Computers and Composition
1996 Volume 13, Number 3
Table of Contents
Number of articles: 7
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Policing ourselves: Defining the boundaries of appropriate discussion in online forums
Johndan Johnson-Eilola & Stuart A. Selber
Arguing that the discourses in which we write also write us, this essay examines some language-related regulating mechanisms that function in online forums supported by wide-area networks (WANs).... More
pp. 269-291
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The new distance learning: Students, teachers, and texts in cross-cultural electronic communication
David Stacey, Sharon Goodman & Teresa Diane Stubbs
This is a story about two students, a teacher, and a computer. A chance meeting on the Internet led to a transatlantic collaborative learning and teaching project, using a means of communication... More
pp. 293-302
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Interfacing technology
Karin Mårdsjö
Language and technologies are often regarded as two separate issues, issues with very little in common. Language is often regarded as something that “mirrors” reality, that is, the technology of... More
pp. 303-315
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Promises, promises: Computer-assisted revision and basic writers
Robert E. Crafton
In general, promises that computer technology would assist students, particularly basic writers, in the process of composition have yet to be fully realized. At the very least, computer use adds an... More
pp. 317-326
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If it ain't broke, why fix it?: Disruptive and constructive computer-mediated response group practices
Irvin Peckham
This article addresses the disruption that frequently follows the insertion of computers into non-computer-mediated practices. After arguing that peer response should be a central activity in... More
pp. 327-339
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Multimedia narration: Constructing possible worlds
Marcia Peoples Halio
First-year composition students often struggle with narration: They have trouble learning how authors choose sights, sounds, smells, tastes, and touches and then arrange them to make experiences... More
pp. 343-352
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The internet-based composition classroom: A study in pedagogy
Leslie D. Harris & Cynthia A. Wambeam
The authors describe a pedagogical experiment conducted in Spring 1994, in which they paired their composition classes, shared syllabi, and had their students communicate synchronously (on... More
pp. 353-371