Current concerns about plagiarism participate in a culture-wide anxiety that mirrors the cultural climate in previous textual revolutions. In today's revolution, the Internet is described as the cause of a perceived increase in plagiarism, and plagiarism-detecting services (PDSs) are described as the best solution. The role of the Internet should be understood, however, not just in terms of access to text but also in terms of textual relationships. Synthesizing representations of iText with literary theories of intertextuality suggests that all writers work intertextually, all readers interpret texts intertextually, and new media not only increase the number of texts through which both writers and readers work but also offer interactive information technologies in which unacknowledged appropriation from sources does not necessarily invalidate the text. Plagiarism-detecting services, in contrast, describe textual appropriation solely in terms of individual ethics. The best response to concerns about plagiarism is revised institutional plagiarism policies combined with authentic pedagogy that derives from an understanding of IText, intertextuality, and new media.
Government efforts to universalize access have resulted in narrow constructions of access as ownership of technology. This article posits a more substantive dialogue of access, one that goes beyond connectivity issues, to consider how the “practice of access” influences technology-use, examining attitudes and ideas about communication and computing technologies. Looking at one effort to address the digital divide in a technology camp for middle school students, I argue that access is practice and that if we examine the “practice of access” in our classrooms and in our research, we look not at the technology but at the practices—what gets reinforced, valued, and rewarded by local communities. The “practice of access” is a more useful way of understanding how social and economic infrastructures mediate access. In this way, access is re-cast as a mutable practice that is influenced by real, everyday practices.
This paper addresses an issue of interest to many first- (L1) and second-language (L2) writing theorists and teachers: the role(s) that computer-mediated communication (CMC) can play in making writing instruction more effective and more meaningful, particularly in the highly technological early years of the twenty-first century. This paper explores the use of CMC in the form of a writing course listserv on which L2 students and the author of an assigned novel interacted in an effort to strengthen students’ reading of and writing about the novel. Examples of the interaction between the novel's author and the students are presented and analyzed relative to the ways in which this interaction was intended to help students asynchronously construct understanding that could then inform their writing about the literary text.
Students of the millennial generation are often attributed with a willingness to embrace new electronically based forms of reading and writing, something they have become used to in lives circumscribed by technology [Costanzo (1994); Tapscott, Donald. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill; Bolter (1992)]. However, with few exceptions (see [Newbold, W. Webster. (1999). Transactional writing instruction on the WorldWideWeb. Kairos. Retrieved from (http://english.ttu.edu/kairos/4.1/index.html); Johnson-Eilola, 1992]), these assumptions are not based upon studies that explore students’ experiences reading digital narratives [Yellowlees Douglas, Jane. (2004). The end of books or books without end? Ann Arbor: University of Michigan Press]. This study of students in a university literature course fills that gap by focusing upon the students’ own words in their reactions to and experiences of digital narratives, revealing the crucial disjuncture students experience when moving from print to digital narratives. Using Rosenblatt's theory of the transactional relationship between reader and text, this study explores the roots of that disjuncture and the pedagogical implications that arise when instructors incorporate digital texts into composition classrooms.
Web sites are a ubiquitous Internet genre employed by student organizations. This article investigates the role of a web site in an Interfraternity Council at a large midwestern university in the United States. The web site is examined through the work of Anthony Giddens, specifically his structuration theory, and the recent research on ITexts. In turn, the composing process required for such IText creation and maintenance is considered in light of the complicated network of forces and restraints surrounding the Interfraternity Council and the web site. By positioning the web site as an IText, the article revisits the field's understanding of genre as well as the knowledge creation surrounding such genres. Ultimately, the article contends that it may be in everyday (I)texts, such as organization web sites, where the intertwined shifts to post-industrialism and an emphasis on multiliteracies are most recognizable and accessible for teachers of writing.
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