Computers and Composition最新文献_第10页

‘These Nevada memes are coming out faster than the results’: Community power and public solidarity in 2020 election memes “这些内华达州的模因比结果来得快”：2020年选举模因中的社区力量和公众团结

Computers and Composition Pub Date : 2023-06-01 DOI: 10.1016/j.compcom.2023.102779

Kathryn Lambrecht

{"title":"‘These Nevada memes are coming out faster than the results’: Community power and public solidarity in 2020 election memes","authors":"Kathryn Lambrecht","doi":"10.1016/j.compcom.2023.102779","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102779","url":null,"abstract":"<div><p>In the fall of 2020, the nation was grappling with a global pandemic, a racial reckoning, and historic levels of political divide and uncertainty, leading up to a national election in November. During a time when it seemed nothing could manifest itself without being constituted in opposition to a political “other,” memes responding to the counting of ballots in swing states, particularly Nevada, flooded social media. In this article, I use a collection of Nevada election memes to show the power of harnessing humor and community values across national and local audiences. Because memes rely on community norms, their ability to build rhetorical bridges lies in fostering shared commitment and redistributing power dynamics away from institutions and towards the public. Using visual typology and rhetorical topological coding, I will discuss how Nevada election memes showcase strategies of solidarity (linked to <em>common topoi</em> and <em>endoxa),</em> helping audiences cope through a difficult time in our national history and offering an example of how political discourse can be configured around and above political binaries. In our communities, classrooms, and digital spaces, applying this technique reframes political discourse that traditionally capitalizes on division by instead focusing on building discourse grounded in commonality and community.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"68 ","pages":"Article 102779"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50181994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building girls’ confidence in digital literacies at tech camp 在科技营培养女孩对数字文学的信心

Computers and Composition Pub Date : 2023-06-01 DOI: 10.1016/j.compcom.2023.102773

Carrie Grant

引用次数: 0

Wikipedia: One of the last, best internet spaces for teaching digital literacy, public writing, and research skills in first year composition 维基百科：在一年级作文中教授数字素养、公共写作和研究技能的最后也是最好的互联网空间之一

Computers and Composition Pub Date : 2023-06-01 DOI: 10.1016/j.compcom.2023.102774

Tawnya Azar

{"title":"Wikipedia: One of the last, best internet spaces for teaching digital literacy, public writing, and research skills in first year composition","authors":"Tawnya Azar","doi":"10.1016/j.compcom.2023.102774","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102774","url":null,"abstract":"<div><p><span>Even though Wikipedia is the 5th largest site on the internet and largely the number one source of information for internet searches, it is often ignored or dismissed by academics who teach writing, research, and information literacy. This article explores the potential value of including instruction in Wikipedia writing in the first-year composition (FYC) classroom. This kind of writing project aligns with existing learning goals for FYC and facilitates instruction in digital literacy, multimodal, and public writing skills. This article provides a case study of teaching Wikipedia writing to FYC students with the support of the Wiki </span>Education program. Through writing for Wikipedia, my students practiced advanced research and writing skills as well as process steps such as drafting and soliciting feedback from external readers. Through working with the Wiki Education program, students learn digital literacy skills such as markdown and working in sandboxes. I also discuss the challenges of teaching Wikipedia writing to first-year students, especially in larger classes or when teaching more than 1–2 sections at a time. I conclude with advice for implementing a Wikipedia writing project in the first-year composition classroom.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"68 ","pages":"Article 102774"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50181992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How high school students used speech-to-text as a composition tool 高中生如何将语音转文本作为作文工具

Computers and Composition Pub Date : 2023-06-01 DOI: 10.1016/j.compcom.2023.102775

Sarah Levine, Hsiaolin Hsieh, Emily Southerton, Rebecca Silverman

{"title":"How high school students used speech-to-text as a composition tool","authors":"Sarah Levine, Hsiaolin Hsieh, Emily Southerton, Rebecca Silverman","doi":"10.1016/j.compcom.2023.102775","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102775","url":null,"abstract":"<div><p><span>Speech to text (STT) technology, also called voice recognition or speech recognition technology, automatically transcribes users’ speech to a computer screen. Research indicates that STT shows promise as an alternative mode of composition, supporting students in making fewer errors, writing more, and writing better. Much of this research takes place in elementary and middle schools, often focusing on students with identified learning disabilities. The current study extends STT research into general education high school classrooms, where students (</span><em>N</em><span> = 120) were invited to use it as much or as little as they wanted during one school year. We asked: Who used STT? Did subgroups, such as students labeled with learning disabilities, differ in their choices? When students chose to use STT, what kinds of writing did they do? Did STT compositions differ from non-STT compositions? Finally, what were students’ and teachers’ perceptions of STT? We analyzed field notes, interviews, surveys, and student writing with and without STT, and found mixed results: On average, students wrote more when they used STT than not. A little more than half of students found that STT eased the cognitive load of composition. A little less than half of students found that the tool constrained their composition. Some were put off by technical problems or embarrassment attendant with speaking out loud in class. Students’ choices to use STT correlated with special education designation, but not other designations. Despite students’ mixed reports, teachers were consistently positive about STT and planned to use it in future classes.</span></p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"68 ","pages":"Article 102775"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50181993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Network-Emergent Rhetorical Invention 网络修辞发明

Computers and Composition Pub Date : 2023-03-01 DOI: 10.1016/j.compcom.2023.102758

Jacob D. Richter

引用次数: 0

The same topic, different products: Pre-/in-service teachers’ linguistic knowledge representation in a multimodal project 相同的主题，不同的产品：多模式项目中职前/在职教师的语言知识表达

Computers and Composition Pub Date : 2023-03-01 DOI: 10.1016/j.compcom.2023.102754

Mimi Li , Julie Dell-Jones

引用次数: 0

#anxiety: A multimodal discourse analysis of narrations of anxiety on TikTok #焦虑：TikTok上焦虑叙事的多模式话语分析

Computers and Composition Pub Date : 2023-03-01 DOI: 10.1016/j.compcom.2023.102763

Chandler Mordecai

{"title":"#anxiety: A multimodal discourse analysis of narrations of anxiety on TikTok","authors":"Chandler Mordecai","doi":"10.1016/j.compcom.2023.102763","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102763","url":null,"abstract":"<div><p>The video-centered platform, TikTok, has gained popularity due to its position as an entertainment app, but it is still underexplored as a tool that generates awareness and discussions about mental health. This article explores TikTok's data-point ranking system to analyze how mental health rhetoric is shaped and how public health communities are formed around the term anxiety. Through a multimodal discourse analysis of the top 10 TikTok videos using the hashtag, #anxiety, this article seeks to establish how discussions of anxiety disorders are facilitated through the use of TikTok's socio-technical features and affordances of visibility, editability, persistence, and association in order to build digital communities of support. I identify recurring themes in users’ narrations of anxiety by studying in-frame content that creates meaning and contextual messages about mental health. Ultimately, these multimodal expressions of anxiety allow users to intervene and discuss often serious topics related to mental health through video, text, images, and sounds that other users can relate to and recognize. These features and affordances create networks of community and attract conversation where others can share their experiences and practices.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"67 ","pages":"Article 102763"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“Make your feed work for you”: Tactics of feminist affective resistance on social media “让你的订阅源为你服务”：社交媒体上女权主义情感抵抗的策略

Computers and Composition Pub Date : 2023-03-01 DOI: 10.1016/j.compcom.2023.102762

Megan Schoettler

引用次数: 0

Letter from the Editor 编辑来信

Computers and Composition Pub Date : 2023-03-01 DOI: 10.1016/j.compcom.2023.102765

Kristine L. Blair

引用次数: 0

Analyses of seven writing studies journals, 2000–2019, Part I: Statistical trends in references cited and lexical diversity 2000-2009年七种写作研究期刊的分析，第一部分：引用文献和词汇多样性的统计趋势

Computers and Composition Pub Date : 2023-03-01 DOI: 10.1016/j.compcom.2023.102755

John R. Gallagher , Hsiang Wang , Matthew Modaff , Junjing Liu , Yi Xu , Aaron Beveridge

{"title":"Analyses of seven writing studies journals, 2000–2019, Part I: Statistical trends in references cited and lexical diversity","authors":"John R. Gallagher , Hsiang Wang , Matthew Modaff , Junjing Liu , Yi Xu , Aaron Beveridge","doi":"10.1016/j.compcom.2023.102755","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102755","url":null,"abstract":"<div><p>Writing studies has long been interested in histories of how the field writes. The recent turn to corpus-driven results about disciplinary trends opens opportunities to examine writing studies journals in the early twenty-first century longitudinally. This study presents an analysis of published articles (<em>n</em> = 2738) in seven major writing studies journals from 2000 to 2019. The analyzed journals are <em>College Composition and Communication, College English, Computers and Composition, Research in the Teaching of English, Rhetoric Review, Rhetoric Society Quarterly</em>, and <em>Written Communication</em>. Findings include (1) the number of references per article increase over time, (2) references are getting slightly newer from 2000 to 2019, and (3) lexical diversity is decreasing over that same time period. The notable changes among these metrics occur between the first (2000s) and second (2010s) decades of the corpus’ time period. Finally, a broad literary review shows that these findings reflect trends in other disciplines.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"67 ","pages":"Article 102755"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1