abstract

background

theory

praxis

models

course

software instruction
default to linear
theory gap
design

references

In one sense, each student's final project submitted at the end of the course was a hypertext version of a print research essay submitted to the student's instructor for Research in the Disciplines. But most of the projects were much more than hypertext "versions" of a print essay. While the students' hypertexts contained much of the text found in the print documents, many students generated additional text specifically for the hypertext version.

Additionally, the presentation and organization of the hypertexts were markedly different from the print essays. The content for students' research projects informed the hypertext designs in clearly identifiable ways. In many cases, students produced visually engaging hypertexts that attempted to link layout, color palette, navigation, and images to their arguments. James, for example, developed a comprehensive resource for information on the US Government's Total Information Awareness program that included a dynamic color scheme and watermarks visually connected with the content on individual pages.

While students struggled to see their work as enacting hypertext theory, preferring instead to describe their goals as content-driven designs, we were really engaged in an effort to bring together textual and visual rhetoric in web development. Models showcases the work of four students whose projects illustrate different examples of success. Interestingly, these projects do implement a variety of elements hypertext theorists identify as important to effective academic hypertext practice.

abstract | background | theory | praxis | models | course