Computers and Composition

1649 articles
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December 2019

  1. A Framework for Internet Case Study Methodology in Writing Studies
    doi:10.1016/j.compcom.2019.102509
  2. “I could get lit to Madonna:” Soundscapes & the First Year Writer’s Composing Process
    doi:10.1016/j.compcom.2019.102513
  3. Stigma in the Comments Section: Feminist and Anti-Feminist Discussions Online
    doi:10.1016/j.compcom.2019.102515

September 2019

  1. Re-Making the Makerspace: Body, Power, and Identity in Critical Making Practices
    doi:10.1016/j.compcom.2019.05.002
  2. Immanent Interbodies: Composing Disability through Embodied Choragraphy
    doi:10.1016/j.compcom.2019.05.006
  3. Troubling Structures: A Material-Embodied Pedagogy of Technical Difficulty
    doi:10.1016/j.compcom.2019.05.004
  4. Editorial Board
    doi:10.1016/s8755-4615(19)30068-4
  5. Shoaling Rhizomes: A Theoretical Framework for Understanding Social Media’s Role in Discourse and Composition Education
    doi:10.1016/j.compcom.2019.05.005
  6. #MeToo: A Case Study in Re-Embodying Information
    doi:10.1016/j.compcom.2019.05.001
  7. Introduction to the Special Issue: Digital Technologies, Bodies, and Embodiments
    doi:10.1016/j.compcom.2019.102526
  8. Reanimating the Answerable Body: Rhetorical Looking and the Digital Interface
    doi:10.1016/j.compcom.2019.05.007
  9. Participatory Video: An Apparatus for Ethically Researching Literacy, Power and Embodiment
    doi:10.1016/j.compcom.2019.05.003

June 2019

  1. Book Review
    doi:10.1016/j.compcom.2019.02.005
  2. Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback in ESL Writing
    doi:10.1016/j.compcom.2019.02.003
  3. Surveilling Strangers: The Disciplinary Biopower of Digital Genre Assemblages
    doi:10.1016/j.compcom.2019.01.006
  4. Reflection(s) In/On Digital Writing’s Hybrid Pedagogy, 2010–2017
    doi:10.1016/j.compcom.2019.02.006
  5. Online Doctoral Students Writing for Scholarly Publication
    doi:10.1016/j.compcom.2019.01.012
  6. Editorial Board
    doi:10.1016/s8755-4615(19)30033-7
  7. Smartphones, Distraction Narratives, and Flexible Pedagogies: Students’ Mobile Technology Practices in Networked Writing Classrooms
    doi:10.1016/j.compcom.2019.01.009
  8. The Community of Inquiry Survey: An Assessment Instrument for Online Writing Courses
    doi:10.1016/j.compcom.2019.01.001
  9. Letter from the Editor
    doi:10.1016/s8755-4615(19)30036-2
  10. The Grind of Multimodal Work in Professional Writing Pedagogies
    doi:10.1016/j.compcom.2019.01.007
  11. The Rebel Alliance: Analyzing Student Resistance in Digital Reflective Writing
    doi:10.1016/j.compcom.2019.01.011
  12. From Opportunities to Outcomes: The Wikipedia-Based Writing Assignment
    doi:10.1016/j.compcom.2019.01.008
  13. Analyzing and Theorizing Writing Teachers’ Approaches to Using New Media Technologies
    doi:10.1016/j.compcom.2019.01.002
  14. Experiments in Posthumanism: On Tactical Rhetorical Encounters between Drones and Human Body Heat
    doi:10.1016/j.compcom.2019.01.010
  15. Feminist Rhetorical Practices in Digital Spaces
    doi:10.1016/j.compcom.2019.01.004
  16. Book Review
    doi:10.1016/j.compcom.2019.02.004
  17. Teachers as co-authors of student writing: How teachers’ initiating texts influence response and revision in an online space
    doi:10.1016/j.compcom.2019.01.005
  18. Please Sign Here (And Share It To Your Facebook and Twitter Feeds): Online Petitions and Inventing for Circulation
    doi:10.1016/j.compcom.2019.01.003
  19. Pedagogies of Digital Composing through a Translingual Approach
    doi:10.1016/j.compcom.2019.02.007
  20. Resisting “Let’s Eat Grandma”: The Rhetorical Potential of Grammar Memes
    doi:10.1016/j.compcom.2019.02.001
  21. Observing literacy learning across WeChat and first-year writing: A scalar analysis of one transnational student’s multilingualism
    doi:10.1016/j.compcom.2019.02.002

March 2019

  1. “Feminist Leanings:” Tracing Technofeminist and Intersectional Practices and Values in Three Decades of Computers and Composition
    doi:10.1016/j.compcom.2018.11.004
  2. Metis as Embodied, Technofeminist Intervention: Rhetorically Listening to Periods for Pence
    doi:10.1016/j.compcom.2018.11.002
  3. TechnoFeminisms: A Conversation About Pasts, Presents, and Futures
    doi:10.1016/j.compcom.2018.11.006
  4. Introduction by the Guest Editors
    doi:10.1016/j.compcom.2018.11.007
  5. Editorial Board
    doi:10.1016/s8755-4615(19)30010-6
  6. Not Your Mother’s Tech Camp: Rebooting Girls’ Technology Camps to Equip the Next Generation of Technofeminists
    doi:10.1016/j.compcom.2018.11.003
  7. How Not to be a Troll: Practicing Rhetorical Technofeminism in Online Comments
    doi:10.1016/j.compcom.2018.11.001
  8. An Intersectional Technofeminist Framework for Community-Driven Technology Innovation
    Abstract

    In this article, we describe the philosophy, objectives, and development of Multilingual User-Experience (Multilingual UX), a community-driven initiative for supporting technology innovation with marginalized communities. We highlight how community-based mentorship can guide innovative technology design through an intersectional technofeminist perspective. We begin with a discussion of the impetus for building this initiative before discussing how we are collaboratively designing a research center to facilitate technology design with and for marginalized communities. We both theorize and enact the intersectional technofeminist principles of our work by telling the story of our project with our collaborators and community partners, in the form of vignettes from a symposium. We conclude by looking ahead to our next steps and by offering strategies for intersectional technofeminist community building and technology innovation, in the hope that our experiences can be further developed and localized to support similar initiatives that highlight the value of feminist collaboration in technology design.

    doi:10.1016/j.compcom.2018.11.005

December 2018

  1. Teaching Digital Literacy Composing Concepts: Focusing on the Layers of Augmented Reality in an Era of Changing Technology
    doi:10.1016/j.compcom.2018.07.003
  2. Guest Editors’ Introduction: Immersive Technologies and Writing Pedagogy
    doi:10.1016/j.compcom.2018.08.001
  3. Editorial Board
    doi:10.1016/s8755-4615(18)30104-x
  4. Framing Wearing: Genre, Embodiment, and Exploring Wearable Technology in the Composition Classroom
    doi:10.1016/j.compcom.2018.07.004
  5. Conspicuous Computing: Gamified Bodies, Playful Composition, and the Monsters in Your Pocket
    doi:10.1016/j.compcom.2018.07.001
  6. Composing the Un/Real Future
    doi:10.1016/j.compcom.2018.07.005
  7. Using Neurofeedback and Mindfulness Pedagogies to Teach Open Listening
    doi:10.1016/j.compcom.2018.07.002
  8. Teaching a Critical Digital Literacy of Wearables: A Feminist Surveillance as Care Pedagogy
    doi:10.1016/j.compcom.2018.07.006
  9. A (Virtual) Bridge Not Too Far: Teaching Narrative Sense of Place with Virtual Reality
    doi:10.1016/j.compcom.2018.07.007