Computers and Composition最新文献_第6页

The impact of computer-mediated task complexity on writing fluency: A comparative study of L1 and L2 writers’ fluency performance 计算机辅助任务复杂性对写作流畅性的影响：第一语言和第二语言写作者流畅性表现的比较研究

Computers and Composition Pub Date : 2024-06-14 DOI: 10.1016/j.compcom.2024.102863

Mahmoud Abdi Tabari , Muhammad M.M. Abdel Latif , Yu Tian

{"title":"The impact of computer-mediated task complexity on writing fluency: A comparative study of L1 and L2 writers’ fluency performance","authors":"Mahmoud Abdi Tabari , Muhammad M.M. Abdel Latif , Yu Tian","doi":"10.1016/j.compcom.2024.102863","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102863","url":null,"abstract":"<div><p>Though many studies have been conducted on written language task complexity, much remains to be explored about its relationship with writers’ fluency. In this study, we examined the potential impact of cognitive task complexity on L1 and L2 learners’ writing and spelling fluency, and the writing fluency and spelling differences between two L2 learner groups when performing tasks of varied complexity. Ninety university students– 30 native English speakers, and 30 Hispanic and 30 Chinese English learners–participated in the study. We recorded the process performance of the three learner groups using computer keystroke logging software– Inputlog 7.0– while they completed two argumentative tasks of varied cognitive complexity. The participants’ writing performance was analyzed using multiple fluency measures. The results generally showed that task complexity plays an influential role in differentiating the participants’ writing fluency, and that task complexity interacts with the three learner groups’ writing and spelling fluency performance. This offers invaluable insights that can be harnessed by technology developers to tailor their tools, furnishing learners with the means to adeptly navigate the intricate terrain of task-induced fluency challenges. Such nuanced understanding holds the potential to refine technological solutions, ultimately empowering proficient TBLT-driven L2 writers.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"73 ","pages":"Article 102863"},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141328790","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}

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Letter from the editor 编辑来信

Computers and Composition Pub Date : 2024-05-27 DOI: 10.1016/j.compcom.2024.102855

Kristine L. Blair

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Digital Orientalism: Investigating evangelical adoption content on YouTube through a post-colonial lens 数字东方主义：从后殖民视角调查 YouTube 上的福音派收养内容

Computers and Composition Pub Date : 2024-04-25 DOI: 10.1016/j.compcom.2024.102853

Payal Nagpal

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Incorporating direct quotations in videos for academic purposes: An exploratory study 将直接引语纳入学术视频：一项探索性研究

Computers and Composition Pub Date : 2024-04-20 DOI: 10.1016/j.compcom.2024.102852

Xiao Tan , Wei Xu

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Personalizing first-year writing course design and delivery: Navigating modality, shared curriculum, and contingent labor in a community of practice 一年级写作课程设计和授课的个性化：在实践社区中驾驭模式、共享课程和临时工

Computers and Composition Pub Date : 2024-04-18 DOI: 10.1016/j.compcom.2024.102847

Mary K. Stewart, Andrew Kelly Stewart

{"title":"Personalizing first-year writing course design and delivery: Navigating modality, shared curriculum, and contingent labor in a community of practice","authors":"Mary K. Stewart, Andrew Kelly Stewart","doi":"10.1016/j.compcom.2024.102847","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102847","url":null,"abstract":"<div><p>This article describes five first-year writing instructors’ experiences with personalizing shared curriculum across three different course delivery formats (face-to-face, hybrid, online). The data is drawn from teaching journals that the co-authors, a non-tenure track, part-time Lecturer and a tenured Writing Program Administrator, and three Graduate Student Teaching Associates completed throughout Fall 2022. The findings illustrate both benefits and drawbacks related to shared curriculum: discussing and troubleshooting curriculum in a community of practice is highly valuable, but separating course delivery from course design is challenging. In our study, those challenges manifested as disconnects between course content and disciplinary identity, as well as personal feelings of failure. On the other hand, the need to personalize shared curriculum across multiple delivery formats proved productive, especially when instructors used asynchronous online materials as a starting point to develop hybrid and face-to-face lesson plans. Ultimately, we advocate for more conversations about how writing programs can support contingent faculty as they personalize shared curriculum through both course delivery and design, and we offer an example of a successful community of practice that revises shared curriculum in response to community members’ experiences with teaching in multiple modalities.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"72 ","pages":"Article 102847"},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755461524000239/pdfft?md5=4e3b1d8eb94a854924375191f9e5e98e&pid=1-s2.0-S8755461524000239-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140605249","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}

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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}

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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}

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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}

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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