This essay examines a series of InterChange transcripts to demonstrate how discourse that combines serious and playful purposes works to provoke and mediate conflict. Students use serio-ludic discourse to critique and to negotiate power relations and gendered subject positions with both positive and negative results.

On-line publication alters the relationship between editor and writer, creating a potentially more collaborative and fluid text. This article explores implications of increased publication options and examines conceptual distinctions among Fixed-Format, Electronic, and Meta-media Editors. We propose a keyboard editing/commenting technique that will work across platforms and software programs and in every mode of electronic communication including simple e-mail. This ASCII based system uses only four symbols in various combinations to convey all of the print editor's marks and also allows the editor or reader to insert comments in the immediate context. The result is increased efficiency and flexibility for writer and editor or teacher and student.

E-mail has significantly impacted the way we communicate in business, possibly going so far as to affect the social structure of organizations. One under-explored affect of e-mail is how it impacts communication in smaller organizations. Given the ability of regular “face-to-face” interaction, is e-mail necessary to boost communication? A report of employee attitudes in one small business did provide an opportunity to observe the impact of e-mail on communications and employee attitudes. As a result, it is suspected that interoffice e-mail may serve to link formal and informal communication channels, particularly in terms of including managers to the informal communications network.

Most people who use information technology (IT) every day use IT in text-centered interactions. In e-mail, we compose and read texts. On the Web, we read (and often compose) texts. And when we create and refer to the appointments and notes in our personal digital assistants, we use texts. Texts are deeply embedded in cultural, cognitive, and material arrangements that go back thousands of years. Information technologies with texts at their core are, by contrast, a relatively recent development. To participate with other information researchers in shaping the evolution of these ITexts, researchers and scholars must build on a knowledge base and articulate issues, a task undertaken in this article. The authors begin by reviewing the existing foundations for a research program in IText and then scope out issues for research over the next five to seven years. They direct particular attention to the evolving character of ITexts and to their impact on society. By undertaking this research, the authors urge the continuing evolution of technologies of text.

This paper compares the Finnish and English Web sites of a Finnish company to find out what culturally geared strategies emerge and what constitutes the genre of company information on the Internet. Drawing on genre theory and cultural studies, the paper further explores the relationship between linear texts and nonlinear hypertext genre. The paper shows how the Web sites aimed at the English-speaking readers are different from the sites targeted to the Finnish readers. It further illustrates the company strategies employed to establish the Web site in Finnish and English. These are endorsed by a company representative who was interviewed for the paper. The Finnish Web site meant for local Finnish readers contained detailed and itemized information and portrayed a retail-oriented strategy. The Internet presence targeted toward English-speaking readers portrayed an investor-oriented strategy. The characteristics of hypertext that distinguish it from linear texts are high rate of repetition and low macrolevel cohesion.

Review Article| April 01 2001 Technology, Collaboration, and Dialogue: A Librarian's View Helene Williams Helene Williams Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 425–428. https://doi.org/10.1215/15314200-1-2-425 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Helene Williams; Technology, Collaboration, and Dialogue: A Librarian's View. Pedagogy 1 April 2001; 1 (2): 425–428. doi: https://doi.org/10.1215/15314200-1-2-425 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Roundtable: The Dialogic Classroom: Teachers Integrating Computer Technology, Pedagogy, and Research You do not currently have access to this content.

This article compares the historical and contemporary clothing industry with the current microelectronics industry. It argues that the development of paper patterns, along with the perfection of the sewing machine as a technology in the 1870s, “democratized fashion” for lower and middle class women just as the development of the World Wide Web and Web-making software has democratized publishing for authors before unable to gain access to an audience for their writing. Comparing the businesses of three groups of women using the World Wide Web, this article finally problematizes these historical and contemporary democratizing technologies—the sewing machine and the computer—by pointing out both obvious and more subtle socioeconomic realities which undercut some utopian promises of publishing in Cyberspace. Women are … without class because the cut and fall of the skirt and good leather shoes can take you across the river and to the other side: the fairytales tell you that goose-girls may marry kings [1, pp. 15–16].

Using activity theory as a supplement to genre studies, this article explores a case of the disintegration of a traditional engineering firm. It focuses on the causes of such disintegration and the role of different types of communication in serving as sites where contradictions can be brought to visibility and resolution. The authors’ goal is both to show the power of activity theory in illuminating issues of tension, contradiction, and dissonance that lead to the breakup of the original organization into two separate firms and point to fundamental differences in the cultures of traditional engineering firms and software design enterprises.

Research in computer-mediated communication has usually emphasized the cognitive over the social aspects of communication, the medium over the message, and the product of communication over the process. In contrast, this paper emphasizes three constructs of the communication process: goal-based communication strategies, message form and medium. We seek to balance cognitive and social communication strategies and to combine new and old measures of the message form (organization, formality and size). A field study in an academic institution examined the content of text-based communication delivered by letter, memo, fax and e-mail. As expected, people preferred certain message and medium attributes for certain strategies. These findings are further investigated using open-ended interviews. We conclude with examples of practical implications on designing and implementing computer-mediated communication.

Describes a workshop used with classes doing Web research for their English papers in a computer lab. Shows how this is a good opportunity for students to learn to find, evaluate, and save Web sources, how to read critically and annotate the sources, and how to weave them into working drafts and avoid plagiarism.

Outlines detrimental effects of word processing in the composition classroom on planning, reading, organizing, revising, error detection, and spelling and vocabulary skill development. Discusses strategies instructors can use to teach students to use the computer at each stage of the writing process in ways that encourage and develop the higher-order thinking essential to good writing.

hen in 1968 Ellis Page and Dieter Paulus published The Analysis of Essays by Computer, they saw a promising future for programs that could evaluate both the aesthetic traits of essays and their substantive content (191). Now, more than thirty years later, the future that Page and Paulus envisaged seems to have arrived: computer power has increased exponentially, textand content-analysis programs have become more plausible as replacements for human readers, and our administrators are now the targets of heavy marketing from companies that offer to read and evaluate student writing quickly and cheaply. E-rater, developed by Educational Testing Service (ETS), is today used as one reader for evaluating the essay portion of the Graduate Management Admissions Test-a human is still the other reader. Intellimetric, developed by Vantage Technologies, is used for evaluating writing in a range of applications, K through college. WritePlacer Plus, developed by Vantage for the College Board, is being marketed as a cheap and reliable placement instrument. The Intelligent Essay Assessor, developed by Landauer, Laham, and Foltz at the University of Colorado, is now being marketed through their company, Knowledge Analysis Technologies, to evaluate essay exams for college courses across disciplines. The firms that are marketing the machine scoring of student writing all explicitly or implicitly define the task of reading, evaluating, and responding to student writing not as a complex, demanding, and rewarding aspect of our teaching, but as a burden that should be lifted from our shoulders. The current scene in American postsecondary

Begins with a quick history of the English profession’s response to the prospect/specter of the computer as reader of student writing. Describes two programs that are now being heavily marketed and publicized nationally. Sketches out some of the implications of these programs for members of the profession of English in America.

Previous researchers have given conflicting views as to what makes a "good" research article (RA) title. In this paper, characteristic features of research article titles, including length, punctuation usage, word frequency, and preposition usage are investigated using a corpus of 600 research articles from the six journals of the IEEE Computer Society. Results show, while some of the intuitive observations made in the literature about title writing are accurate for computer science journals, other observations have ignored the effects of discipline and field variation. Subsequently, these observations are either unjustified or misleading.

The spread of online communication technologies has brought with it new perspectives on international communication. Now, with the Internet, email, and application service providers, interacting with coworkers an entire hemisphere away can be almost as easy as interacting with coworkers in the same building. As a result of the "leveling of distance" created by online communication technologies, new kinds of international business models have been proposed; models that attempt to reduce production costs while maintaining product quality. However, some of these models fail to account for cultural differences that could cause communication problems in international online exchanges. The article examines how one particular international online production model, production facilities that never close, could encounter cultural communication problems if participants involved were not aware of certain cultural communication expectations, specifically those related to the cultural concept of "face".

Previous empirical findings from the computer-mediated communication research literature are consistent with media richness theory because they suggest that the use of electronic communication media is likely to have a negative impact on the success and outcome quality of process improvement groups. These findings lead to the expectation that electronic communication media will not be as appropriate as the face-to face medium to support the type of complex and knowledge-rich communication that takes place in process improvement groups. The paper analyzes 12 process improvement groups interacting through an electronic communication medium and finds this expectation unfounded. In fact, the use of an electronic communication medium can actually have the opposite effect, that is, a "positive" effect, on process improvement group success and outcome quality. Two other theoretical models, namely the compensatory adaptation and social influence models, are used to explain these counter intuitive findings.

Background While all institutions of higher learning value writing, each institution manifests its values in different ways. Indiana University Purdue University Indianapolis (IUPUI) has established an Office of Campus Writing, with a Director to design and offer faculty development opportunities to integrate writing more meaningfully and more effectively in the curricula of the 21 academic and professional schools that comprise the campus. One major faculty development offering is the annual two-week intensive Summer Faculty Writing Forum. This Forum accepts up to 15 faculty each year from schools and disciplines across the campus. These faculty, more used to the role of writing to demonstrate learning, investigate the capacity of writing to communicate learning, enhance learning, improve critical thinking, and reflect upon and evaluate learning. They design writing assignments, develop rubrics, and explore how to respond to written work more effectively. Upon completing the Forum, all faculty are asked to apply what they have learned to their own teaching, and to disseminate successful applications among their colleagues. This article focuses on the three-semester application of one Forum participant, an application that has evolved into a research project that clearly demonstrates the power of writing-to-learn to improve student understanding of quantitative analysis. It traces this evolution through e-mail exchanges between a professor of Computer Technology (Bob) and the Director of Campus Writing (Sharon).

My aim here is to write out of the experience of “doing philosophy” with graduate students online through an educational web site template called WebCt. WebCt provides me with the ability to custom design a learning environment in which we can read, think, write and share our experiences, sometimes at great physical distance. Writing is the me-dium of communication for every aspect of my online courses. The specific online course I will describe in this paper is ED 501: Philosophy, Education and Ethics. ED 501 is a core requirement in the Graduate Studies Program in Education at Plymouth State College. At the time of this writing, I am teaching two online sections of this course, each with twenty-five students. I have students in Bangladesh, Saudi Arabia, Honduras and in various areas of the U.S. In the online environment that I’ve designed, “doing philosophy ” is a kind of conduct and that conduct is expressed as writing that we share in various ways. John Dewey wrote in Democracy and Education, “To be the recipient of a communication is to have an enlarged and changed ex-perience. ” Dewey claims that “social life is identical with communica-tion ” and that “all communication is educative ” (1985, p. 8). Although he certainly had in mind face-to-face communication, we accomplish this fact of social life in ED 501 through writing within the online environ-ment. Writing as communication is a form of educative conduct. In a typical semester, ED 501 includes the following writing com-ponents: • personal biographical statements which are made public to the class through posting on the website bulletin board • an e-mail dialog with the instructor which is essentially private, but may be shared with the class as a final project • responses posted on the website bulletin board to core questions and topics about a specific reading

It’s a cloudy Thursday morning in November, and the university writing center is humming. A peer tutor sits at a table near the center of the room, listening to a sophomore explain her essay assignment for a recreational therapy class while a second tutor helps a freshman fine tune his thesis statement for a research paper. In the far corner, a third tutor works at a computer, responding to an on-line submission from a student in a local high school’s creative writing class. The director is conferring with a member of the mathematics department on ways to include meaningful writing activities in an advanced calculus class. It’s a typical day at a college-level writing center, but it raises a question for educators. Are similar scenes occurring in our public secondary schools? As an awareness of the importance of writing as a means of learning has grown, the writing-across-the-curriculum (WAC) movement has gained momentum on college campuses. One response to this increased focus on the importance of writing in the learning process has been the establishment of writing centers at hundreds of colleges and universities. These centers are designed to serve the needs of both students and faculty and aim to support learning in all fields. While these programs have flourished in many post-secondary settings, formal WAC programs in general and writing centers in particular still seem to be something of an exception in secondary public schools; however, interest in these practices appears to be growing there as well. A number of publications show an increasing integration of WAC philosophy and strategies into secondary public school settings. Pamela Farrell’s The High School Writing Center: Establishing and Maintaining One not only provides practical information on designing and running writing labs in secondary schools, but also illustrates the variety of forms

This paper is a critique of current approaches to the development of computer graphing and graph visualization programs. Developers of these programs model the user as an individual problem solver who is reliant on perceptual skills to create and interpret graphed information. Such a model of graphing is ill-suited to meet the complex needs of real users, a supposition that is supported by work in two major areas of graphing theory and research: the sociology of science and the educational research of mathematics and scientific students. These areas have not been traditionally cited when planning computer graphing or visualization programs or when assessing their usability. A review of the literature in these fields reveals that an over-reliance on a user's perceptual skills is unlikely to result in successful graph practices.

This study suggests that documentation is a complex technical communication genre, encompassing all the texts that mediate between complex human activities and computer processes. Drawing on a historical study, it demonstrates that the varied forms given to documentation have a long history, extending back at least to the early days of commercial mainframe computing. The data suggest that (1) early forms of documentation were borrowed from existing genres, and (2) official and unofficial documentation existed concurrently, despite efforts to consolidate these divergent texts. The study thus provides a glimpse into the early experimental nature of documentation as writers struggled to find a meaningful way to communicate information about their organization's developing computer technology.

This article details study results comparing e-mail and synchronous conferencing as vehicles for online peer response. The study draws on Clark and Brennan's theory of communicative “grounding,” which predicts that participants use different techniques for achieving mutual knowledge depending on the type of media being used. Content analysis of transcripts from both types of response sessions showed that when using e-mail, students made significantly greater reference to documents, their contents, and rhetorical contexts than when using synchronous conferencing. Students made greater reference to both writing and response tasks using synchronous chats than when using e-mail. Students' individual media preferences showed no significant differences in terms of message formulation, reception, and usefulness of comments in aiding revision. However, in a forced comparison scale, students rated e-mail more serious and helpful than chats, which were then rated more playful than e-mail. Implications of the study's results and areas for future research are also discussed.

Discusses how certain strategies can enable successful chat rooms in academic courses. Examines some of the author’s own pedagogical trials, errors, and successes with chat rooms. Offers some strategies for conducting effective participation among students in such settings. Discusses several models of teacher-student interaction for developing the instructor’s role in academic chat rooms.

Mapping the Terrain of Feminist Cyberscapes, Kristine Blair and Pamela Takayoshi Map of Location I: The Body in Virtual Space Technological Fronts: Lesbian Lives On the Joanne Addison and Susan Hilligoss Postmodernist Looks at the Body Electric: Email, Female and Hijra, Sarah Sloane Re-Membering Mama: The Female Body Embodied and Disembodied Communication, Barbara Monroe Making the Map: Interview with Helen Schwartz Map of Location II: Constructions of Online Identities Our Studnets, Our Selves I, A Mestiza, Continually Walk Out of One Culture Into Another: Alba's Story, Sibylle Gruber Pedagogy, Emotion and The Protocol of Care, Shannon Wilson. Writing (Without) The Body: Gender and Power in Networked Discussion Groups, Donna LeCourt Making the Map: Interview with Gail Hawisher Map of Location III: Discourse Communities Online and in Classrooms A Virtual Locker Room in Classroom Chat Spaces: The Politics of Men as Other, Christine Boese The Use of Electronic Communication in Facilitating Feminine Modes of Discourse: An Irigaraian Heuristic, Morgan Gresham and Cecilia Hartley Over the Line, Online, Gender Lines: Email and Women in the Classroom, Dene Grigar Maps of Location IV: Virtual Coalitions and Collaborations Designing Feminist Multimedia for The United Nations Fourth World Conference on Women, Mary Hocks Voicing The Landscape: A Discourse of Their Own, Laura Julier, Paula Gillespie, And Kathleen Blake Yancey Thirteen Ways of Looking at an M-Word, Margaret Daisley and Susan Romano Making The Map: Interview With Mary Lay and Elizabeth Tebeaux Map of Location V: The Future: to be Mapped Later Feminist Research in Computers and Composition, Lisa Gerrard An Online Dialogue with the Contributors to Feminist Cyberscapes Mapping the Future: Interview with Cynthia Selfe

Margaret A. Syverson discusses the ways in which a theory of composing situations as ecological systems might productively be applied in composition studies. She demonstrates not only how new research in cognitive science and complex systems can inform composition studies but also how composing situations can provide fruitful ground for research in cognitive science.Syverson first introduces theories of complex systems currently studied in diverse disciplines. She describes complex systems as adaptive, self-organizing, and dynamic; neither utterly chaotic nor entirely ordered, these systems exist on the boundary between order and chaos. Ecological systems are metasystems composed of interrelated complex systems. Writers, readers, and texts, together with their environments, constitute one kind of ecological system.Four attributes of complex systems provide a theoretical framework for this study: distribution, embodiment, emergence, and enaction. Three case studies provide evidence for the application of these concepts: an analysis of a passage from an autobiographical poem by Charles Reznikoff, a study of first-year college students writing collaboratively, and a conflict in a computer forum of social scientists during the Gulf War. The diversity of these cases tests the robustness of theories of distributed cognition and complex systems and suggests possibilities for wider application.