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The Rhetoric of Technology and the Electronic Writing Class

1991; National Council of Teachers of English; Volume: 42; Issue: 1 Linguagem: Inglês

10.2307/357539

1939-9006

Gail E. Hawisher, Cynthia L. Selfe,

Digital Communication and Language

vironments. Writing instructors who hope to function effectively in these new electronic classrooms must assess ways in which the use of computer technology might shape, for better and worse, their strategies for working with students. Along with becoming acquainted with current composition theory, instructors, for example, must learn to recognize that the use of technology can exacerbate problems characteristic of American classrooms and must continue to seek ways of using technology that equitably support all students in writing classes. All too frequently, however, writing instructors incorporate computers into their classes without the necessary scrutiny and careful planning that the use of any technology requires. Such scrutiny will become increasingly important with computers, given the considerable corporate and community investment accompanying this technology as its use expands within our educational system. Unfortunately, as writing instructors, we have not always recognized the natural tendency when using such machines, as cultural artifacts embodying society's values, to perpetuate those values currently dominant within our culture and our educational system. This tendency has become evident as we continue to integrate computers into our efforts at writing instruction. In many English composition classes, computer use simply reinforces those traditional notions of education that permeate our culture at its most basic level: teachers talk, students listen; teachers' contributions are privileged; students respond in predictable,