Features
- Cover Type: Paperback with 276 pages
- Published by: Utah State University Press
- Edition: 1st Edition March 1, 2004
- Written in: English
- ISBN 10 Number: 0874215757
- ISBN 13 Number: 978-0874215755
-
Book Dimensions:
10 x 7 x 0.8 inches
- Weighs: 1.2 pounds
Book Description
As new media mature, the changes they bring to writing in college are many and suggest implications not only for the tools of writing, but also for the contexts, personae, and conventions of writing. An especially visible change has been the increase of visual elements-from typographic flexibility to the easy use and manipulation of color and images. Another would be in the scenes of writing-web sites, presentation "slides," email, online conferencing and coursework, even help files, all reflect non-traditional venues that new media have brought to writing. By one logic, we must reconsider traditional views even of what counts as writing; a database, for example, could be a new form of written work.
The authors of Writing New Media bring these ideas and the changes they imply for writing instruction to the audience of rhetoric/composition scholars. Their aim is to expand the college writing teacher's understanding of new media and to help teachers prepare students to write effectively with new media beyond the classroom. Each chapter in the volume includes a lengthy discussion of rhetorical and technological background, and then follows with classroom-tested assignments from the authors' own teaching.
About The Author
Anne Frances Wysocki teaches rhetoric, visual communication, and new media theories and production in the undergraduate Science and Technical Communication and graduate Rhetoric and Technical Communication programs a Michigan Technical University.
Johndan Johnson-Eilola works as a professor of Technical Communications at Clarkson University, teaching courses in information architecture, technical communication, usability, and mass communication.
Cynthia L. Selfe is a professor of Humanities in the Humanities Department at Michigan Technical University.
Geoffrey Sirc works in composition at the
University of Minnesotas General College.
Reader Reviews
The book is an attempt by its authors to come to grips with the effect of the Internet on how to teach writing skills to a university audience. It shows how students are becoming, or indeed have become, facile with elaborate typography and colours, and images and hyperlinks to web sites or other resources on the Web. Yet, if you turn to a teaching text of say twenty years not, nothing is said of this. Because the Web did not then exist. So the book tries to bring up suggestions for new pedagogies. That do not reject the Internet experiences and abilities of the students, but embrace these. In the hope of ultimately laying out more powerful writings. Still to early to say how fruitful these will be. But worth contemplating.
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