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Volume 55, March 2020

Technology-Mediated Writing: Exploring Incoming Graduate Students’ L2 Writing Strategies with Activity Theory
Matt Kessler

Written participation with response technology – How teachers ask and students respond with applied text response functionality
Even Einum

Jason Swarts. Wicked, Incomplete, and Uncertain: User Support in the Wild and the Role of Technical Communication. Utah State University Press (2018). 171 pp.
Rachel Dortin

Experimenting with Writing Identities on Facebook through Intertextuality and Interdiscursivity
Ann N. Amicucci

Kathryn Comer, Michael Harker, Ben McCorkle, The Archive as Classroom: Pedagogical Approaches to the Digital Archive of Literacy Narratives.
Analeigh Horton

The Current State of Analytics: Implications for Learning Management System (LMS) Use in Writing Pedagogy
Ann Hill Duin, Jason Tham

“I Never Know What to Expect”: Aleatory Identity Play in Fortnite and Its Implications for Multimodal Composition
Jialei Jiang

Student Perceptions of Their Web Literacy Identities
Drew Virtue

The Spaces Between: Mapping gaps in the Assemblages of Digital City Renderings
Fernando Sánchez

Tracing Ecologies of Code Literacy and Constraint in Emojis as Multimodal Public Pedagogy
Kellie Gray, Steve Holmes

EFL Students’ Cognitive Performance during Argumentative Essay Writing: A log-file data analysis
Forooq Zarrabi, Hossein Bozorgian

The Story/Test/Story Method: A Combined Approach to Usability Testing and Contextual Inquiry
Guiseppe Getto

Your Digital Alter Ego - The Superhero/Villain You (Never) Wanted Transcending Space and Time?
Sarah Young

XM (LGBT/>: A Schema for Encoding Queer Identities in Qualitative Research
Abbie Levesque DeCamp

 

 



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 2. 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

2018
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

2017
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

2016
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

2015
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

2014
Crystal VanKooten, Oakland University
Developing Meta-Awareness About Composition Through New Media In The First-Year Writing Classroom

2013
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

2012
Tim Lockridge, Saint Joseph's University
Beyond Invention: How Hackers Challenge Memory and Disrupt Delivery

2011
Melanie Yergeau, University of Michigan
Disabling Composition: Toward a 21st-Century Synaesthetic Theory of Writing (Completed at Ohio State University)

2010
Quinn Warnick, St. Edward's University
“What We Talk about When We Talk About Talking: Ethos at Work in an Online Community”

2009
Jeremy Tirrell, University of North Carolina at Wilmington
Mapping a Geographical History of Digital Technology in Rhetoric and Composition

2008
Angela Haas, Illinois State University
A Rhetoric of Alliance: What American Indians Can Tell Us About Digital and Visual Rhetoric

2007
Doug Eyman
, George Mason University
Digital Rhetorics: Ecologies and Economies of Circulation

2006
Clancy Ann Ratliff, University of Minnesota
“Where Are the Women?” Rhetoric and Gender in Weblog Discourse

2005
Susan Delagrange, The Ohio State University
Technologies of Wonder: (Re)Mediating Rhetorical Practice

2004
Winifred Wood, Wellesley College
Electronic Deliberation and the Formation of a Public Sphere:
A Situated Rhetorical Study

2003
Joyce R. Walker, Western Michigan University
Standing at the End of a Road:
Death and the Construction of Cyborg Relationships

2002
Warren R. Longmire, Apple Computer, San Francisco
Using Learning Objects in Critical Thinking Pedagogy to Facilitate Entry into Discourse Communities

2001
Carl Whithaus, Old Dominion University
Writing Our Way Toward Interactive Evaluation:
Computer-Mediated Communication, Critical Pedagogy and Hypermedia

2000
Michael J. Salvo, Purdue University
Literacy, Hypermedia, and the Holocaust:
Reconfiguring Rhetoric in Hypermedia Environments

1999
Anne Frances Wysocki, Michigan Tech University
VISIBLY COMPOSED, or Seeing What We Make of Our Selves On Paper and On Screen

1998
Kip Strasma, Illinois Central Community College
Sites of Disjuncture: Reading/Writing Hyperfiction

1997
Todd Taylor, University of North Carolina
Five Questions for Writing Programs in the Information Age

1996
Sibylle Gruber, Northern Arizona University
Multiple Literacies in a Multicultural Setting: Contextualizing Nontraditional Students' Appropriation of Virtuality and Reality

1995
Elizabeth Sanders Lopez, Georgia State University

1994
Margaret A. Syverson, University of Texas, Austin
The Wealth of Reality: An Ecology of Composition

1993
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

1992
Tharon Howard, Clemson University
The Rhetoric of Electronic Communities

1991
Sarah Sloane, Colorado State University
Interactive Fiction, Virtual Realities, and the Reading-Writing Relationship

1990
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