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Inventing Network Composition: Mobilizing Rhetorical Invention And Social Media For Digital Pedagogy, Jacob Richter
Inventing Network Composition: Mobilizing Rhetorical Invention And Social Media For Digital Pedagogy, Jacob Richter
All Dissertations
Inventing Network Composition: Mobilizing Rhetorical Invention and Social Media for Digital Pedagogy investigates how students learn through writing and invention in digital social networks. Pursuing a primary research question of How do student composers invent within networked social media environments?, the dissertation examines how social media and digital writing tools can help students to learn, connect, and share generatively. The core theoretical contribution that this dissertation offers is a theory of network composition, which is a mode of invention that composers engage in social media environments that is intensely social, that is structured by a digital interface, that …
Ownership And Writer Agency In Web 2.0, Thomas Pickering
Ownership And Writer Agency In Web 2.0, Thomas Pickering
Doctoral Dissertations
This dissertation explores what it means for writers to maintain agency and ownership over their textual productions in big data age, where to write means to participate in a complex weave of software, code, and networked algorithms, and where writing produces both conventional text and data. Given how much everyday writing flows through proprietary digital platforms, my dissertation asks: how can we carve out a model of ownership that centers the agency of writers and users in the face of corporate web platforms that aggressively appropriate the value of our textual productions? Digital writing scholarship has responded by appealing to …
Coding Christianity: Negotiating Religious Dialogue In Online Participatory Spaces, Shauna Chung
Coding Christianity: Negotiating Religious Dialogue In Online Participatory Spaces, Shauna Chung
All Dissertations
This dissertation examines rhetorical conditions and internet-mediated communication strategies that open and close dialogue between individuals with diverse and conflicting worldviews. The author illustrates this tension through sacred-secular interactions in college composition classrooms and online environments, positing that navigating conflict between these discourses—namely those espoused by religiously committed students and public university instructors—often requires stepping outside of adversarial communication frameworks. This project makes a case for models of civic engagement that use more deliberative rhetorical approaches prioritizing empathy over defensiveness and understanding before persuasion. To develop these non-adversarial communication approaches for the composition classroom, the author looks to participatory media …