History of Computers in Composition

From WolfWikis

• Baron, Denis. (1999). From pencils to pixels: The stages of literacy technologies. In Gail E. Hawisher & Cynthia L. Selfe (Eds.), Passions, pedagogies, and 21st century technologies (pp. 15–33). Logan: Utah State University Press and NCTE.
• Beavis, Catherine, & Snyder, Ilana. (1997). Page to screen: Taking literacy into the electronic era. London: Routledge.
• Bolter, J. D. The Writing Space: The Computer, Hypertext, and the History of Writing. Hillsdale NJ: Lawrence Erlbaum, 1991.
• Bridwell-Bowles, Lillian. “Designing Research on Computer-Assisted Writing.” Computers and Composition 7.1 (1989): 79-91.

  Abstract: Bridwell-Bowles investigates the work of five researchers in the field of computers and composition and the relevance of their work to computer-assisted writing instruction. The issues which the research examines include, composing with word processing, writing improvement attributed to computers, instructional software, computer networks for writing, and collaborative writing through telecommunications.

• Burns, Hugh. “Four dimensions of significance: Tradition, method, theory, originality.” Computers and Composition 21.1 (March 2004): 5-13.

  Abstract: Burns considers four dimensions of significance in assessing in this article. Considering tradition, method, theory, and originality, Burns believes these concepts will help define the computers and composition community and explain and predict the contribution of future research.

• Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History. From New Directions in Computers and Composition Studies. Gail E. Hawisher, Paul LeBlanc, Charles Moran, Cynthia Self. Authors. New Jersey: Alblex Pub. Corp., 1996.

  Abstract: Computers and the Teaching of Writing in American Higher Education addresses a complete history of the field named by the title from 1979-1994. This comprehensive volume addresses the research and trends inherent in the field of computers and composition through these years broken up into three year sections (chapters). Each chapter, written by a different author who has been, and still is, a major scholar in the field, is divided into various sections and highlights the progress of computer technology in composition. The end of each chapter incorporates two journal entries written by the authors on their initiation in to computers in teaching. This book focuses specifically on the movements and integration within technology and composition, citing major articles throughout this time period.

• Gerrard, Lisa. “Computers and Composition: Rethinking Our Values.” Computers and Composition 10.2 (April, 1993) : 23-34.

  Abstract: Gerrard’s article addressing the growing trend in the field of Computers and Composition to value research around theory more than classroom applicable research. Gerrard warns against this valuing of theory over teaching because it amounts to adopting the “least constructive values of our profession.” She sees the values of the subfield as inherently positive up to the point of the article (1993) and wants teachers of composition who embrace technology to not forget the spirit of “collegiality and shared discovery” from which scholars in computers and composition originally set out.

• Gerrard, Lisa. “Electronic Writing Spaces.” In Concepts in Composition: Theory and Practice in the Teaching of Writing. Ed. by Irene L. Clark. New Jersey: Lawrence Erlbaum Pub., 2003., 481-508.

  Abstract: In this chapter, Gerrard provides a brief overview of the field of computers in composition strating with word processing, moves to invention software, grammar tutorials, grammar and style checkers, OWLs, and hypertext/hypermedia. After this, Gerrard reviews movements with Local Area Networks (LANs) and the internet, the WWW (World Wide Web), MOOs, and Course Management Software (CMS). Her ultimate aim in this chapter is to review the changes in the field and provide encouragement for teachers to use technology in their composition classrooms. She believes the pedagogy of the teacher shapes and determines the uses of the technology, not the other way around.

• Gerrard, Lisa. "The Evolution of the Computers and Writing Conference, the Second Decade." Computers and Composition 23.2 (2006): 211-227

  Abstract: This article, written for the twentieth anniversary of the Computers and Writing Conference, is the sequel to “The Evolution of the Computers and Writing Conference” (Computers and Composition, 12(3), November, 1995). The earlier article analyzed many of the intellectual concerns, values, and language expressed in presentations at the Computers and Writing Conference from 1982 to 1994. This article does the same for the second ten conferences, 1995–2004. Throughout the second decade, we have developed a new comfort with computers, expanded our idea of “writing” beyond the traditional essay, and gained a respected place in the academy. Computers and writing has become an institution. At the same time, we sometimes worry about losing control over our teaching and can feel overwhelmed by the size of the task we undertake. Many of our values have stayed the same; however, we are optimistic about the place of technology in our work and in the culture at large, we love to experiment, and we routinely weave ideas from other disciplines and other areas of our lives into our computers and writing research.

• Gruber, Sibylle. “The good, the bad, the complex: Computers and Composition in transition.” Computers and Composition 21.1 (March 2004): 15-28.

  Abstract (by Gruber): In this article I use Albert Borgmann’s (1984) four-part theory of technology to analyze various contributions to Computers and Composition—initially enthusiastic, sometimes fearful, and later aware of the complexities of technology and the need for anchoring discussions of technology in theory and pedagogy. By applying Borgmann’s theory, I show how readers of Computers and Composition can follow the 20-year development of technological awareness in the journal, and I also show possibilities for future directions the journal can take.

• Hawisher, Gail. E., And Cynthia L. Selfe. “ Letter from the Editors.” Computers and Composition 6.1 (1988): 5-7.

  Abstract: This short letter form the editors mentions how early issues of C&C focuses on initial enthusiasm that has now led to a more cautious approach using research to question pedagogical approach. The authors proceed to give brief descriptions of the articles contained within the issue.

• Hawisher, Gail, E. and Cynthia L. Selfe. “Reflections on Computers and Composition Studies at the Century’s End.” in Beavis, Catherine, & Snyder, Ilana. (1997). Page to screen: Taking literacy into the electronic era. London: Routledge: 3-19.

  Abstract: Hawisher and Selfe’s chapter focuses on re-examining the history of computers and composition as a scholarly field in order to understand the changing field. The authors look specifically at four areas of research to historicize: word processing, electronic networks, hypertext and hypermedia. The chapter is a call to examine the use of technology (specifically computers) in composition for its social and cultural contexts in student interactions.

• Moran, Charles. “Computers and Composition 1983–2002: What we have hoped for.” Computers and Composition 20.4 (December 2003): 343-58.

  Abstract: I review the first 20 years of Computers and Composition, looking particularly at the expressed hopes for the potential of change in the emergence of new writing-classroom technologies. Hopes in the early issues of the journal focused on technology’s presumed potential for improved writing, teaching, and learning in the composition classroom; a later and recurrent hope was that by embracing technology, composition teachers would improve their status in the academy. Authors in recent issues looked less at the technology and much more through the technology, toward a more egalitarian and just society. I attempt, in this review, to locate these hopes in the context of professional and national cultures.

• Palmquist, Mike. “A brief history of computer support for writing centers and writing-across-the-curriculum programs.” Computers and Composition 20.4 (December 2003): 395-413.

  Abstract: I trace the evolution of computer support for writing centers and writing-across-the-curriculum (WAC) programs. Calling attention to differences in the rate of adoption and in the type of technology favored by scholars in each area, I discuss their adoption of technology within the context of their varying instructional goals. I consider early work, beginning in the 1970s, in computer-aided instruction (CAI), the development of computer-based management tools, the growing importance of style- and grammar-analysis software, word-processing programs, electronic networks through the 1980s and into the early 1990s, and the rise of interest in using the World Wide Web to support the missions of writing centers and WAC programs. I conclude by speculating briefly on future directions for technological support for writing centers and WAC programs.

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