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Volume 24, Issue 3, 2007

Global Issues:
International Perspectives on Computers and Writing

Letter from the Guest Editor
Taku Sugimoto

Written arguments and collaborative speech acts in practising the argumentative power of language through chat debates
Leena I. Laurinen
Miika J. Marttunen

Implementing an open process approach to a multilingual online writing center:
The case of Calliope
Liesbeth Opdenacker
Luuk Van Waes

Weathering wikis:
Net-based learning meets political science in a South African university
Tony Carr
Andrew Morrison
Glenda Cox
Andrew Deacon

Text-making practices beyond the classroom context:
Private instant messaging in Hong Kong
Carmen K.M. Lee

Technologizing Africa:
On the bumpy information highway
Dwedor Morais Ford

Non-existence of systematic education on computerized writing in Japanese schools
Taku Sugimoto

“Wanted: Some Black Long Distance [Writers]”:
Blackboard Flava-Flavin and other AfroDigital experiences in the classroom
Carmen Kynard

On the bright side of the screen:
Material-world interactions surrounding the socialization of outsiders to digital spaces
Sally W. Chandler
Joshua Burnett
Jacklyn Lopez

Announcements

Computers and Composition Awards

Computers and Composition Special Issues

New Dimensions Book Series

Computers and Composition Awards

Computers and Composition Hugh Burns Best Dissertation Award

Dates of eligibility for all awards are January 1 thru December 31 of the previous year.

To acknowledge and support the growth and acceptance of scholarship, research, and teaching in our field, we present on an annual basis the Computers and Composition Hugh Burns and Ellen Nold Awards. The Hugh Burns Award is presented annually for the best dissertation in Computers and Composition Studies.

Computers and Composition will honor the winner during an awards presentation held during the Computers and Writing Conference.

Deadline for nominations is March 15. Send nominations for the Hugh Burns Award to:

Gail E. Hawisher
Hugh Burns Award
Department of English
University of Illinois at Urbana-Champaign
608 South Wright Street
Urbana, IL 61801

Hugh Burns Award Recipients

2006
Clancy Ann Ratliff, University of Minnesota
“Where Are the Women?” Rhetoric and Gender in Weblog Discourse

2005
Susan Delagrange, The Ohio State University
Technologies of Wonder: (Re)Mediating Rhetorical Practice

2004
Winifred Wood, Wellesley College
Electronic Deliberation and the Formation of a Public Sphere:
A Situated Rhetorical Study

2003
Joyce R. Walker, Western Michigan University
Standing at the End of a Road:
Death and the Construction of Cyborg Relationships

2002
Warren R. Longmire, Apple Computer, San Francisco
Using Learning Objects in Critical Thinking Pedagogy to Facilitate Entry into Discourse Communities

2001
Carl Whithaus, Old Dominion University
Writing Our Way Toward Interactive Evaluation:
Computer-Mediated Communication, Critical Pedagogy and Hypermedia

2000
Michael J. Salvo, Purdue University
Literacy, Hypermedia, and the Holocaust:
Reconfiguring Rhetoric in Hypermedia Environments

1999
Anne Frances Wysocki, Michigan Tech University
VISIBLY COMPOSED, or Seeing What We Make of Our Selves On Paper and On Screen

1998
Kip Strasma, Illinois Central Community College
Sites of Disjuncture: Reading/Writing Hyperfiction

1997
Todd Taylor, University of North Carolina
Five Questions for Writing Programs in the Information Age

1996
Sibylle Gruber, Northern Arizona University
Multiple Literacies in a Multicultural Setting: Contextualizing Nontraditional Students' Appropriation of Virtuality and Reality

1995
Elizabeth Sanders Lopez, Georgia State University

1994
Margaret A. Syverson, University of Texas, Austin
The Wealth of Reality: An Ecology of Composition

1993
Johndan Johnson-Eilola, Clarkson Tech
Nostalgic Angels: Rearticulating Hypertext Writing
Joan Tornow
Discussing Literature in High School English Classes Using a Local Area Computer Network

1992
Tharon Howard, Clemson University
The Rhetoric of Electronic Communities

1991
Sarah Sloane, Colorado State University
Interactive Fiction, Virtual Realities, and the Reading-Writing Relationship

1990
Mark Mabrito, Purdue University at Calument
Writing Apprehension and Computer-Mediated Peer Response Groups: A Case Study of Four High- and Four Low-Apprehensive Writers Communicating Face-to-Face Versus Electronic Mail