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Cheryl Ball, Utah State University, Show, Not Tell: The Value of New Media Scholarship
Abstract: In this article, I consider the changing nature of publications in relation to technology and tenure, presenting a taxonomy of scholarly publications: online scholarship, scholarship about new media, and new media scholarship. I offer a focused definition of new media texts as ones that juxtapose semiotic modes in new and aesthetically pleasing ways and, in doing so, break away from print traditions so that written text is not the primary rhetorical means. By applying this definition to scholarly online publications, readers can be better prepared to recognize and interpret the meaning-making potential of aesthetic modes used in new media scholarly texts. I conclude by offering an analysis of a scholarly new media text, “Digital Multiliteracies.”
Bill Marsh, University of California, San Diego, Turnitin.com and the Scriptural Enterprise of Plagiarism Detection
Abstract: In this essay I analyze Turnitin.com as a form of anti-plagiarism therapy, demonstrating some of the ways in which the service maps identity and manages transgression in accordance with traditional values pertaining to authorship and intellectual property. I propose a broad-based approach to Turnitin.com that addresses the many historical, institutional, economic, cultural, and pedagogical factors informing current debates about plagiarism and plagiarism detection. In particular, I first argue that Turnitin.com reifies identity categories via plagiarism discourse disguised as educational content. Secondly, Turnitin.com socializes student writers toward traditional notions of textual normality and docility. And third, Turnitin.com represents a new phase in the bureaucratization of composition instruction consistent with past administrative practices and reflective of emerging corporate management alliances in higher education.
Hilary Nesi, Gerard Sharpling and Lisa Ganobcsik-Williams, University of Warwick, UK, Student Papers Across the Curriculum: Designing and Developing a Corpus of British Student Writing
Abstract:
This paper reports on a collaborative project, currently being carried out by the Centre for English Language Teacher Education and the Warwick Writing Programme at the University of Warwick, England, to compile a multi-million word corpus of student writing. Since May 2001, we have collected samples of proficient written coursework produced by students at all levels and in a range of disciplines. We believe this collection of student writing will eventually provide an invaluable database for use by researchers and writing teachers, enabling them to identify and describe, in a systematic way, the characteristics of assigned work across disciplines and levels of study. Our corpus is confined to shorter assignments assessed within departments—the most common form of student writing, but unpublished and therefore generally unavailable to researchers. This paper describes the project, and explains the rationale for developing the corpus. It also considers the potential role of the corpus as a resource for research and teaching within and across subject disciplines.
Paige
Ware, Southern Methodist University, Confidence and Competition Online:
ESL Student Perspectives on Web-Based Discussions in the Classroom
Abstract: English as a Second Language (ESL) students bring
a diverse array of perspectives on language learning that inform how
they negotiate different kinds of spaces in the university writing
classroom. This study addresses the variance in how three different
ESL students participated in web-based discussion boards and chat
rooms during their first-year university writing course. Documenting
students’ perceptions of technology provided pedagogical insight
into how students took up or dismissed particular kinds of web-based
writing. This study found that individual students made choices in
their web-based writing that reflected their previous experiences
with technology and writing, their views of themselves as students
and writers, and their relative comfort level with their peers in
the classroom. However, their choices were also constrained by the
pedagogical structure of the course, including the centrality of the
instructor and the institutional directive for individualized assessment.
Laura Bartlett, Chidsey Dickson, Doug Eyman and Colleen Reilly, Walk
on the wild side (at CIWIC!)
Dene
Grigar, International section of Computers and Composition
Dene
Grigar, Breath by breath: An interview with Kate Pullinger about “The
Breathing Wall”
Dene
Grigar, Ted Nelson: Keynote speaker at Incubation 2004
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