Given that my film is exploring a punk ethos that attends DIY filmmaking, I decided that the rough nature of the video created appropriate content...these are the sorts of details that reveal the complex, cinéma vérité nature of the DIY experience.

As compositionists delve more deeply into the material and technical dimensions of digital media, the contemporary arts should be valued as a source for new approaches to hybrid forms of writing and textuality." In addition toTypographia, this work includes a companion essay (PDF):From Street to Software: How a LetteredFlâneurInvented a Hybrid Rhetoric.

On Violence Against Objectsis best viewed over several minutes; allow the images to go through several iterations in order to see as many juxtapositions as possible.The visual argument of the work emerges as the viewer perceives analogies between the various images.

The narrator relates his life's downward spiral and miraculous rebound from severe foot problems using animated bullet points, images, charts, and graphs. "Custom Orthotics Changed My Life" is a work of presentation fiction, or slideshow fiction, in the form of a video with an original soundtrack. The music was composed by David Kettler, a Stanford undergraduate in the Symbolic Systems Program and the Program in Music, Science, and Technology.

Desktop MCs work in the space of the desktop, choreographing content using multiple applications. For the desktop MC, new technologies allow for new combinatory forms of composition.

Interviews with undergraduates from the honors program in Multimedia Literacy at the University of Southern California.

The Microreview feature is intended to present a series of condensed reviews of online work by an invited scholar. By providing an informed perspective chosen by the reviewer, readers can not only find out about this type of online work, but begin to understand how the online work may be relevant to their own scholarly and teaching practices.

Q: When the interface of an interactive, digital, scholarly article is designed as an integral part of the article's argument, what are the rhetorical, conceptual, and technical challenges of re-designing the project to better enact that argument? Susan Delagrange offers a behind-the-scenes look at the authorial and editorial processes that led to the publication ofWunderkammer, Cornell, and the Visual Canon of Arrangementin issue 13.2.

The Converging Literacies Center (CLiC) is a deeply integrated model for writing programs, bringing together the writing center, first-year writing, basic writing, professional development activities, graduate coursework, and research activities to re-imagine and support twenty-first-century literacies. What is unique about CLiC is not merely the extent of this integration but the non-traditional populations from which research and best practices emerge: The vast majority of our undergraduates are first-generation college students.This webtext discusses the need for programs like this one as well as the specific steps we have taken to develop CLiC (and why). It includes video, audio, web, and text-based media elements.

As a visiting scholar in digital media and composition at Ohio State University during Spring 2009, I created "Resolution in 60 Seconds" to promote theNational Day on Writingon October 20, 2009, established by the National Council of Teachers of English (NCTE). The National Day on Writing (NDoW) seeks "[t]o draw attention to the remarkable variety of writing we engage in and help make writers from all walks of life aware of their craft." This video shows one example of the remarkable ways we engage in writing and is a call to participate in the NDoW.

Scott McCloud is well-known for his nonfiction comics (NFC). He has theorized how comics work and also helped describe how Chrome, Google's Web browser, works. The dynamic combination of visual and linguistic symbolizing in comics makes it a great tool for research and argumentation, as well as narrative memoirs and fiction.

The Microreview feature is intended to present a series of condensed reviews of online work by an invited scholar. By providing an informed perspective chosen by the reviewer, readers can not only find out about this type of online work, but begin to understand how the online work may be relevant to their own scholarly and teaching practices.

Designing constructive digital media is a process of mapping and remapping our physical and conceptual worlds in order to determine their meaning. When readers become composers, when users become designers, they may construct for themselves both a digitalWunderkammerof evidence and the potential associative connections available through arrangement and manipulation of that evidence. This project discusses these issues and translates them into praxis.

We propose that new concepts are needed to discuss increasingly common rhetorical practices that are not closely aligned with the ways in which rhetorical delivery has historically been situated. We are specifically interested in situations where composers anticipate and strategize future third-party remixing of their compositions—composing for strategic recomposition—as part of a larger and complex rhetorical strategy that plays out across physical and digital spaces.

This webtext describes a pilot course that united four first-year composition courses around shared readings and online discussion addressing the physical and virtual university. The goal of the pilot was to foster previously impossible student interactions by exploring how discrete discussion roles shaped interaction and reputations among students.Ultimately, we wanted to provide a structured environment that facilitated independent student investigation and exchange. We hope that this research testifies to the fact that forums are not naturally pedagogically sound; rather, fostering meaningful digital encounters requires careful and thoughtful pedaogical planning.

This video reflection starts in a presentation on comics at the Thomas R. Watson Conference last October, which prompted the author to explore the etymology of cosmos and comos through an alternate reading of Gorgias'Encomium of Helen. The author then works with comos, as revelry, to offer thoughts on comics as a form of multimodal composition and its use in the classroom.

In a remix of the infamous Hitler meme—taking a scene from the movie,Downfall(2005), and adding subtitles appropriate (in this case) forKairosreaders—theamishaugur makes a pointed, humorous (to some) commentary on the status of multimodal composition scholars in English departments during job market season. (See the Logging On column for more discussion about this piece.)

Larry Sanger, a Ph.D. philosopher (The Ohio State University, 2000), was, along with Jimmy Wales, a co-founder of Wikipedia. Sanger is currently the Editor-in-Chief of a new wiki encyclopedia project called Citizendium. He has written and spoken extensively on the subjects of online knowledge communities and what he calls "the new politics of knowledge" in the age of the Internet. He also offers consulting services on the design of online collaborative communities for Internet businesses

To readers interested in exploring the ways that the tools of marketing can be used against the dominant discourse and for the common good,OurSpaceoffers a dense theoretical context for culture jamming in digital and physical spaces, as well as practical examples of turning branding on its head.

We enter this review as collaborators from the same institution, a four-year medium-sized private university. Additionally, some of us bring our collective experiences as teachers from small, liberal arts colleges, community colleges, and large research universities across the U.S. Our levels of teaching experience range from first-year PhD students to an associate professor, with scholarly interests from Renaissance literature to new media theory.

Able to link tutors across distance while closely approximating the tenor of face-to-face tutoring (f2f), synchronous audio-video-textual conferencing (AVT) is a semiotically rich medium that sustains critical “social cues” and enhances interaction and exchange. The authors theorize and demonstrate the potential of synchronous digital exchange, including functions that surpass the affordances of paper-based f2f tutorials—such as real-time modeling and web-based referencing.

This webtext is a rethinking of "Writing and Publishing in the Boundaries: Academic Writing in/through The Virtual Age," originally published inThe Writing Instructorin 2001.

This study is intended to explore the learning outcomes of an English course in which digital texts become both the object of study and the means of assessment. The authors suggest the web project serves as a possible example of a transitional pedagogy where two ways of organizing and presenting information — of writing — are used simultaneously and toward mutually enhancing ends.

This webtext takes up Cultural Historical Activity Theory (CHAT), as developed inPaul Prior et. al(2006),” by re-presenting key concepts in Prior’s core text using different media and modalities and illustrating our invention processes as we worked to demonstrate those concepts.

How do we as scholars of rhetoric, composition, and digital mediadodigital media theory? How do we develop these theories and put them into action in digital media?

Authentic Design” is an attempt to convey a sense of playfulness and frustration, along with a hefty warning to digital writing scholars: We need to understand that meaning is not inherent in our tools (writing, media, ideas, language) nor does meaning reside in ourselves.

Kathleen E. Welch, author ofElectric Rhetoric: Classical Rhetoric, Oralism, and a New LiteracyandThe Contemporary Reception of Classical Rhetoric: Appropriations of Ancient Discourse, is the Samuel Roberts Noble Family Foundation Presidential Professor of English at the University of Oklahoma.

The site’s goal is to examine "the ways in which rhetoric, visual culture, and pedagogy interact with and inform each other. In keeping with this mission, the viz. blog is a forum for exploring the visual through identifying the connections between theory, rhetorical practice, popular culture, and the classroom.

There is little question that the landscape of composition theory and pedagogy is changing. Equally understood is that much of the change arises from expanded notions of literacy and the emergence of media forms; less well recognized, or at least less thoroughly studied, is the impact of these developments on the composition professoriate, more specifically as it relates to some of the myriad issues associated with aging.