This book on multimodal composition is designed to help teachers of English composition expand the modalities on which they and their students draw, to go beyond the limits of texts that rely primarily on words, and to enjoy exploring the affordances - the special capacities - of video, image and sound. The book offers faculty practical help on creating multimodal assignments and working within digital composing environments. There are sample essays, advice on intellectual property concerns, sample worksheets and forms, explanations of technical terms, and useful advice about hardware,...

This book examines how one can teach composition with computers while reflecting critically on the ways technology affects student literacies, faculty labor issues, and the educational environment at contemporary universities. It develops an economic, political, and cultural account of the field of computers and composition. Of special importance is the analysis of how the employment of new technologies in writing classes affects student writing, faculty research, pedagogical innovations, and the employment practices of research universities.

In this book the author argues that many youth are using the Web to experiment with and deploy a number of surprising rhetorical strategies that tell us much about their vision for the new communications technologies and the emerging literacy practices they are using to engage that technology. Such literacy practices foreshadow potential changes in rhetorical and literacy practices. It offers a complex and telling portrait of the future use of communications technologies, particularly the Web, and the kinds of literacies that some youth are developing with those technologies.

This book focuses on the development of new theories and pedagogies of distance learning in the English class. It is a serious discussion of the development of effective means of conveying information, developing knowledge and perfecting skills. Through scholarly analyses it shows how distance learning calls instructors of English to different roles in the performance of their duties.

This book focuses on the development of new theories and pedagogies of distance learning in the English class. It is a serious discussion of the development of effective means of conveying information, developing knowledge and perfecting skills. Through scholarly analyses it shows how distance learning calls instructors of English to different roles in the performance of their duties.

This book examines how one can teach composition with computers while reflecting critically on the ways technology affects student literacies, faculty labor issues, and the educational environment at contemporary universities. It develops an economic, political, and cultural account of the field of computers and composition. Of special importance is the analysis of how the employment of new technologies in writing classes affects student writing, faculty research, pedagogical innovations, and the employment practices of research universities.

This volume addresses several concerns: What labor, workplace, and technology issues should composition as a profession be concerned with in the 21st century? How does technology affect the shape of academic labor? How have working conditions in composition affected the ways technology is used? The authors in this collection have turned their attention to these questions, arguing that composition workers (researchers, scholars, administrators, and teachers) have much to think about in relation to articulation of their professional identity.

This book takes up the complicated question of writing faculty development and the training necessary to address shifting definitions of literate acts. Specifically, it focuses on issues of aging, addressing both attitudes toward aging literacies and the role that age plays in the acquisition of new literacy practices. It suggests the necessity of becoming more literate about how current research on aging might impact the field of rhetoric and composition studies.