|Terry Beers||Self-Representation and the World Wide Web|
|T. R. Johnson||An Apology for Pleasure, or Rethinking Romanticism and the Student Writer|
|Elizabeth A. Flynn||Arguing Differently: A Memorial Reflection|
|Sherry Lee Linkon||Don't Mourn--Organize! Taking Action in the Academic Labor Crisis|
|William Condon||Teaching and Assessing Writing: Common Ground|
|Linda Ferreira-Buckley||Constructing Histories of Composition Studies in America|
Severino, Guerra, and Butler / West
Abstracts for Compostion Studies 26.2
Beers, Terry. "Self-Representation and the World Wide Web." Composition Studies (26.2): 13-34.
Inspired by post-structuralist perspectives, some hypertext theorists have focused on the activities of readers, who structure a virtual hypertext according to the succession of links that they choose to follow. Since readers are seen to assume control of the arrangement of material that they experience, the role of writers tends to disappear. In this essay a complementary perspective is offered, one emphasizing the stability hypertext authors create by virtue of the links they write into their texts. This structure of links forms the ground for exploring self-representation in hypertext environments, especially on the World Wide Web.
"Arguing Differently" identifies three responses to the challenge to traditional rhetoric by postmodernists, feminists, and multuculturalists--revisions of classical rhetoric, critiques of classical rhetoric, and resistance to classical rhetoric. Works reviewed, Richard Fulkerson's Teaching the Argument in Writing (NCTE, 1996), Barbara Emmel, Paula Resch, and Deborah Tenney, eds. (Sage, 1996), and Deborah P. Berrill, Perspectives on Written Argument (Hampton, 1996), are discussed in relation to these three categories. The interanimating discussion of the three approaches suggests some strengths and limitations of each. The essay also provides a memorial reflection on Edward P.J. Corbett.