This article explores the epideictic nature of online discourse, or what might be considered a digital version of social knowledge. In particular, it draws from Vilém Flusser's concept of the technical image, the image projected as singular but that is, in fact, layered with many other meanings. Working from two primary examples—the resignation of University of Missouri president Tim Wolfe and the reporting of Israeli flooding of a Gazan valley—the article theorizes how a consensus is constructed as a technical image and thus problematizes the nature of consensus in specific rhetorical moments.

This study focuses on dominant terms whose usage generates a specific identity in the craft beer industry: revolution and crafty. Actors who engage these terms—brewers, writers, and consumers—create a narrative about the industry that gives craft beer a professional identity. The study explores how specific industries depend on the circulation of taxonomies in order to establish an identity with both a customer base and each other.

This essay questions the digital humanities’ dependence on interpretation and critique as strategies for reading and responding to texts. Instead, the essay proposes suggestion as a digital rhetorical practice, one that does not replace hermeneutics, but instead offers alternative ways to respond to texts. The essay uses the Occupy movement as an example and, in particular, focuses on the circulated image of a police officer pepper spraying protesters at one event in order to show how suggestion functions within a network of moments and associations.

Introduction: The Hunt for Traces of Remnants [T]here are remnants around me, or traces of remnants—misunderstood and misremembered moments and events, ghostly presences, hazy icons. I'm such a tra...

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 essay takes up the call for a rhetoric of distributed space by proposing a folksonomic rhetoric. Folksonomies, systems in which users may name any object, space, idea, or image any name they want, offer technical communicators new possibilities for how they work in network environments. As a way to explore the possibility of a folksonomic rhetoric, this essay examines 1 specific space, Woodward Avenue in Detroit, Michigan, as if it were a folksonomic space.

This article outlines a rhetoric of digital mapping through the specific example of Detroit, Michigan. In particular, the essay challenges representational mapping by offering a database driven rhetoric. This rhetoric, the essay argues, offers possibilities for new media invention and arrangement practices.

College English departments must turn their attention to the extensive role that, for good or ill, electronic networks are playing in the circulation and very definition of writing. In part, this development involves constant fluctuation and growth of data, so that texts hardly remain fixed.

Research Article| January 01 2005 Cyborgography: A Pedagogy of the Home Page Jeff Rice Jeff Rice Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 61–76. https://doi.org/10.1215/15314200-5-1-61 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Jeff Rice; Cyborgography: A Pedagogy of the Home Page. Pedagogy 1 January 2005; 5 (1): 61–76. doi: https://doi.org/10.1215/15314200-5-1-61 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. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

This essay proposes an alternative invention strategy for research–based argumentative writing. By investigating the coincidental usage of the term “whatever” in hip–hop, theory, and composition studies, the essay proposes a whatever-pedagogy identified as “hip–hop pedagogy,” a writing practice that models itself after digital sampling’s rhetorical strategy of juxtaposition.

I begin with an analogy: teaching research-based argumentation and critique in composition studies is like learning how to perform hip-hop music. My analogy's focus on argumentation does not exclude traditional methods of argumentative pedagogy based on models like Stephen Toulmin's complex hierarchies or the Aristotelian triad of deliberative (offering advice), forensic (taking a side in a debate, often a legal or controversial matter), and epideictic (a speech of praise or blame appealing to an already won-over audience) discourse. Instead, I pose the analogy as a first step towards developing alternative or additional ways to engage composition students with the argumentative essay. In choosing hip-hop as a model for the composition essay, I attempt to draw upon a dominant form of contemporary culture familiar to the majority of students I encounter in my classrooms. Does a relationship between hip-hop and com-