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Volume 54, December 2019

Using Google Docs for Peer-then-Teacher Review on Middle School Students’ Writing
Kalianne L. Neumann, Theodore J. Kopcha

A Review of Sounding Composition: Multimodal Pedagogies for Embodied Listening, Steph Ceraso. University of Pittsburgh Press, Pittsburgh, Pennsylvania (2018), 193 pp
Jason Chew Kit Tham

Rhetorical Listening Pedagogy: Promoting Communication Across Cultural and Societal Groups with Video Narrative
Wenqi Cui

Algorithmic Circulation: How Content Creators Navigate the Effects of Algorithms on Their Work
Angela Glotfelter

Technological Efficiency in The Learning Management System: A Wicked Problem with Sustainability for Online Writing Instruction
Allison Hutchison

The Digital Sensorium: Considering the Senses in Website Design
Nathaniel T. Voeller

Stigma in the Comments Section: Feminist and Anti-Feminist Discussions Online
Gina Kruschek

Text, Image, Data, Interaction: Understanding Information Visualization
Madeleine Sorapure

A Framework for Internet Case Study Methodology in Writing Studies
John R. Gallagher

Online Public Spheres in the Era of Fake News: Implications for the Composition Classroom
Dan Ehrenfeld, Matt Barton

Thinking Globally, Composing Locally: Rethinking Online Writing in the Age of the Global Internet, Rich Rice, Kirk St.Amant (Eds.). Utah State University Press, Logan, UT (2018), 365 pp
Joy Brown

A Research Methodology of Interdependence through Video as Method
Crystal VanKooten

Teaching Writing with Language Feedback Technology
Fei Victor Lim, Jean Phua

Chinese Writing Composition Among CFL Learners: A Comparison Between Handwriting and Typewriting
Qi Zhang, Ge Min

“I could get lit to Madonna:” Soundscapes & the First Year Writer’s Composing Process
Christina Rowell, Amy Flick

State of the Field: Teaching with Digital Tools in the Writing and Communication Classroom
Joy Robinson, Lisa Dusenberry, et al.

Deliberative Drifting: A Rhetorical Field Method for Audience Studies on Social Media
Sarah A. Riddick

Online Metaphorical Feedback and Students’ Textual Revisions: An Embodied Cognitive Experience
Beth L. Hewett, Terese Thonus



Computers and Composition Awards

Computers and Composition Hugh Burns Best Dissertation Award

Dates of eligibility for all awards are January 1 thru December 31 of the previous year.

To acknowledge and support the growth and acceptance of scholarship, research, and teaching in our field, we present on an annual basis the Computers and Composition Hugh Burns and Ellen Nold Awards. The Hugh Burns Award is presented annually for the best dissertation in Computers and Composition Studies.

Computers and Composition will honor the winner during an awards presentation held during the Computers and Writing Conference.

Deadline for nominations is March 15. Send nominations for the Hugh Burns Award to:

Dr. Kristine L. Blair
Hugh Burns Award
McAnulty College and Graduate School of Liberal Arts
Duquesne University
Pittsburgh, PA 15282

Hugh Burns Award Recipients

Erin Kathleen Bahl, Kennesaw State University
Refracting Webtexts: Invention and Design in Composing Multimodal Scholarship

Honorable Mention
Bridget Gelms, San Francisco State University
Volatile Visibility: The Effects of Online Harassment on Feminist Circulation and Public Discourse

Erika Sparby, Illinois State University
Memes and 4Chan and Haters, Oh My! Rhetoric, Identity, and Online Aggression

Honorable Mention
Brenta Blevins, University of Mary Washington
From Corporeality to Virtual Reality: Theorizing Literacy, Bodies, and Technology in the Emerging Media of Virtual, Augmented, and Mixed Realities

Dustin Edwards, University of Central Florida
Writing in the Flow: Assembling Tactical Rhetorics in the Age of Viral Circulation

Honorable Mention
Jacob Craig, College of Charleston
The Past is Awake: Situating Composers’ Mobile Practices Within Their Composing Histories

Allison Hitt, University of Central Arkansas
From Accommodation to Accessibility: How Rhetorics of Overcoming Manifest in Writing Pedagogies

Honorable Mention
Megan Adams, University of Findlay
Through Their Lenses: Examining Community-Sponsored Digital Literacy Practices in Appalachia

Honorable Mention
Bret Zawilski, Appalachian State University
When All That Is Old Becomes New: Transferring Writing Knowledge and Practice across Print, Screen, and Network Spaces

Crystal VanKooten, Oakland University
Developing Meta-Awareness About Composition Through New Media In The First-Year Writing Classroom

Ann N. Amicucci, Indiana University of Pennsylvania
A Descriptive Study Of First-Year College Students' Non-Academic Digital Literacy Practices With Implications For College Writing Education

Tim Lockridge, Saint Joseph's University
Beyond Invention: How Hackers Challenge Memory and Disrupt Delivery

Melanie Yergeau, University of Michigan
Disabling Composition: Toward a 21st-Century Synaesthetic Theory of Writing (Completed at Ohio State University)

Quinn Warnick, St. Edward's University
“What We Talk about When We Talk About Talking: Ethos at Work in an Online Community”

Jeremy Tirrell, University of North Carolina at Wilmington
Mapping a Geographical History of Digital Technology in Rhetoric and Composition

Angela Haas, Illinois State University
A Rhetoric of Alliance: What American Indians Can Tell Us About Digital and Visual Rhetoric

Doug Eyman
, George Mason University
Digital Rhetorics: Ecologies and Economies of Circulation

Clancy Ann Ratliff, University of Minnesota
“Where Are the Women?” Rhetoric and Gender in Weblog Discourse

Susan Delagrange, The Ohio State University
Technologies of Wonder: (Re)Mediating Rhetorical Practice

Winifred Wood, Wellesley College
Electronic Deliberation and the Formation of a Public Sphere:
A Situated Rhetorical Study

Joyce R. Walker, Western Michigan University
Standing at the End of a Road:
Death and the Construction of Cyborg Relationships

Warren R. Longmire, Apple Computer, San Francisco
Using Learning Objects in Critical Thinking Pedagogy to Facilitate Entry into Discourse Communities

Carl Whithaus, Old Dominion University
Writing Our Way Toward Interactive Evaluation:
Computer-Mediated Communication, Critical Pedagogy and Hypermedia

Michael J. Salvo, Purdue University
Literacy, Hypermedia, and the Holocaust:
Reconfiguring Rhetoric in Hypermedia Environments

Anne Frances Wysocki, Michigan Tech University
VISIBLY COMPOSED, or Seeing What We Make of Our Selves On Paper and On Screen

Kip Strasma, Illinois Central Community College
Sites of Disjuncture: Reading/Writing Hyperfiction

Todd Taylor, University of North Carolina
Five Questions for Writing Programs in the Information Age

Sibylle Gruber, Northern Arizona University
Multiple Literacies in a Multicultural Setting: Contextualizing Nontraditional Students' Appropriation of Virtuality and Reality

Elizabeth Sanders Lopez, Georgia State University

Margaret A. Syverson, University of Texas, Austin
The Wealth of Reality: An Ecology of Composition

Johndan Johnson-Eilola, Clarkson Tech
Nostalgic Angels: Rearticulating Hypertext Writing
Joan Tornow
Discussing Literature in High School English Classes Using a Local Area Computer Network

Tharon Howard, Clemson University
The Rhetoric of Electronic Communities

Sarah Sloane, Colorado State University
Interactive Fiction, Virtual Realities, and the Reading-Writing Relationship

Mark Mabrito, Purdue University at Calument
Writing Apprehension and Computer-Mediated Peer Response Groups: A Case Study of Four High- and Four Low-Apprehensive Writers Communicating Face-to-Face Versus Electronic Mail