Response, Replies, and Commentary

Jennifer Bowie, Response Editor

Research Spotlight
Hypertext From a Distance: New Ways of Writing, New Ways of   Talking in Freshman English: One Institution's Perspective

Christy Desmet, Laura McGrath, and Angela Mitchell

Christy Desmet, Laura McGrath, and Angela Mitchell discuss their parts in an experimental composition class, the Collaborative Campus Project, that "explored the educational and pedagogical value of integrating synchronous and asynchronous technology into the Freshman English curriculum." The project involved faculty and students from the University of Georgia, Georgia Institute of Technology, and Gainesville College. Classes were delivered in both conventional and distance education settings,  and students collaborated on critical writing, research, and hypertext assignments. This unique text explores the project from three perspectives and is actually three-texts-in-one, as each author focuses on a particular area of the project.

• Christ Desmet focuses on " An Administrator's Viewpoint," where she shares her perspective "of both an insider and an outsider."
• In "Incorporating Technology into the Composition Curriculum: Access, Attitudes, and the New Literacy," Laura McGrath "question[s] what it means to be functionally literate in the twenty-first century classroom."
• Angela Mitchell in "Virtual Dreams: Identity and Power in an Online Classroom" looks at how the"'decentered' classroom affected student interactions, particularly student interactions between campuses."

Lisa Hammond Rashley

This Classroom Spotlight explores women’s studies and internet distance courses, looking particularly at how the two interact and interconnect. The classroom is the internet distance learning course "Women in Culture"  were technology was used to "create an atmosphere in which active student participation in the classroom space enabled them to expand their learning." In this Spotlight, Lisa Hammond Rashey examines issues ranging from a feminist web pedagogy, to delivery issues, to particular technological tool use in the classroom. This text also includes the work of some of the students in "Women in Culture".
 
 

Call for Contributions

Have an exciting class this term? Conducting  interesting research you'd like to share? Working on an interesting project? Have a reflection, response, or idea concerning the webbed writing classroom? Interested in talking with Kairos authors?  Response is the section for you!  Contact Response Editor Jennifer Bowie ( jebowie@ttacs.ttu.edu ) to talk more about the possibilities.