Computers and Composition最新文献_第6页

Navigating the emotional terrain of Wikipedia writing: A feminist affective analysis of student writers’ engagement with the “be bold” guideline 维基百科写作的情感导航：对学生写作者参与 "大胆 "指南的女性主义情感分析

Computers and Composition Pub Date : 2024-04-17 DOI: 10.1016/j.compcom.2024.102850

Matthew A. Vetter , Jialei Jiang , Mahmoud Othman , Mercy Muguimi

{"title":"Navigating the emotional terrain of Wikipedia writing: A feminist affective analysis of student writers’ engagement with the “be bold” guideline","authors":"Matthew A. Vetter , Jialei Jiang , Mahmoud Othman , Mercy Muguimi","doi":"10.1016/j.compcom.2024.102850","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102850","url":null,"abstract":"<div><p>Despite being subtitled “the online encyclopedia that anyone can edit,” Wikipedia's editors are not nearly as diverse as Wikimedia, its nonprofit parent organization, would hope. In fact, the English version's encyclopedic community has long suffered from gender inequality in both its editorial demographic and its coverage of content representing and of interest to women and non-binary audiences; this despite boasting nearly 7 million articles as of 2024. Educational initiatives have so far proven to be one of the most effective strategies for mitigating Wikipedia's gender gap, the common term for what has become the encyclopedia's most pervasive systemic bias. However, even within educational projects, engaging and onboarding minority editors is challenging. Working from a feminist affective framework, this article reports on a study of student-editors' experience with Wikipedia-based writing, using their reactions to a key editing guideline, “Be bold,” as an entry-point for examining their affective experience. The “Be bold” guideline, which encourages would-be editors to “just go for it,” is nearly as old as the English language version of Wikipedia itself yet has received little critical attention. Drawing on survey and focus group interviews from participants at the undergraduate and graduate level, this study's findings provide new understandings of novice editors’ affective experiences in Wikipedia while offering a critical analysis of the “Be bold” guideline.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"72 ","pages":"Article 102850"},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140605236","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

For the record: Practicing critical software literacy in writing centers 记录在案：在写作中心实践关键软件素养

Computers and Composition Pub Date : 2024-04-11 DOI: 10.1016/j.compcom.2024.102846

Matthew Bryan

{"title":"For the record: Practicing critical software literacy in writing centers","authors":"Matthew Bryan","doi":"10.1016/j.compcom.2024.102846","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102846","url":null,"abstract":"<div><p>While “big data” approaches to writing center research represent promising angles from which to understand the intellectual labor happening during tutorials, aggregation strips away the context in which writing center texts and data are originally constructed. In fact, new methods such as the large-scale corpus analysis of writing center session notes highlight the need for more critical analyses of the administrative software used to generate, archive, and distribute these texts. Drawing on <span>Bogost's (2007)</span> conception of procedural rhetoric and <span>Manovich's (2013)</span> understanding of softwarization, this article seeks to address this gap by recontextualizing writing center session notes within the layered arguments constructed by TutorTrac, a scheduling platform used by many centers. I argue this software advances a rhetoric of recordkeeping that, left unrecognized, risks shifting center practices away from stated commitments and values. In demonstrating how writing center practitioners can employ an understanding of procedural rhetoric to interrogate such applications, this study suggests more attention be dedicated to critical readings of software in writing centers.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"72 ","pages":"Article 102846"},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140543891","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

The effects of automaticity in paper and keyboard-based text composing: An exploratory study 自动性对纸质和键盘文本写作的影响：探索性研究

Computers and Composition Pub Date : 2024-04-10 DOI: 10.1016/j.compcom.2024.102848

Anabela Malpique , Deborah Pino-Pasternak , Susan Ledger , Debora Valcan , Mustafa Asil

{"title":"The effects of automaticity in paper and keyboard-based text composing: An exploratory study","authors":"Anabela Malpique , Deborah Pino-Pasternak , Susan Ledger , Debora Valcan , Mustafa Asil","doi":"10.1016/j.compcom.2024.102848","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102848","url":null,"abstract":"<div><p>The predictive relationship between handwriting automaticity and children's writing performance is well documented. However, less is known about the relationship between keyboarding automaticity and children's keyboard-based writing performance. In this exploratory study, we examined the unique contributions of automaticity in both writing modalities in predicting Grade 2 students (<em>N</em> = 49) paper-based and keyboard-based writing performance (i.e., compositional quality and fluency) after controlling for students’ literacy skills (i.e., spelling, word reading, and reading comprehension), attitudes toward writing, gender, and nesting due to classroom. Multilevel modelling results showed that automaticity predicted students’ paper-based compositional quality and keyboard-based compositional quality and fluency. Findings further suggested that the relationship between automaticity and writing performance was stronger in keyboard-based text composing than in paper-based text composing. These results reinforce the role of automaticity of transcription skills in predicating the writing performance of beginning writers across modalities and stress the significance of explicit pedagogy and frequent instances of practice to promote the mastery of transcription skills across modalities in the early years of schooling.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"72 ","pages":"Article 102848"},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755461524000240/pdfft?md5=801cccc01a7c6b0eb74b25fcb67ba7d2&pid=1-s2.0-S8755461524000240-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140543873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course 同行评议模式有区别吗？对本科生在写作课程中的表现和偏好的探索性研究

Computers and Composition Pub Date : 2024-04-09 DOI: 10.1016/j.compcom.2024.102854

Yi-Chin Hsieh , Alvin Ping Leong , Yu-Ju Lin , Vahid Aryadoust

{"title":"Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course","authors":"Yi-Chin Hsieh , Alvin Ping Leong , Yu-Ju Lin , Vahid Aryadoust","doi":"10.1016/j.compcom.2024.102854","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102854","url":null,"abstract":"<div><p>The importance of peer review practice in writing courses has been strongly supported by pedagogical research. Adopting a mixed-methods approach, this study investigated three peer review modes in an undergraduate academic writing course through the lens of students’ writing performances and perceptions. The three modes are (i) face-to-face peer review (F2F), (ii) anonymous computer-mediated peer review (CMPR), and (iii) blended peer review (a blend of F2F and anonymous CMPR). Three classes enrolled in an academic writing course participated in this study. Students’ assignments were collected to analyze their writing performances. Focus group discussions (FGDs) were administered to investigate students’ perceptions of the peer review modes, including their perceived usefulness of the feedback and the review processes. The findings show that the students’ writing performances significantly improved after the peer review session in all three peer review modes, with the anonymous CMPR and the blended mode showing stronger effectiveness as compared to the F2F mode. The participants generally preferred the blended mode, which addresses the limitations of both F2F and anonymous CMPR by leveraging the merits of both. We propose the use of the blended peer review mode to accommodate different learning needs and maximize the effectiveness of peer review practice.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"72 ","pages":"Article 102854"},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540588","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

Creating opportunities and spaces for social interactions in online contexts: Academic discourse socialization of L2 international graduate students 在网络环境中创造社交互动的机会和空间：语言为第二语言的国际研究生的学术话语社会化

Computers and Composition Pub Date : 2024-04-05 DOI: 10.1016/j.compcom.2024.102849

Pooja Bhatia Narang

{"title":"Creating opportunities and spaces for social interactions in online contexts: Academic discourse socialization of L2 international graduate students","authors":"Pooja Bhatia Narang","doi":"10.1016/j.compcom.2024.102849","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102849","url":null,"abstract":"<div><p>Addressing potential research paucity on L2 international graduate students’ academic discourse socialization in online contexts, this study investigated students in graduate programs in the United States. The study focused on how graduate students perceive the impacts of online learning on their academic discourse socialization experiences during the COVID-19 pandemic. Adopting a qualitative approach, four participants’ perceptions were investigated through semi-structured interviews. The findings reveal that while digital tools, including Zoom, created some spaces for academic discourse socialization for L2 international graduate students during the pandemic, the tools also disrupted their learning in some areas. Importantly, the lack of informal social interactions in online contexts affected graduate students’ learning and participation in their communities of practice. This study suggests that in addition to in-class Zoom interactions, informal interactions are important for L2 international graduate students’ academic discourse socialization in online contexts. Pedagogical implications on incorporating Zoom and other digital tools to facilitate academic discourse socialization in online contexts are provided.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"72 ","pages":"Article 102849"},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140350960","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

Navigating the stacks virtually: Integrating virtual reality into writing resource instruction 虚拟浏览书库：将虚拟现实融入写作资源教学

Computers and Composition Pub Date : 2024-04-04 DOI: 10.1016/j.compcom.2024.102851

Roberto Rojas-Alfaro

{"title":"Navigating the stacks virtually: Integrating virtual reality into writing resource instruction","authors":"Roberto Rojas-Alfaro","doi":"10.1016/j.compcom.2024.102851","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102851","url":null,"abstract":"<div><p>Virtual reality (VR) presents a significant opportunity to expand remote access to educational materials and writing skills development for students not able or unwilling to participate in person. However, to ensure that VR-based learning is inclusive, research designs must incorporate user experience feedback. This study examines community college students’ feedback on a virtual library tour (VRT) for an <em>Introduction to Writing</em> course. Because building library skills is a key objective of this course, decreasing barriers to student library access is critical. Findings from the study indicate (1) most participants had a positive response and experienced a heightened sense of control (over 70%), though nearly half (48.1%) felt that the virtual experience did not fully replicate the real-life experience, (2) participants valued the structured guidance of the tour but recommended more flexibility and user agency within the VR environment, and (3) noted technical problems related to motion sickness, sound levels, and visual clarity. The study presents specific suggestions for enhancements and underscores the importance of utilizing design research to improve user experiences with VR. Directions for future research are also discussed.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"72 ","pages":"Article 102851"},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140344233","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

“Inside jokes and the funny things”: Belongingness in College Students’ Rhetorical Uses of Venmo "内部笑话和有趣的事情"：大学生对Venmo的修辞使用中的归属感

Computers and Composition Pub Date : 2024-04-04 DOI: 10.1016/j.compcom.2024.102845

Michael Pennell, Gianna Riley

引用次数: 0

In Memoriam: Gail E. Hawisher 悼念盖尔-E-霍伊舍

Computers and Composition Pub Date : 2024-03-01 DOI: 10.1016/j.compcom.2024.102835

Kristine L. Blair (Editor)

引用次数: 0

Writing with generative AI and human-machine teaming: Insights and recommendations from faculty and students 使用生成式人工智能和人机协作写作：教师和学生的见解和建议

Computers and Composition Pub Date : 2024-02-06 DOI: 10.1016/j.compcom.2024.102833

Andelyn Bedington, Emma F. Halcomb, Heidi A. McKee, Thomas Sargent, Adler Smith

引用次数: 0

Generative AI in first-year writing: An early analysis of affordances, limitations, and a framework for the future 一年级写作中的生成式人工智能：对能力、局限性和未来框架的早期分析

Computers and Composition Pub Date : 2024-02-06 DOI: 10.1016/j.compcom.2024.102827

Robert E. Cummings , Stephen M. Monroe , Marc Watkins

{"title":"Generative AI in first-year writing: An early analysis of affordances, limitations, and a framework for the future","authors":"Robert E. Cummings , Stephen M. Monroe , Marc Watkins","doi":"10.1016/j.compcom.2024.102827","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102827","url":null,"abstract":"<div><p>Our First-year Writing program began intentional student engagements with generative AI in the fall of 2022. We developed assignments for brainstorming research questions, writing counterarguments, and editing assistance using the AI tools Elicit, Fermat, and Wordtune. Students felt that the tools were helpful for finding ideas to get started with writing, to find sources once they had started writing, and to get help with counterarguments and alternate word choices. But when given the choice to use the assistants or not, most declined. Generative AI at this stage is unreliable, and many students found the tradeoff in reviewing AI suggestions to be too time consuming. And many students expressed a preference for continuing to develop their own voices through writing. Our experience in engaging AI led to the creation of the DEER praxis, which emphasizes defined engagements with AI tools for specific purposes, and generous use of reflection.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"71 ","pages":"Article 102827"},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755461524000033/pdfft?md5=e19737e755d4c9a52bed9fa22aa0c9a4&pid=1-s2.0-S8755461524000033-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0