Computers and Composition最新文献

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Erratum regarding missing Declaration of Competing Interest statements in previously published articles – Part 2 关于先前发表的文章中缺少竞争利益声明的勘误表-第2部分
Computers and Composition Pub Date : 2023-11-18 DOI: 10.1016/j.compcom.2023.102810
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引用次数: 0
Computers and Composition at 40: A retrospective 40岁时的电脑与作曲:回顾
Computers and Composition Pub Date : 2023-11-08 DOI: 10.1016/j.compcom.2023.102807
Kristine L. Blair
{"title":"Computers and Composition at 40: A retrospective","authors":"Kristine L. Blair","doi":"10.1016/j.compcom.2023.102807","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102807","url":null,"abstract":"","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"70 ","pages":"Article 102807"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92100494","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
Letter from the Editor 编辑来信
Computers and Composition Pub Date : 2023-11-03 DOI: 10.1016/j.compcom.2023.102808
Kristine L. Blair
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引用次数: 0
Using virtual design sprints to promote inclusive collaboration in composition programs 利用虚拟设计冲刺促进构图项目的包容性协作
Computers and Composition Pub Date : 2023-10-26 DOI: 10.1016/j.compcom.2023.102806
Abram D. Anders , Amy Walton , Ananda Astrini Muhammad , Caroliena Cabada , Natalie Deam , Emily Dux Speltz , Ryan Everett , Agata Guskaroska , Jenna Haffner , Colin Payton
{"title":"Using virtual design sprints to promote inclusive collaboration in composition programs","authors":"Abram D. Anders ,&nbsp;Amy Walton ,&nbsp;Ananda Astrini Muhammad ,&nbsp;Caroliena Cabada ,&nbsp;Natalie Deam ,&nbsp;Emily Dux Speltz ,&nbsp;Ryan Everett ,&nbsp;Agata Guskaroska ,&nbsp;Jenna Haffner ,&nbsp;Colin Payton","doi":"10.1016/j.compcom.2023.102806","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102806","url":null,"abstract":"<div><p>Writing researchers, teachers, and writing program administrators face significant challenges in promoting inclusive collaboration that brings together diverse perspectives without overburdening vulnerable stakeholders. This article reports on a case study in which a virtual design sprint was used to facilitate inclusive collaboration for a human-centered design project focused on redesigning a graduate teaching assistant mentoring program. The virtual design sprint was conducted over one week by a transdisciplinary team, including writing program administrators and graduate teaching assistant mentors and mentees. By providing a highly structured approach to intensive collaboration, the virtual design sprint enabled efficient integration of diverse perspectives while minimizing demands on participants. Furthermore, it helped the design team produce promising solutions aligned with their experiences and needs. Findings suggest virtual design sprints offer an effective method for inclusive collaboration that can be adapted to promote inclusivity through a wide range of writing program, writing instruction, and writing research activities. The structured collaborative process allows teams to rapidly develop empathy, ideate, prototype, and test solutions using human-centered design methods and develop solutions that are beneficial for diverse program stakeholders.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"70 ","pages":"Article 102806"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92100495","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 Great Plains Alliance for Computers and Writing (GPACW): The history of a cornerstone regional conference and scholarly network for field development, 1997–2019 计算机和写作大平原联盟(GPACW): 1997-2019年领域发展的基石区域会议和学术网络的历史
Computers and Composition Pub Date : 2023-10-23 DOI: 10.1016/j.compcom.2023.102804
Jason Tham, Jack Hennes
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引用次数: 0
Professional development through CALL lesson study: L2 writing teachers’ perception and practice CALL课堂教学中的专业发展:二语写作教师的认知与实践
Computers and Composition Pub Date : 2023-10-18 DOI: 10.1016/j.compcom.2023.102805
Mohammad Nabi Karimi , Fatemeh Nami , Fatemeh Asadnia
{"title":"Professional development through CALL lesson study: L2 writing teachers’ perception and practice","authors":"Mohammad Nabi Karimi ,&nbsp;Fatemeh Nami ,&nbsp;Fatemeh Asadnia","doi":"10.1016/j.compcom.2023.102805","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102805","url":null,"abstract":"<div><p>Despite a surge of interest in teachers’ purposeful integration of technology into classrooms, research on L2 writing teachers’ digitallymediated writing instruction through lesson study (LS) is essentially lacking. To address this void, we investigated how L2 writing teachers perceived and practices professional development<span><span><span> (PD) through technology-assisted writing pedagogy within the three LS phases, i.e., collaborative LS design and implementation, peer observation and feedback, and peer revision. The data sources included the participant teachers’ screencasts, peer reflective comments/responses, and semi-structured interviews. The findings demonstrated that the experience of LS-oriented, digitallymediated writing instruction facilitated the writing teachers’ firsthand exploration of digital spaces and promoted their digitallymediated teaching competence through peer reflection, team coaching, and project-based practices. Additionally, the experience enhanced their pedagogical flexibility, confidence, and autonomy for adapting writing instruction to virtual platforms, assisted them in developing technology-mediated writing lesson plan, task design, and assessment rubric, engaged them in a small community of L2 writing teachers as digital materials co-producers, and helped them use digital tools to meet learners’ context-specific writing needs. The study promises implications for </span>CALL teachers and CALL teacher </span>education programs.</span></p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"70 ","pages":"Article 102805"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50178616","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
Constructing belonging through sonic composition 通过声音合成构建归属感
Computers and Composition Pub Date : 2023-09-01 DOI: 10.1016/j.compcom.2023.102789
Chris Friend
{"title":"Constructing belonging through sonic composition","authors":"Chris Friend","doi":"10.1016/j.compcom.2023.102789","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102789","url":null,"abstract":"<div><p>Traditional students spend about four years residing at their undergraduate institutions. During those years, commuter students visit campus mostly on an as-needed basis, limiting their opportunities to establish a sense of belonging. Exacerbating the physical separation between students and their schools, <span>covid</span>-19-related lockdowns and closures challenged traditional means of community-building for institutions of higher education. A year without in-person classes in 2020–21 meant that in Fall 2021, both first- and second-year students, plus two cohorts of new employees, were new to campus facilities. Disbursing work and classes away from a centralized physical campus created a gap in experiential institutional memory. This article considers the problem of belonging within an urban-grant university community; shows how sound- and location-based digital composition projects preserve collective memory, provide forensic documentation of institutional legacies, and strengthen students’ awareness of temporal context; and theorizes the role of soundwriting projects in creating a sense of belonging for college students.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"69 ","pages":"Article 102789"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198346","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
Digital storytelling for cultivating a participatory culture in first-year composition 在一年级作文中培养参与文化的数字故事
Computers and Composition Pub Date : 2023-09-01 DOI: 10.1016/j.compcom.2023.102792
Ali Alalem
{"title":"Digital storytelling for cultivating a participatory culture in first-year composition","authors":"Ali Alalem","doi":"10.1016/j.compcom.2023.102792","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102792","url":null,"abstract":"<div><p>This article provides an inquiry-based, participatory framework for incorporating digital storytelling into first-year composition for the purpose of cultivating a participatory culture and empowering students to compose for rhetorical and digital delivery. The framework aims at reifying Henry <span>Jenkins (2009)</span> notion of participatory culture and engaging students with the core media literacies that are central to active participation in the digital age. To gauge the effectiveness of the framework, this study utilizes NVivo to code and thematically analyze 19 students’ reflections based on James E. <span>Porter (2009)</span> theoretical framework for digital delivery: body/identity, access/accessibility, distribution, interaction, and economics. This article also presents three case studies of student-created videos to further demonstrate the robust potential of the framework to foster social activism in the classroom and to spur students to cultivate rhetorical agency and awareness.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"69 ","pages":"Article 102792"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197945","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
Letter from the editor 编辑来信
Computers and Composition Pub Date : 2023-09-01 DOI: 10.1016/j.compcom.2023.102794
Kristine L. Blair
{"title":"Letter from the editor","authors":"Kristine L. Blair","doi":"10.1016/j.compcom.2023.102794","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102794","url":null,"abstract":"","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"69 ","pages":"Article 102794"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197946","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 uses—and limits—of distraction-free writing 无干扰写作的用途和局限性
Computers and Composition Pub Date : 2023-09-01 DOI: 10.1016/j.compcom.2023.102793
Kory Lawson Ching
{"title":"The uses—and limits—of distraction-free writing","authors":"Kory Lawson Ching","doi":"10.1016/j.compcom.2023.102793","DOIUrl":"https://doi.org/10.1016/j.compcom.2023.102793","url":null,"abstract":"<div><p>This article examines the potential uses—and limits—of so-called “distraction-free” writing software, especially in academic writing contexts. It does so by presenting findings from two different qualitative studies, one in which graduate students experimented with such tools and reflected on their experiences, and another study in which undergraduate students composed reflective essays about their writing processes. Taken together, these findings indicate that distraction-free writing may only prove useful within a relatively narrow band of composing activity. Moreover, they suggest that participants’ beliefs and understandings of what constitutes writing activity—and distraction from it—are both broader and more fluid than tacit assumptions embedded in distraction-free writing software. Ultimately, the point is not necessarily to critique this class of software, but instead to use it as an occasion to better understand phenomena related to composing processes, such as attention, distraction, and motivation.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"69 ","pages":"Article 102793"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197949","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
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