“Invention is part of a single act committed by an individual in synchronous time while the returned arrangement is a result of thousands of asynchronous choices enacted collectively by Internet users.”

In a globally networked learning environment (GNLE), 16 students at a university in Sweden and 17 students at a university in the United States exchanged peer-review comments on drafts of assignments they prepared in English for their technical communication classes. The instructors of both sets of students had assigned the same projects and taught their courses in the same way that they had in the previous year, which contrasts with the common practice of having students in partnering courses work on the same assignment or on linked assignments created specifically for the GNLE. The authors coded the students’ 816 comments according to their focus and orientation in order to investigate the possible differences between the comments made by the L2 students in Sweden and those made by the L1 (English as a second language) students in the United States, the possible impact of peer reviewing online, and the influence of the instructors’ directions on the students’ peer-reviewing behavior.

Recently, scholars have argued that oral poetry helped lay the groundwork for the development of rhetorical theory and practice in archaic Greece. I propose that oral poetry played a similar role in archaic Israel. First, I describe the ritual and rhetorical contexts in which psalms were composed and performed in ancient Israel. Second, I analyze two psalms (Ps 22 and Ps 116) to show that treating the psalms as deliberative argument posed by Israelites to God can explain otherwise perplexing problems in interpretation and translation. Finally, I argue that positing an active locus for rhetoric in ancient Israelite culture raises interesting cross-cultural comparisons with ancient Athens regarding the striving for social status and public influence.

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Creating a group paper has always made unusual demands on students as they figure out their role in the process of collaborative authorship. Inviting writers to work with newer technologies, such as online word processors and wikis, can provide opportunities to make the process and outcomes of collaboration more transparent. In this article, collaborative writing approaches that use a number of Web-based tools are discussed, including cooperative synchronous writing with Google Docs, inquiry-based writing with wikis, multigenre writing in response to literature, and collaboratively constructed study guides.

Social tagging ranges among the ``killer applications'' of Web 2.0. An ever-growing international community uses Web sites such as the photo database Flickr and the bookmarking service Delicious. In addition, a number of other portals use tagging to compile user-specific metadata on information on any subject—whether it be travel destinations, personal contacts, films, or museum exhibits. Retrieving and storing information via tagging seems to meet users' needs for a number of purposes and in many contexts. Starting with a synopsis of the current literature on social tagging and then focusing on the results of two surveys—qualitative interviews and an online questionnaire—this article explores the potential and limitations of tagging as a tool for organizing shared and personal knowledge.

This article argues for a rhetoric of networked exchanges that focuses on the response. Working from Spinuzzi's call for a rhetoric of horizontal learning, it examines two kinds of online writing spaces in order to propose such a rhetoric. After surveying conflicting, academic attitudes regarding networked exchanges, the article proposes the response as a type of professional communication. A specific message board thread and a series of blog carnivals serve as examples of the rhetoric of response, a way that horizontal learning produces a specific type of networked writing identity. The article concludes with a call for response-based communication practices.

This article argues that introducing undergraduates to literary criticism and theory can be most effectively accomplished through the teaching of children's literature, fantasy literature, and Disney films alongside traditional literary criticism. We discuss a series of assignments we use in Pursuits of English, our department's introductory theory and criticism course.

Because hybrid first-year college writing programs are an emerging phenomenon, it is important for composition specialists to identify their potential strengths and possible disadvantages. The author reviews the various forms that such programs have taken so far, and she engages in an extended critique of one particular institution’s model, questioning especially its claims to objectivity.

Web Localization means the process of making all kinds of information on a Web site culturally, linguistically, graphically, and technologically customized to the needs of the users of the target country. Web site localization is an important means by which an industry or organization wins an international market for its products or services since the Internet has billions of users and has the world wide access. However, language problems are still an obstacle to successful Web localization or online writings for cross-cultural audiences, which result in failing to achieve the communication purpose of the organization or company that has the problems on its Web site. This article mainly focuses on the language problems in online writing or localizing a Web linguistically for cross-cultural audiences from semantic, syntactical, textual, and rhetorical perspectives and makes some suggestions for solving the problems.

As universities continue to increase the number of online courses being offered, new instructors can be better prepared by adapting some traditional instructional methods for the virtual composition classroom.

This study examines the revision histories of 10 Wikipedia articles nominated for the site's Featured Article Class (FAC), its highest quality rating, 5 of which achieved FAC and 5 of which did not. The revisions to each article were coded, and the coding results were combined with a descriptive analysis of two representative articles in order to determine revision patterns. All articles in both groups showed a higher percentage of additions of new material compared to deletions and revisions that rearranged the text. Although the FAC articles had roughly equal numbers of content and surface revisions, the non-FAC articles had fewer surface revisions and were dominated by content revisions. Although the unique features of the Wikipedia environment inhibit strict comparisons between these results and those of earlier revision studies, these results suggest revision in this environment places unique structural demands on writers, possibly leading to unique revision patterns.

Frequently writing is now no longer the central mode of representation in learning materials—textbooks, Web-based resources, teacher-produced materials. Still (as well as moving) images are increasingly prominent as carriers of meaning. Uses and forms of writing have undergone profound changes over the last decades, which calls for a social, pedagogical, and semiotic explanation. Two trends mark that history. The digital media, rather than the (text) book, are more and more the site of appearance and distribution of learning resources, and writing is being displaced by image as the central mode for representation. This poses sharp questions about present and future roles and forms of writing. For text, design and principles of composition move into the foreground. Here we sketch a social semiotic account that aims to elucidate such principles and permits consideration of their epistemological as well as social/pedagogic significance. Linking representation with social factors, we put forward terms to explore two issues: the principles underlying the design of multimodal ensembles and the potential epistemological and pedagogic effects of multimodal designs. Our investigation is set within a research project with a corpus of learning resources for secondary school in Science, Mathematics, and English from the 1930s, the 1980s, and from the first decade of the 21st century, as well as digitally represented and online learning resources from the year 2000 onward.

Research Article| January 01 2008 Evidence, Authority, and Interpretation: A Response to Jason Helms Carol Poster Carol Poster Search for other works by this author on: This Site Google Philosophy & Rhetoric (2008) 41 (3): 288–299. https://doi.org/10.2307/25655318 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Carol Poster; Evidence, Authority, and Interpretation: A Response to Jason Helms. Philosophy & Rhetoric 1 January 2008; 41 (3): 288–299. doi: https://doi.org/10.2307/25655318 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 All Scholarly Publishing CollectivePenn State University PressPhilosophy & Rhetoric Search Advanced Search The text of this article is only available as a PDF. Copyright © 2008 The Pennsylvania State University2008The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

Teaching films like Crash gives teachers and researchers the opportunity to discuss films as social texts that engage students in critical thinking and self-reflection. This particular movie is especially effective in its use of a pulp-fiction visual rhetoric. Unfortunately, the film equates and replaces the term “race” with the term “prejudice” and then argues that everyone is a little prejudiced. The result is a missed opportunity to investigate whiteness as a powerful social construction.

With increasing demands for online courses in all levels of higher education, a community college English instructor implements alternative methods of communication to ensure course rigor and integrity as she meets her objectives of enhanced student learning and success.

Examining a range of visual images of executions, both legal (the executions of convicted murderers) and extralegal (the lynchings of innocent African Americans), in still photographs and in Hollywood films, the authors suggest that while such images may flatten and neutralize the popular debates and politics surrounding the issues, this is not inevitable, and that if we work at sustaining careful attention to its operations the image is neither self-evident nor doomed to obscure the political.

Seconding Johnathon Mauk’s call in these pages for greater attention to the politics of space, and extending it to the increasingly ubiquitous realities of virtual space, the author argues that course-management software systems such as Blackboard naturalize certain constructions of subjectivity for us and our students in ways inimical to our pedagogical goals. He argues that we and our students should not only be critically attentive to such constructions but should also wherever possible develop our own local, discipline-specific spaces in resistance to the homogenization of space and subjectivity they represent.

This article provides a cultural-historical analysis of dictation as a composing method in Western history. Drawing on Ong’s concept of secondary orality, the analysis shows how dictation’s shifting role as a form of literacy has been influenced by the dual mediation of technological tools and existing cultural practices. At the dawn of modernism, a series of technological, economic, and philosophical factors converged to promote silent forms of individual authorship over collaborative modes of dictation favored in late antiquity and the Middle Ages. Similar changes are taking place today and may help reverse the dominance of silent authorship. If voice-recognition technologies continue to improve in the future, they may help professional communicators bridge the spoken and textual realms and effect changes in our attitudes toward authorship and orality.

On a recent Saturday afternoon, people began filing into a community movie theater in Oakland, California known for its alternative films and sofa seating. They had gathered to watch the digital stories created by young people from the community—three-to-five minute multi-media compositions consisting of a narrative recorded in the author’s voice accompanied by photographs, video, and music. The event began with a story by Randy, “Lyfe-n-Rhyme.” “Mama’s only son is mama’s only gun with a guillotine tongue,” rang one rhythmic powerful line, as images of Randy and his mother morphed into photographs of the county jail, while the music of Miles Davis floated in the background. So proceeded Randy’s social critique and commentary on life and opportunity, or the lack thereof, in his city and country.

This article describes the development and implementation of an online writing course for advanced ESL students.

Notes that asynchronous online discussion forums can enhance community college students’ education. Focuses on how online discussion forums uniquely contribute to the teaching and learning of community college students. Discusses benefits of the online discussion forum. Concludes that educators must continue identifying who students are, how they learn, and how they want and need to be educated, and then look for ways that technology can help.

E-mail peer response teaches students about audience and text more effectively than synchronous peer response.

To overcome initial fears of technology, it is important to survey teachers, determine their concerns, and then provide training opportunities, including online courses, that illuminate the benefits and outcomes of online learning.

This article explores the possibilities of the paperless classroom achieved through e-mail strategies and the use of Blackboard, an e-learning software platform.

With the help of recent research on teaching with digital technologies, this article critically reflects upon the changes in instruction and identity that occur in computer classrooms, online course supplements, and Internet classes.

Discussion forum technology connects online students in interactive, real-life writing groups.

This essay outlines the beginnings of a political economy of the children’s literature publishing industry. Central to the analysis is a consideration of the continuing commodification of children’s literature, the increase in the licensing and merchandizing of characters from children’s books and popular films, and the proliferation of series books that have assumed the status of brand names comparable to other commercial commodities.

Abstract Technical communicators of the new millennium will need to develop certain skills to succeed in international online interactions (IOls), and computer classrooms with online access can help students to develop these skills through direct interaction with materials and individuals from other cultures. This article presents exercises instructors can use to help students develop these particular skills.

Research has shown that contemporary popular films are a valuable resource in the ESL classroom. However, the short, silent film has been overlooked. Using D.W. Griffith’s The Painted Lady, Kaspar and Singer demonstrate how to use silent films to facilitate the development of ESL students’ critical thinking and writing skills.

Often, new technologies are seen as artifacts whose use is obvious. This study, which builds on Weick's notion that all technologies are equivocal, challenges that assumption. Using a case approach, this research examines how various groups at Far West, a professional school, interpret the implementation of a two-way video and audio videoteleducation (VTE) distance learning system and analyzes why different groups interpreted the technology in fundamentally different ways. From this case data, a model is created that examines the effects that dominant organizational groups’ interpretation and thus conceptualization of VTE have on its system design, support, training, and rewards; measures of effectiveness; and rule generation.

Offers reflections and descriptions of three teaching associates on their experiences in the pilot year of the Guilford Technical Community College Faculty-in-Training Program. Discusses beginning the program, the varied student populations, faculty involvement, and program components (including the observation process, writing center, distance learning, conferences, weekly seminars, and camaraderie).

Examines how a shift to an online writing course affected underprepared students. Finds the guided writing environment enhanced instruction and improved student retention and pass rates.