This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we...

A magnum opus in the now vast domain of discourse studies, whose history, methods, and subdomains mobody knows as well as Robert de Beugrande. No other book in the humanities and social sciences today integrates such encylopedic knowledge into a thoroughly transdisciplinary, international, intercultural, and critical program. For all advanced students of discourse, this book should be their major mentor, guide, and compendium of research.

-Teun A. van Dijk, University of Amsterdam and Editor of the journals Text and Discourse and Society

- Professor de Beugrande has been one of the...

This book raises a lot of questions, considers a lot of tough cases, and mainly situates itself in the gray areas between certainties. It courts ambiguity and complexity and revels in difficulty in its examination of ethical issues in the realm of the Internet, the World Wide Web, electronic mail, and the networked classroom, in the rapidly expanding writing space of "internetworked writing."

With contributions by sixteen scholars from such diverse fields as communication, linguistics, literary studies, rhetoric, and sociology of sciences, "Essays in the Study of Scientific Discourse" continues the contemporary discussion about the origin and nature of scientific discourse and its function in today's society. Essays document the increasing importance of rhetorical expertise in scientific discourse, shed new light into the history and language of science, and offer pedagogical guidance for teachers of scientific writing. Readers may also discover new topics for scholarly...

This book describes the emerging practice of e-mail tutoring; one-to-one correspondence between college students and writing tutors conducted over electronic mail. It reviews the history of Composition Studies, paying special attention to those ways in which writing centers and computers and composition have been previously hailed within a narrative of functional literacy and quick-fix solutions. The author suggests a new methodology for tutoring, and a new mandate for the writing center: a strong connection between the rhythms of extended, asynchronous writing and dialogic literacy. The...

Words and images can harmonize to clarify meaning in a variety of texts. This interdisciplinary work presents practitioners, researchers, creative artists, and teachers discussing how we process and develop meaning from words and images. This study is especially important for writers and designers working in electronic communication environments, where the marriage of words and images challenges traditional training.

Ranging from theory to practice, chapters examine both cognitive issues and aesthetic concerns. This book explores topics such as: DEGREESL DEGREESDBLHuman processing of...

This book is about the nature of publishing: its processes, history and technologies. It also explores the relationship of technology to pedagogy and how publishing has been a part of reading and writing instruction throughout the 20th century. Today publishing is both an individual and a collaborative process that is commercially, organizationally and pedagogically driven. The goal of the book is to provide a theoretical, historical, and philosophical conception of publishing that would help teachers who are beginning to work in computer-supported environments.

This volume examines the complex, contradictory discourses of hypertext. Using theoretical material from cultural theory, radical and border pedagogies, and technology criticism, the text discusses three primary ways hypertext is articulated: as automated book (technical communication), as virtual commodity (online databases), and as environment for constructing and exploring multiple subject positions (postmodern hypertext in composition and literature). I would recommend the entire book to researchers and academics who recognize the need to integrate new technologies into our classrooms...

This book presents a collection of essays on foundational and methodological issues in cognitive science. Topics range from the philosophical problems surrounding intentionality and holism to specific scientific issues concerned with the architecture of systems for problem solving, planning, language processing, vision and visual-motor coordination. The larger theme is cognitive architecture and the twelve chapters show the generality of the problems associated with this theme as it impinges on almost every area of cognitive science and most methodological approaches adopted to date.

This book raises a lot of questions, considers a lot of tough cases, and mainly situates itself in the gray areas between certainties. It courts ambiguity and complexity and revels in difficulty in its examination of ethical issues in the realm of the Internet, the World Wide Web, electronic mail, and the networked classroom, in the rapidly expanding writing space of "internetworked writing."