{"id":7071,"date":"2006-11-07T21:13:13","date_gmt":"2006-11-07T21:13:13","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/11\/07\/wysocki-and-jas-1\/"},"modified":"2006-11-07T21:13:13","modified_gmt":"2006-11-07T21:13:13","slug":"wysocki-and-jas-1","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/07\/wysocki-and-jas-1\/","title":{"rendered":"Wysocki and Jasken, “What Should Be An Unforgettable Face”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>\n

Wysocki, Anne, and Julia I. Jasken. "What Should Be An Unforgettable Face…."
\n Computers and Composition<\/i> 21 (2004) 29-48.<\/p>\n

<\/p>\n

Wysocki and Jaskin argue for an expanded, generous recognition<\/b> of
\ninterfaces as situated<\/b> and reflexive<\/b>.  Computer interfaces
\nare rhetorical<\/b>, they contend.  In the first half of the essay, they
\nsurvey Computers and Composition<\/i> in the 80s and 90s to identify a range
\nof arguments that discuss various aspects of interfaces, while leaving other
\naspects unaddressed.  Collectively, Wysocki and Jaskin want to call our
\nattention to the partial treatments of interface, while showing that much
\nC&C<\/i> scholarship<\/b> addresses the rhetorical nature of the interface<\/b>
\nand has been forgotten<\/b>.<\/p>\n

In the second half of the essay, they examine handbooks<\/b> to show the
\nemphasis on technical knowledge<\/b> and functional ease<\/b> at the expense
\nof rhetoric.  These arhetorical stances are read across 14 books,
\nsuggesting the dangers of ultra-constrained treatments of interfaces–emphasis
\non the technical encourages us to forget about the other stuff, and only the
\nbarest advice about web design prevails (often treating web design like
\ndesigning for paper). <\/p>\n

So that we don’t forget the interface’s rhetorical nature and so that we see
\nbroadly beyond the technical (or recognize the rhetorical entangled with the
\ntechnical), Wysocki and Jaskin recommend the work of redesign<\/b> and
\ncognizance of the presence of interfaces<\/b> in both<\/i> print<\/b> and
\nonline<\/b> materials. <\/p>\n<\/p>\n

Key terms: graphical user interface (30), seeing and visibility (31),
\ninterface (32), HCI and screen (32), interface as rhetorical (33), interface as
\ncomplexly socially situated (33), PC vs. Mac interfaces (35), role of software
\n(35), expectations of teachers (36), writing handbooks (37), technical as
\narhetorical (39), functional ease (40), form and content (43), redesign (45).<\/p>\n

"We are concerned here precisely with how sight-and hence the metaphors for
\nknowledge-building and comprehension that are linguistically tied to sight-is
\nalways just as much about what we don’t see<\/b> as about what we do, always
\nabout where attentions are not directed as much as about where they are" (31).<\/p>\n

"What do interfaces<\/b>–and our teachings about how we and people in our
\nclasses should both shape and read them–encourage<\/b> or allow us to see, and
\nthen, just as often, to forget to see?" (31).<\/p>\n

"Taylor’s (1992) words ask to imagine an individual who perhaps recognizes, but
\nperhaps not, that as she sits at a computer using software she is being seen
\nby the software<\/b>–by the software’s makers as they are embodied in their
\ndesign decisions–as being dull<\/b> and uninventive<\/b>; the software
\ntherefore only allows her the actions that a dull and uninventive person can be
\nexpected to take, and hence–if she approaches the software without abilities or
\nbackground or desire or encouragement to distance herself from it–she must be
\nthat dull and uninventive person, at least for the minutes or hours she uses the
\nsoftware" (34).<\/p>\n

"All these writers argued that we have to see interfaces as not just what is on
\nscreen but also what is beyond and around the screen<\/b> if we want to
\nunderstand how interfaces fit into and sup port the varied and entwined sets
\nof practices<\/b> that shape us" (36).<\/p>\n

"In these varied words from writing teachers and researchers, then, we hope you
\ncan see how<\/p>\n

    \n
  • when we are encouraged not to see the interface as taking part in shaping
    \n how we use computers,<\/li>\n
  • when we are encouraged to look through form (as though it is arhetorical
    \n and ought to be invisible) to content,<\/li>\n<\/ul>\n

    we miss–we are able to forget–how complexly and how strongly interfaces take
    \npart in the wide ranging, and certainly not always positive, effects that
    \ncomputers have in our practices, lives, and relations with others" (37).<\/p>\n

    "We have examined handbooks and guides that many writing teachers use, books
    \nthat so frequently now include sections for helping students design web pages,
    \nand–instead of instruction that helps students attain a broad and mindful
    \nview<\/b> of interfaces–we see instruction that often constructs the technical
    \nas neutrally arhetorical<\/b>; emphasizes getting work done–the values of
    \nefficiency, ease of use, and transparency–over other possible human activities
    \nand relations; and separates content from form<\/b>, as though form
    \ncontributes nothing to how others respond to and are shaped by the texts we make
    \nfor each other" (38).<\/p>\n

    "If we do not discuss with students how what is present on screen is
    \ndependent<\/b> on the attitudes<\/b> and backgrounds<\/b> of those who design
    \nwhat we see and not just on apparently neutral function or technical
    \nrequirement, then we risk what those earlier writers saw: how audiences<\/b>
    \ncan be restricted<\/b> or silenced<\/b> or reduced in complexity<\/b> by
    \nwhat we produce" (45).<\/p>\n

    "Is it possible to design<\/b>–is it worth pursuing the design of–reflexive
    \ninterfaces<\/b>, interfaces that themselves encourage the wider kinds of seeing
    \nwe have discussed here, interfaces that encourage their audiences to question
    \nhow the interfaces construct and shape those who engage with them?" (46).<\/p>\n","protected":false},"excerpt":{"rendered":"

    \u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Wysocki, Anne, and Julia I. Jasken. "What Should Be An Unforgettable Face…." Computers and Composition 21 (2004) 29-48.<\/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":[1559,184,713,279,1075,645,1560,1121,1561,651,410,1128,218,1562,510,1556,198,1563,1557,1059,1564,185,328,1558,1212,291,1297,1070,636,1322,433,140],"class_list":["post-7071","post","type-post","status-publish","format-standard","hentry","category-visuality_and_n","tag-active","tag-agency","tag-audience","tag-computer","tag-content","tag-discipline","tag-ease","tag-efficiency","tag-expectations","tag-forgetting","tag-form","tag-functional","tag-history","tag-icons","tag-interface","tag-mac","tag-online","tag-passive","tag-pc","tag-print","tag-redesign","tag-rhetoric","tag-screen","tag-selfe","tag-software","tag-teaching","tag-technical","tag-textbooks","tag-transparency","tag-visibility","tag-visuality","tag-writing"],"yoast_head":"\nWysocki and Jasken, "What Should Be An Unforgettable Face" - 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\/07\/wysocki-and-jas-1\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Wysocki and Jasken, "What Should Be An Unforgettable Face" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 3 minsWysocki, Anne, and Julia I. 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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":7072,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/07\/wysocki-awaywit-1\/","url_meta":{"origin":7071,"position":1},"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. 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To set up Writing New Media, Wysocki invokes a metaphor of the rug-pulled-out in relation to transformations\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":7069,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/05\/george-from-ana\/","url_meta":{"origin":7071,"position":3},"title":"George, “From Analysis to Design”","author":"Derek Mueller","date":"November 5, 2006","format":false,"excerpt":"George, Diana. \"From Analysis to Design: Visual Communication in the Teaching of Writing.\" CCC 54.1 (2002): 11-39. In this oft-cited essay, Diana George accounts for the vexed relationship between composition studies and visuality or visual studies. Only in rare cases does one find imaginative curricula that engage with visuality as\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":7071,"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":6433,"url":"https:\/\/www.earthwidemoth.com\/blog\/2005\/10\/17\/post-2\/","url_meta":{"origin":7071,"position":5},"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":[]}],"jetpack_likes_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7071","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=7071"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7071\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7071"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7071"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7071"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}