Volume 62, December 2021
Social presence in online writing instruction: Distinguishing between presence, comfort, attitudes, and learning
Mary K. Stewart
Circulatory interfaces: Perpetuating power through practices, content, and positionality
Google Docs or Microsoft Word? Master's students' engagement with instructor written feedback on academic writing in a cross-cultural setting
Murad Abdu Saeed Mohammed, Musheer Abdulwahid AL-Jaberi
“Anyone? Anyone?”: Promoting inter-learner dialogue in synchronous video courses
Kimberly Fahle Peck
Phenomenology of writing with unfamiliar tools in a semi-public environment: A case study
Philip B. Gallagher, Philippe Meister, David R. Russell
A web-based feedback platform for peer and teacher feedback on writing: An Activity Theory perspective
Sandra Tsui Eu Lam
Analyzing writing fluency on smartphones by Saudi EFL students
Bradford J. Lee, Ahmed A. Al Khateeb
Digital surveillance in online writing instruction: Panopticism and simulation in learning management systems
Eric James York
Using automated feedback to develop writing proficiency
Yue Huang, Joshua Wilson
Book Review: ePortfolios@edu what we know, what we don't know, and everything in-between, Mary Ann Dellinger and D. Alexis Hart. WAC Clearinghouse (2020)
Sandra J. Keele
Book Review: Rhetorical delivery and digital technologies: Networks, affect, electracy, Sean Morey. Routledge (2016)
Composing (with/in) extended reality: How students name their experiences with immersive technologies
Amy J. Lueck, Christine M. Bachen
Sound, captions, action: Voices in video composition projects Coalitional literacies of digital safety and solidarity: A white paper on nextGEN international listserv Book Review: How Writing Faculty Write: Strategies for Process, Product, and Productivity, Christine Tulley, University Press of Colorado (2018) Book Review: Bridging the Multimodal Gap: From Theory to Practice, Santosh Khadka, J.C. Lee (Eds.). Utah State University Press, Logan, UT (2019)
Janine Butler, Stacy Bick
Sweta Baniya, Sara Doan, Ashanka Kumari, Gavin P. Johnson, Virginia M. Schwarz
Ann M. Arbaugh
Sound, captions, action: Voices in video composition projects
Coalitional literacies of digital safety and solidarity: A white paper on nextGEN international listserv
Book Review: How Writing Faculty Write: Strategies for Process, Product, and Productivity, Christine Tulley, University Press of Colorado (2018)
Book Review: Bridging the Multimodal Gap: From Theory to Practice, Santosh Khadka, J.C. Lee (Eds.). Utah State University Press, Logan, UT (2019)
Computers and Composition Awards
- Computers and Composition Hugh Burns Best Dissertation Award
- Computers and Composition Ellen Nold Best Article Award
- Computers and Composition Distinguished Book Award
- Computers and Composition Charles Moran Award for Distinguished Contributions to the Field
- Computers and Composition Michelle Kendrick Outstanding Digital Production/Scholarship Award
Computers and Composition Ellen Nold Best Article Award
For the 2020 Awards, the dates of eligibility include both 2019 and 2020, to account for the impact on the COVID-19 pandemic on the nomination process.
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 Ellen Nold Award is presented annually for the best article 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 Ellen Nold Award to:
Dr. Kristine L. Blair
Ellen Nold Award
McAnulty College and Graduate School of Liberal Arts
Pittsburgh, PA 15282
Ellen Nold Award Recipients
Alison Cardinal, Washington State University, Tacoma
“Participatory Video: An Apparatus for Ethically Researching Literacy, Power and Embodiment,” Computers and Composition
Lauren E. Cagle, University of Kentucky
"Surveilling Strangers: The Disciplinary Biopower of Digital Genre Assemblages,” Computers and Composition
Jialei Jiang, Indiana University of Pennsylvania
“What Monkeys Teach Us about Authorship: Toward a Distributed Agency in Digital Composing Practices,” Kairos: A Journal of Rhetoric, Technology, and Pedagogy
Jennifer M. Cunningham, Kent State University
“’wuz good wit u bro’: Patterns of Digital African American Language Use in Two Modes of Communication,” Computers and Composition
Erin E. Schaefer, Michigan State University
“Using Neurofeedback and Mindfulness Pedagogies to Teach Open Listening,” Computers and Composition
Kristin L. Arola, Michigan State University, & Adam Arola
"An Ethics of Assemblage: Creative Repetition and the ‘Electric Pow Wow’." Assembling Composition, NCTE
Andrew Bourelle (University of New Mexico), Tiffany Bourelle (UNM), Anna K. Knutson (University of Michigan), Stephanie Spong (UNM)
“Sites of Multimodal Literacy: Comparing Student Learning in Online and Face-to-Face Environments,” Computers and Composition
Casey Boyle, University of Texas at Austin
“The Rhetorical Question Concerning Glitch,” Computers and Composition
Douglas Walls, University of Central Florida
“Access(ing) the Coordination of Writing Networks,” Computers and Composition
Claire Lauer, Arizona State University
“Expertise With New/Multi/Modal/Visual/Digital/Media Technologies Desired: Tracing Composition’s Evolving Relationship With Technology Through The MLA JIL,” Computers and Composition
Christine Tulley, University of Findlay
“Migration Patterns: A Status Report On The Transition From Paper To Eportfolios And The Effect On Multimodal Composition Initiatives," Computers and Writing
Angela Haas, Illinois State University
“Race, Rhetoric, and Technology: A Case Study of Decolonial Technical Communication Theory, Methodology, and Pedagogy,” Journal of Business and Technical Communication
Christina Haas, University of Minnesota
Pamela Takayoshi, Kent State University
Brandon Carr, University of Florida
Kimberly Hudson, Kent State University
Ross Pollack, LaTrobe, PA
“Young People's Everyday Literacies: The Language Features of Instant Messaging”
Research in the Teaching of English, May 2010
James Purdy, Duquesne University
Joyce Walker, Illinois State University
Valuing Digital Scholarship: Exploring the Changing Realities of Intellectual Work.” MLA Profession 2010
James E. Porter, Miami University
Recovering Delivery for Digital Rhetoric. Computers and Composition 26(4).
Jonathan Alexander, University of California, Irvine
Media Convergence 25.1 (Computers and Composition)
Joyce R. Walker, Western Michigan University
Narratives in the Database: Memorializing September 11th Online. Computers and Composition 24(2).
Thomas Rickert, Purdue University
Michael Salvo, Purdue University
The Distributed Gesamptkunstwerk: Sound, Worlding, and New Media Culture. Computers and Composition 23(3).
Synne Skjulstad, University of Oslo
Andrew Morrison, University of Oslo
Movement in the Interface. Computers and Composition 22(4).
Jonathan Alexander, University of Cincinnati
Will Banks, East Carolina University
Sexualities, Technologies, and the Teaching of Writing. Computers and Composition 21.3
Liz Rohan University of Michigan, Dearborn
Reveal Codes: A New Lens for Examining and Historicizing the Work of Secretaries. Computers and Composition, 20(3).
Jonathan Alexander, University of Cincinnati
Digital Spins: The Pedagogy and Politics of Student-Centered E-Zines. Computers and Composition, 19(4).
Stephen Knadler, Georgia State University
E-racing Difference in E-space: Black Female Subjectivity and the Web-based Portfolio. Computers and Composition, 18.
Alison Regan and John Zuern, University of Hawaii, Manoa
Community Service Learning and Computer-mediaed Advanced Composition: The Going to Class, Getting Online, and the Giving Back Project. Computers and Composition, 17(2).
Joanne Addison, University of Denver
Susan Hilligoss, Clemson University
Technological Fronts: Lesbian Lives 'On the Line.' (1999). In Kristine Blair and Pamela Takayoshi (Eds.), Feminist Cyberscapes: Mapping Gendered Academic Spaces. Norwood, NJ: Ablex.
Jeff Grabill, Michigan State University
Utopic Visions, the Technopoor, and Public Access: Writing Technologies in a Community Literacy Program. (1998). Computers and Composition, 15(3).
Michael Johanyak, University of Akron
Analyzing the Amalgamated Electronic Text: Bringing Cognitive, Social, and Contextual Factors of Individual Language Users into CMC Research. (1997). Computers and Composition, 14(1).
Johndan Johnson-Eilola, Clarkson Tech
Stuart Selber, Penn State University
Policing Ourselves: Defining the Boundaries of Appropriate Discussion in Online Forums. Computers and Composition, 13(3).
David Coogan Institute of Technology
Christine Hult, Utah State University
Joyce Kinkead, Utah State University
Special Issue on Writing Centers (August, 1995). Computers and Composition,12(2).
Cynthia Selfe and Richard J. Selfe, Jr., The Ohio State Univeristy
The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones. (1994). College Composition and Communication, 45(4).
Susan Romano, University of New Mexico
The Egalitarianism Narrative: Whose Story? Which Yardstick? (1993). Computers and Composition, 10(3).
Charles Moran, University of Massachusetts, Amherst
Computers and the Writing Classroom: A Look to the Future. (1992). In G. E. Hawisher and P. LeBlanc (Eds.), Re-Imagining Computers and Composition: Teaching and Research in the Virtual Age. Portsmouth, NH: Boynton/Cook.
Nancy Kaplan and Stuart Moulthrop, University of Baltimore
Something to Imagine: Literature, Composition, and Interactive Fiction. (1991). Computers and Composition, 9.
Christine Neuwirth and David Kaufer, Carnegie Mellon University