In this article, I consider the changing nature of publications in relation to technology and tenure, presenting a taxonomy of scholarly publications: online scholarship, scholarship about new media, and new media scholarship. I offer a focused definition of new media texts as ones that juxtapose semiotic modes in new and aesthetically pleasing ways and, in doing so, break away from print traditions so that written text is not the primary rhetorical means. By applying this definition to scholarly online publications, readers can be better prepared to recognize and interpret the meaning-making potential of aesthetic modes used in new media scholarly texts. I conclude by offering an analysis of a scholarly new media text, “Digital Multiliteracies.”
In this essay I analyze Turnitin.com as a form of anti-plagiarism therapy, demonstrating some of the ways in which the service maps identity and manages transgression in accordance with traditional values pertaining to authorship and intellectual property. I propose a broad-based approach to Turnitin.com that addresses the many historical, institutional, economic, cultural, and pedagogical factors informing current debates about plagiarism and plagiarism detection. In particular, I first argue that Turnitin.com reifies identity categories via plagiarism discourse disguised as educational content. Secondly, Turnitin.com socializes student writers toward traditional notions of textual normality and docility. And third, Turnitin.com represents a new phase in the bureaucratization of composition instruction consistent with past administrative practices and reflective of emerging corporate management alliances in higher education.
This paper reports on a collaborative project, currently being carried out by the Centre for English Language Teacher Education and the Warwick Writing Programme at the University of Warwick, England, to compile a multi-million word corpus of student writing. Since May 2001, we have collected samples of proficient written coursework produced by students at all levels and in a range of disciplines. We believe this collection of student writing will eventually provide an invaluable database for use by researchers and writing teachers, enabling them to identify and describe, in a systematic way, the characteristics of assigned work across disciplines and levels of study. Our corpus is confined to shorter assignments assessed within departments—the most common form of student writing, but unpublished and therefore generally unavailable to researchers. This paper describes the project, and explains the rationale for developing the corpus. It also considers the potential role of the corpus as a resource for research and teaching within and across subject disciplines.
English as a Second Language (ESL) students bring a diverse array of perspectives on language learning that inform how they negotiate different kinds of spaces in the university writing classroom. This study addresses the variance in how three different ESL students participated in web-based discussion boards and chat rooms during their first-year university writing course. Documenting students’ perceptions of technology provided pedagogical insight into how students took up or dismissed particular kinds of web-based writing. This study found that individual students made choices in their web-based writing that reflected their previous experiences with technology and writing, their views of themselves as students and writers, and their relative comfort level with their peers in the classroom. However, their choices were also constrained by the pedagogical structure of the course, including the centrality of the instructor and the institutional directive for individualized assessment.
Keeping with the currency of the print-based journal, Print to Screen focuses on the themes found in the recent issues of Computers and Composition, and includes multimodal commentaries that explore and remediate relationships between print and screen.
Section Editor — Elizabeth Monske