Abstract

In this essay, Tulley and Blair combine instructional and editorial perspectives to analyze how the process of digital composing reshapes often entrenched notions of authorship and composing practice within the English major by having students reenvision a traditional print genre, the book review, in digital space.

Journal
Pedagogy
Published
2009-10-01
DOI
10.1215/15314200-2009-005
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Citation Context

Cited by in this index (2)

  1. Pedagogy
  2. Computers and Composition

References (44) · 10 in this index

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