Liza WinkelThis annotated bibliography examines works that address the use of computers and technology in composition. I have focused this research more specifically on how technology encourages or inhibits students’ critical thinking and their own conception of technology. Any teacher of writing will find these annotations useful if they are considering using computers or any other technology in their classrooms. I included research that both supports and questions the use of technology. I included several sources that include research on web-based discussion in the classroom, which many of the researchers found helped students’ critical thinking abilities. Although almost all research supports the use of technology or accepts it as a necessary part of the university in the 21st century, some of the following sources conducted research into how technology can cause disparities between students of different technological capabilities, and what implications the superfluous flow of information through technology will have on composition courses.
Anderson, Daniel. “Web-Based Peer Review.” Teaching/Writing in the Late Age of
Print. Ed. Jeffrey Galin, Carol Peterson Haviland, and J. Paul Johnson. Cresskill: Hampton Press, Inc., 2003. 185-198.
In this chapter of Teaching/Writing in the Late Age of Print from the series “Research and Teaching in Rhetoric and Composition,” Daniel Anderson, a researcher and assistant professor at the
Duffelmeyer, Barbara B. “Critical Work in First-Year Composition: Computers, Pedagogy, and
Research.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture. 2.3 (2002): 357-374.
In this scholarly article, Barbara B. Duffelmeyer, assistant professor of composition theory, pedagogy, and research at
Hudson, Jennifer A. “Writing, Technology and Writing Technologies: Developing Multiple
Learning. 13.12 (2007): 93-100.
In this scholarly article, Jennifer A. Hudson, publisher and professor of English at Southern Connecticut University, discusses her web-based first-year composition course at an urban university where students have varying degrees of experience with technology. She argues that literacy now also includes literacy in technology, and students are expected to learn how to read, write, think, and speak in various forms, modes, and media in the academic community. In her FYC course, she uses technology to foster class discussion about “how these communication and information technologies shape our critical thinking, reading, speaking and writing processes and experiences” (96). The students’ writing at the end of the course had significantly improved from peer review activities and critical thinking in web discussion.
Kimme Hea, Amy C. “Rearticulating E-dentities in the Web-based Classroom: One
Technoresearcher’s Exploration of Power and the World Wide Web.” Computers and
Composition. 19 (2002): 331-346.
In this scholarly article, Amy C. Kimme Hea, assistant professor of rhetoric, composition, and teaching at the
Latchaw, Joan. “Critical Thinking in the Digital Age.” Teaching/Writing in the Late Age of
Print. Ed. Jeffrey Galin, Carol Peterson Haviland, and J. Paul Johnson. Cresskill: Hampton Press, Inc., 2003. 111-122.
In this chapter from Teaching/Writing in the Late Age of Print from the series “Research and Teaching in Rhetoric and Composition,” Joan Latchaw, associate professor at
Palmquist, Mike, et al. Transitions: Teaching Writing in Computer-Supported and
In the chapter “Contrasts: Teaching and Learning About Writing in Traditional and Computer Classrooms,” the authors, professors and researchers at Colorado State University, compare two first-year composition courses, one being a traditional classroom and one a computer classroom. Found that students in computer classroom discussed writing with each other and instructor during the writing process in the classroom, and ended the course with more confidence in their writing abilities. Students in traditional classroom met with instructor outside of classroom more often, but showed no increase in writing confidence. Computer classroom instructor felt students took more responsibility for classroom activities whereas the traditional classroom instructor needed to plan and lecture more. Although instructors and students agreed that new technologies should be used in the classroom, instructors resisted using any unfamiliar technologies even if they believed these technologies would benefit students’ writing.
Reid, Alex. “Portable Composition:
and Composition. 25 (2008): 61-78.
In this scholarly article, Alex Reid, an associate professor and researcher at
Samuels, Robert. Integrating Hypertextual Subjects: Computers, Composition, and Academic
Labor. Cresskill: Hampton Press, Inc., 2006.
In the chapter “Critical Pedagogy, Electronic Conversations, and Student Subjectivity: Postmodern Technologies, Modern Structures, and Traditional Institutions,” Robert Samuels, a lecturer in writing programs at UCLA, examines the use of WebCT discussion in his classroom in the chapter Argues that as many universities employ new technologies in their courses, they usually do not change the authoritative structure of the professor-student classrooms. Believes that technology can be used to successfully implement postmodern education, or the belief that universal knowledge does not exist because of human diversity and culture. Through technology, students can engage in honest discussion about differences and disparities among people. Also gives them more power to question academic discourse. Instead of students being driven by institutional authority, “writing the right way” and “getting the grade,” technology allows students to write in a social environment, thinking critically and displaying more creativity.