This article investigates the uncanny logics of space, time, and voice in augmented reality by theorizing and illustrating how augmented space can serve as a formal medium for writing. Critical analyses of the audio and video walks of artists Janet Cardiff and George Bures Miller, and of student work on a “Writing in Augmented Space” assignment, demonstrate how the literate and literary possibilities afforded by these logics, which first appear as difficulties, identify techniques of an emergent genre of writing in the English studies curriculum.

The author identifies possibilities of a “lost island” rhetoric that situates English department Web sites--and the profession’s defining practices--in an ambivalent relationship to global capital via the online network. The article describes how three department sites variously employ this rhetoric to assert English studies’ own forms of intellectual productivity and cultural value in dialogue with the market logic that dominates the Web.

Research Article| April 01 2003 Technologizing the Conflicts: Graff and the Web Craig Stroupe Craig Stroupe Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 263–266. https://doi.org/10.1215/15314200-3-2-263 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Craig Stroupe; Technologizing the Conflicts: Graff and the Web. Pedagogy 1 April 2003; 3 (2): 263–266. doi: https://doi.org/10.1215/15314200-3-2-263 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. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Symposium You do not currently have access to this content.

Argues that the current electronic environment forces English studies into competition and combination with extra-verbal codes and languages. Describes a specific approach to reading, composing, and teaching the problematic combination of verbal and nonverbal features in texts conceived for or in electronic environments. Describes continuities between visual digitality and the verbal literacy currently taught within English Studies curricula.