Editing Computers and writing (section)

==Pedagogy==
Computers and writing pedagogy teach students practical applications and implications of writing by exploring complex concepts such as visual rhetoric, issues of access, and the social implications of online writing.<ref name=":7" /> Scholars analyze how the computer becomes an environment for facilitated writing and communication. The production and consumption of digital, multimodal, and new media texts advances the field's range of study and research. The integration of computers into writing instruction has significantly improved student’s quality of writing by allowing for immediate feedback and periodic revision, resulting in enhanced writing capabilities. <ref>{{cite journal | last1=Goldberg | first1=A. | last2=Russell | first2=M. | last3=Cook | first3=A. | title=The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002 | journal=The Journal of Technology, Learning, and Assessment | volume=2 | issue=1 | pages=1–52 | year=2003}}</ref> The majority of computers and writing scholars agree that engaging students in the production of such multimodal/digital texts is crucial to the learning process in our digitally infused moment. Technological advancements have facilitated the development of writing and digital literacy amongst students across all education levels.<ref> {{cite book | last=Hewett | first=Beth L. | title=The Online Writing Classroom: Theoretical and Pedagogical Perspectives | year=2001 | publisher=Publisher Name | location=City (if known)}} </ref> Consequently, theoretical frameworks designed for online writing instruction play a pivotal role in the advancement of pedagogy, encouraging the development of flexible learning environments. <ref> {{cite book | last=Hewett | first=Beth L. | title=The Online Writing Classroom: Theoretical and Pedagogical Perspectives | year=2001 | publisher=Publisher Name | location=City (if known)}} </ref>

During the 1960s and 1970s, which was also known as the "Birth of Composition," computer-assisted instruction was used to observe students and provided instant positive, negative, or constructive feedback.<ref name=":32">Whithaus, Carl. "The Development of Early Computer-Assisted Writing Instruction (1960-1978): The Double Logic of Media and Tools". ''Computers & the Humanities'', vol. 38, no. 2, May 2004, pp. 149-162.</ref> How computers and digital technologies would impact writers' efficiency and quality of work was being determined.<ref>{{Cite journal|last=Haas|first=Christina|date=1989|title=Does the Medium Make a Difference? Two Studies of Writing With Pen and Paper and With Computers.|journal=Human-Computer Interaction|volume=4|issue=2|pages=149–169|doi=10.1207/s15327051hci0402_3|via=EBSCO Publishing}}</ref> Initial debate came from how best to balance creativity and technical construction in writing. Many teachers thought that the technology programs offered needed improvement because they did not allow for the creative expression of the students, acting only as an evaluator, reader, and feedback agent.<ref name=":32" /> Now the programs require multimodality, creativity, and technical complexity.<ref name=":42">Edwards-Groves, Christine. "Interactive Creative Technologies: Changing Learning Practices and Pedagogies in the Writing Classroom". ''Australian Journal of Language & Literacy'', vol. 35, no. 1, Feb. 2012, pp. 99-113.</ref> The problems the students face in these programs now require much more comprehensive thinking and creativity to the point that it is difficult to still call the subject "writing" because the students are required to know much more.<ref name=":42" />

Computers and writing pedagogies must be dynamic and adaptable to how technology, media, and the sociopolitical spaces operate in a constant state of flux.  Emerging forms of pedagogies address [[Digital activism|"Digital Activism"]] and the use of social media on political communication and advocacy.<ref name=":6" /> Quality interaction in blended and online writing classes is important. It should emphasize pedagogical methods that foster thoughtful communication between instructors and students and facilitate the enhancement of writing skills. <ref> {{cite journal | last=Howard | first=S. B. | title=Title of the article | journal=Journal of Online Learning and Teaching | volume=5 | issue=4 | url=https://jolt.merlot.org/vol5no4/howard_1209.pdf | access-date=2024-12-12 | year=2009 }} </ref>

Computers and digital media offer innovative ways to engage rhetorically with one another. Studying how students develop their [[digital literacy]] through their connecting their previous interactions with technologies to new forms by means of metaphors and mental models.<ref>{{Cite journal|date=2021-03-01|title=Metaphors, Mental Models, and Multiplicity: Understanding Student Perception of Digital Literacy|journal=Computers and Composition|language=en|volume=59|pages=102628|doi=10.1016/j.compcom.2021.102628|issn=8755-4615|doi-access=|last1=Tham|first1=Jason Chew Kit|last2=Burnham|first2=Kenyan Degles|last3=Hocutt|first3=Daniel L.|last4=Ranade|first4=Nupoor|last5=Misak|first5=John|last6=Duin|first6=Ann Hill|last7=Pedersen|first7=Isabel|last8=Campbell|first8=Jessica Lynn}}</ref> Teaching theoretical composing concepts through scaffolding can build students' digital literacy both with current and future technologies and programs.<ref name=":8">{{Cite journal|date=2018-12-01|title=Teaching Digital Literacy Composing Concepts: Focusing on the Layers of Augmented Reality in an Era of Changing Technology|url=https://www.sciencedirect.com/science/article/abs/pii/S8755461518300318|journal=Computers and Composition|language=en|volume=50|pages=21–38|doi=10.1016/j.compcom.2018.07.003|issn=8755-4615|last1=Blevins|first1=Brenta|s2cid=70093735|url-access=subscription}}</ref> These skills advance critical media awareness when working with digital media.<ref name=":8" />