Writing Inventions , livre ebook

290

pages

English

Ebooks

2001

Écrit par
Scott Lloyd Dewitt

Publié par
State University of New York Press

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290

pages

English

Ebooks

2001

Lire un extrait

Obtenez un accès à la bibliothèque pour le consulter en ligne En savoir plus

Publié par

State University of New York Press

Date de parution

29 juillet 2001

EAN13

9780791490310

Langue

English

Poids de l'ouvrage

1 Mo

Winner of the 2002 Computers & Composition Distinguished Book Award presented by Clarkson University's Eastman Kodak Center for Excellence in Communication

The increasing role of computer technology in the classroom has left many teachers searching for resources that will make sense of complex theories and provide them with practical pedagogical direction. Offering instructional stories, histories, and classroom applications, Writing Inventions connects the theoretical aspirations of the field with the craft of innovative composition instruction. Focusing on issues of "invention," the book explores "writing inventions"—the computer technology that students use to research, read, create, and compose. But "invention" also refers to the rich collection of processes that lead to what is not yet known: topics for writing, personal and professional identities, and new pedagogies. Methods for teaching invention using the World Wide Web are also outlined, arguing that the Web allows students and teachers to see into each other's learning processes. In the end, Writing Inventions tells stories—instructional accounts of computers and teaching writing that balance theory and practice.
Figures

Author's Note

Acknowledgments

Introduction: Inventing Ourselves
Inventing Audience
Inventing Myself

1 Inventing Invention
Contexts of Invention
Moments of Invention
A Point of Invention/Contention
What Writers Do
What Students Door Don't Do
The Technology of Invention

2 Inventing Discussions, Inventing Pedagogies
A Comfortable Middle?
Technology Round 1: An Invention
Technology's Second Round: A New (Re)Invention
Integrating CmD: Sequencing Assignments
Concluding Discussions
Appendix: One Computer-Mediated Discussion on Computer-Mediated Discussion

3 Inventing Hypertext Reading
Positioning the Web
Web Workings
Upgrades and Upshots
Inventing Instructional Web Sites
Inventing Method
Multi-Tasking Applied
Constructing Web Experiences
Connecting the Disconnected Snapshots
Conversing the Web
Appendix: Possible Lives, Chapter 1Los Angeles and the LA Basin

4 Inventing Hypertext Writing
One Hypertext Application
Designing a Hypertext
Case Portrait: Devin
Case Portrait: Daniel
Case Portrait: Marie
Case Portrait: Yvonne
Case Portrait: Matthew
Reflections and Conclusions

5 Inventing Scenes
A Sequence of Assignments
Understanding Students' Inventions: Reading Their Work
Concluding Reflections

Bibliography

Index

Voir

Publié par

State University of New York Press

Date de parution

29 juillet 2001

EAN13

9780791490310

Langue

English

Poids de l'ouvrage

1 Mo

Science Mathematics

Writing Inventions

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Writing Inventions:

Identities, Technologies, Pedagogies

Scott Lloyd DeWitt

State University of New York Press

Published by State University of New York Press, Albany

Printed in the United States of America

No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.

For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207

Production by Judith Block Marketing by Michael Campochiaro

Library of Congress Cataloging-in-Publication Data

DeWitt, Scott Lloyd Writing inventions : identities, technologies, pedagogies / Scott Lloyd DeWitt. p. cm. Includes bibliographical references (p. ) and index. ISBN 0-7914-5039-2 (alk. paper — ISBN 0-7914-5040-6 (pbk. : alk paper) 1. English language—Rhetoric—Study and teaching. 2. English language—Rhetoric—Study and teaching—Technological innovations. 3. English language—Rhetoric—Study and teaching—Data processing. 4. Report writing— Study and teaching (Higher)—Technological innovations. 5. Report writing— Study and teaching (Higher)—Data processing. 6. Hypertext systems. 7. World Wide Web. I. Title.

PE1404 .D425 2001 808'.042'0285—dc21

00-061922

Figures

Author’s Note

Acknowledgments

Contents

Introduction: Inventing Ourselves Inventing Audience Inventing Myself

1 Inventing Invention Contexts of Invention Moments of Invention A Point of Invention/Contention What Writers Do What Students Do—or Don’t Do The Technology of Invention

2 Inventing Discussions, Inventing Pedagogies A Comfortable Middle? Technology Round 1: An Invention Technology’s Second Round: A New (Re)Invention Integrating CmD: Sequencing Assignments Concluding Discussions Appendix: One Computer-Mediated Discussion on Computer-Mediated Discussion

vii

1 6 11

17 19 22 24 30 37 43

51 53 57 72 83 94

Contents

3 Inventing Hypertext Reading Positioning the Web Web Workings Upgrades and Upshots Inventing Instructional Web Sites Inventing Method Multi-Tasking Applied Constructing Web Experiences Connecting the Disconnected Snapshots Conversing the Web Appendix: Possible Lives, Chapter 1—Los Angeles and the LA Basin

4 Inventing Hypertext Writing One Hypertext Application Designing a Hypertext Case Portrait: Devin Case Portrait: Daniel Case Portrait: Marie Case Portrait: Yvonne Case Portrait: Matthew Reflections and Conclusions

5 Inventing Scenes A Sequence of Assignments Understanding Students’ Inventions: Reading Their Work Concluding Reflections

Bibliography

Index

109 114 116 118 120 124 126 132 137 149

160

175 177 183 188 193 197 201 205 210

217 220 237 256

263

273

Figures

3.1The Impulsive Model 3.2The Reflective Model 3.3The Reflective Model Extended

4.1HyperCard Template

141 146 147

184

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Author’s Note

Writing Inventions: Identities, Pedagogies, Technologiesuses student writing and interview transcripts extensively as data. A few points need to be clarified about the methodology:

I have chosennotto note errors in writing samples and interview tran-scripts with [sic]. Readers should assume that errors in writing samples were part of the original text (most were collected on disk). Readers should assume that “errors” in speech patterns and grammar in the transcripts of face-to-face interviews were as spoken.

I have used student writing and interviews as data. Because of prom-ised anonymity, I have changed the names of all students whose work I cited within.

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