Preview this article: Literacy’s Power: Women’s Memoirs of the Victorian Insane Asylum, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/84/2/collegeenglish31543-1.gif

Ada Metcalf’s 1876 memoir, Lunatic Asylums and How I Became an Inmate of One, is an early feminist articulation of embodied experience and agency. In this article, I develop a socially situated understanding of this memoir’s historical significance through the layering of four types of data onto the archival material: bureaucratic records, genealogical tracing, intertextual tracing, and field observations. I describe each of these forms of data and their contributions to understanding the significance of Ada’s taking back agency over her body through her public argument for women’s control over their own bodies.

Empirical research on composing processes is virtually absent in our field. What do contemporary writers actuallydowhen they compose? I argue that we need a return to research on composing processes, as writers are every day weaving together the social and cognitive through writing. One writer’s composing process think-aloud suggests how some writers today weave together cognitive and cultural processes of meaning making in ways unimagined at the time of the last composing process research.

In this article, the authors answer the call of the IText manifesto to use ITexts to explore fundamental issues of writing, describing instant messaging (IM) as a form of interactive networked writing (INW) and showing how IM writers discursively construct contexts. Specifically, they argue that writers use (a) deixis to build and maintain material contexts and (b) intertextuality to construct sociocultural contexts. Four intact IM transcripts were coded for instances of four kinds of deixis—space, time, person, and object—and for instances of intertextuality. Results showed that IM writers use all four kinds of deixis and that deictic elements made up almost 10% of the total words of the transcripts. In addition, two kinds of intertextual elements— direct quotation and cultural referents—were used to invoke, build, and sometimes undermine social and cultural contexts. The authors also discuss some of the material affordances and constraints of writing and conclude by arguing that INW is literally dialogic.

In this article, we examine writing in the context of new communication technologies as a kindof everyday literacy. Using an inductive approach developed from grounded theory, we analyzeda 32,000-word corpus of college students’ Instant Messaging (IM) exchanges. Through our analysis of this corpus, we identify a fifteen-item taxonomy of IM language features and frequency patterns which provide a detailed, data-rich picture of writers working within the technological and situational constraints of IM contexts to creatively inscribe into their written conversations important paralinguistic information. We argue that the written features of IM function paralinguistically to provide readers with cues as to how the writing is to be understood. By writing into the language paralinguistic cues, the participants in our study work to clarify, or more precisely disambiguate, meaning. Through a discussion of four of these features—eye dialect, slang, emoticons, and meta-markings—we suggest how the paralinguistic is inscribed in IM’s language features.

Preview this article: Review: What Video Games Have to Teach Us about Learning and Literacy by James Paul Gee, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/56/2/collegecompositionandcommunication4047-1.gif

Ellen Cushman, Katrina M. Powell, Pamela Takayoshi, Response to "Accepting the Roles Created for Us: The Ethics of Reciprocity", College Composition and Communication, Vol. 56, No. 1 (Sep., 2004), pp. 150-156

Preview this article: Interchanges: Response to "Accepting the Roles Created for Us: The Ethics of Reciprocity", Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/56/1/collegecompositioncommunication3994-1.gif

Grounded in theories of feminist research practices and in two empirical studies we conducted separately, our argument is that seeing reciprocity as a context–based process of definition and re–definition of the relationship between participants and researcher helps us understand how research projects can benefit participants in ways that they desire.

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

Preview this article: Writing the Culture of Computers: Students as Technology Critics in Cultural Studies Classes, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/23/3/teachingenglishinthetwoyearcollege5494-1.gif