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Part 2: toward an integrated composition pedagogy in hypertext
ARTICLE

Computers and Composition Volume 18, Number 2, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

Because digital technology increases student access to a diversity of expressive media, we as composition instructors must model our engagement with the multiple forms of literacy that constitute students’ lives. We must reimagine composition, therefore, as a discipline that teaches a composite literacy that integrates verbal and visual media within hypertext. To help students develop the skills necessary to compose and to critique new media compositions, I argue that composition instruction should be based upon a design model mirroring composition’s process-based pedagogy, by asking students to plan, transform evaluate and revise media-rich, hypertextual documents. I also comment on a sample assignment that demonstrates how an integrated composition might be constructed using the design model and conclude by arguing that, in addition to helping students acquire skill with a new literacy, this pedagogy encourages students to recognize that multiple perspectives always attend any issue under discussion.

Citation

Williams, S.D. (2001). Part 2: toward an integrated composition pedagogy in hypertext. Computers and Composition, 18(2), 123-135. Elsevier Ltd. Retrieved March 28, 2024 from .

This record was imported from Computers and Composition on January 31, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S8755-4615(01)00046-9

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