 Second, predominantly visual documents are unserious; they are the stuff of children's books--lite, silly and non-rigorous. Wysocki opens with these old\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7072,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/07\/wysocki-awaywit-1\/","url_meta":{"origin":7066,"position":3},"title":"Wysocki, “Awaywithwords”","author":"Derek Mueller","date":"November 7, 2006","format":false,"excerpt":"Wysocki, Anne F. \"Awaywithwords: On the Possibilities in Unavailable Designs.\" Computers and Composition 22 (2005) 55-62. In this brief article, Wysocki complicates the dichotomy between image and word, a division reinforced in the work of Kress, who partitions words and their \"temporal and sequential logic\" from \"image-presentations\" and their \"spatial\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7027,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/01\/wysocki-and-joh\/","url_meta":{"origin":7066,"position":4},"title":"Wysocki and Johnson-Eilola, “Blinded by the Letter”","author":"Derek Mueller","date":"September 1, 2006","format":false,"excerpt":"Wysocki, Anne, and Johndan Johnson-Eilola. \"Blinded by the Letter: Why Are We Using Literacy as a Metaphor for Everything Else?\" Passions, Pedagogies, and 21st Century Technologies. Eds. Gail E. Hawisher and Cynthia L. Selfe. Urbana, Ill.: NCTE, 1999. 349-368. Literacy is storied in a host of distinctive ways, yet as\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7067,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/04\/johnsoneilola-t\/","url_meta":{"origin":7066,"position":5},"title":"Johnson-Eilola, “The Database and the Essay”","author":"Derek Mueller","date":"November 4, 2006","format":false,"excerpt":"Johnson-Eilola, Johndan. \"The Database and the Essay: Understanding Composition as Articulation.\" Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Wysocki et. al., eds. Logan: Utah State Univ. Press, 2004. 199-226. Johnson-Eilola both suggests and, to a degree, enacts a fragmentary, contingent sort of postmodern textuality in\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7066","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=7066"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7066\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7066"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7066"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7066"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}