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Click Here to Organize Fr om the Classr oom Marcia Dickson Editor’s Note: Chrissine Cairns, currently a lecturer at the University of Miami, served as guest editor for this installment of “From the Classroom.” She chose technology-enhanced pedagogy as its focus, and she selected and began the editing process for Marcia Dickson’s and Helen Rothschild Ewald’s essays. Cairns undertook these editorial tasks as part of a course in text editing, a requirement for the M.A. in composition and communication at Central Michigan University. My colleague Scott Lloyd DeWitt has long claimed in casual conversation that the very act of creating a hypertext link will spark in students a type of meta- discourse about texts that they usually avoid. Scott reports that students return to their hypertexts again and again, “reading for depth, meaning, and ideas, while continuing to develop their topics” (DeWitt 1999: 147). Even so, I used to contend, like many other writing instructors, that I had precious little time to cultivate in students a sense of what makes a good traditional text, much less teach them about hypertext. When I finally began to introduce them to hypertext literature, however, I discovered something surprising: the act of constructing hypertext fiction provides students http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

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Dickson, Marcia
Pedagogy , Volume 2 (2) – Apr 1, 2002
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Copyright
© 2002 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2-2-253
Publisher site
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Abstract

Fr om the Classr oom Marcia Dickson Editor’s Note: Chrissine Cairns, currently a lecturer at the University of Miami, served as guest editor for this installment of “From the Classroom.” She chose technology-enhanced pedagogy as its focus, and she selected and began the editing process for Marcia Dickson’s and Helen Rothschild Ewald’s essays. Cairns undertook these editorial tasks as part of a course in text editing, a requirement for the M.A. in composition and communication at Central Michigan University. My colleague Scott Lloyd DeWitt has long claimed in casual conversation that the very act of creating a hypertext link will spark in students a type of meta- discourse about texts that they usually avoid. Scott reports that students return to their hypertexts again and again, “reading for depth, meaning, and ideas, while continuing to develop their topics” (DeWitt 1999: 147). Even so, I used to contend, like many other writing instructors, that I had precious little time to cultivate in students a sense of what makes a good traditional text, much less teach them about hypertext. When I finally began to introduce them to hypertext literature, however, I discovered something surprising: the act of constructing hypertext fiction provides students

Journal

Pedagogy – Duke University Press

Published: Apr 1, 2002

References