abstract

background

theory

praxis

models

course

multilinearity
visual rhetoric
theory in practice

references

Moments of critique are an important component in the production of academic hypertexts that fully draw on the affordances of new media. For Kress (1999), and for Hocks (2003), this transformation will occur through the incorporation of design into textual production. "Design takes for granted competence in the use of resources, but beyond that it requires the orchestration and remaking of these resources in the service of frameworks and models expressive of the maker's intentions" (Kress, 1999, p.87).

Purposive design in academic hypertext would bring the multilinearity of hypertext together with a strong sense of the visual elements available to the hypertext author. The result would involve the use of "configured language" (Drucker, 2002). But purposive design is not easy. As Kress (1999) notes, one must be adept at utilizing relevant design resources. With academic hypertext, these resources include (at a minimum) HTML, an HTML editor such as Macromedia Dreamweaver, and image editing software like Adobe Photoshop. With students already working hard to develop competence in the resources of academic writing, these technological demands often yield performances that can appear flawed.

Hocks (2003), for example, describes the student-generated web pages she showcases as "'messy' in that they have less design continuity, onscreen spatial structure, and interface features" than other hypertexts she examines (p. 649). This "messy" quality is also visible in two of the student hypertexts I showcase in models. But messiness in execution is not a reason to devalue design accomplishments. In fact, messiness indicates that the author is working (inexpertly) to use the tools in purposive ways. Inexpertly executed designs "illustrate the process of students learning to bring visual and verbal arguments together" (Hocks, p. 649). Academic hypertexts that attempt this feat should be valued more highly than more polished hypertexts that do little more than reproduce the print academic essay as an HTML document.

theory in practice | multiple perspectives? | attention to audience
moments of critique

abstract | background | theory | praxis | models | course