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David S. Kaufer - Designing interactive worlds with words: principles of writing as representational composition

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No two writing situations are exactly the same and skilled writers, like skilled painters, must develop the know-how to represent the objects of their writing as part of a flexible art. This special art of writing lies hidden between grammar--the well-formedness of sentences--and genre--the capacity of texts to perform culturally holistic communicative functions (e.g., the memo, the strategic report, the letter to the editor). Concealed between grammar and genre, this less visible art of writing is what Kaufer and Butler call representational composition. Texts within this hidden art are best viewed not primarily as grammatical units or as genre functions, but as bearers of design elements stimulating imagistic, narrative, and information-rich worlds, and as an invitation to readers to explore and interact with them. This volume presents a systematic study of the principles that underlie writing as representational composition. Drawing from student models derived from a studio method, the authors use each chapter to present a different aspect of what unfolds--across the course of the book--into a cumulative, interactive, and unified body of representational principles underlying the design of texts. They reveal what makes the textual representations achieved by expert writers worthwhile, and, at the same time, difficult for novice writers to reproduce. Extending the framework of their 1996 volume, Rhetoric and the Arts of Design, into a realm of textual design, this volume will interest students and instructors of writing, rhetoric, and information design.

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title Designing Interactive Worlds With Words Principles of Writing As - photo 1

title:Designing Interactive Worlds With Words : Principles of Writing As Representational Composition
author:Kaufer, David S.; Butler, Brian S.
publisher:Lawrence Erlbaum Associates, Inc.
isbn10 | asin:0805834230
print isbn13:9780805834239
ebook isbn13:9780585329949
language:English
subjectEnglish language--Rhetoric--Study and teaching, Report writing--Study and teaching, Representation (Philosophy) , Authors and readers.
publication date:2000
lcc:PE1404.K38 2000eb
ddc:808/.042/07
subject:English language--Rhetoric--Study and teaching, Report writing--Study and teaching, Representation (Philosophy) , Authors and readers.
Page iii
Designing Interactive Worlds With Words
Principles of Writing as Representational Composition
David S. Kaufer
Department of English
Carnegie Mellon University
Brian S. Butler
The Katz Graduate School of Business
The University of Pittsburgh
Page iv The final camera copy for this work was prepared by the - photo 2
Page iv
The final camera copy for this work was prepared by the
author, and therefore the publisher takes no responsibility
for consistency or correctness of typographical style.
Copyright 2000 by Lawrence Erlbaum Associates, Inc.
All rights reserved. No part of this book may be reproduced in any
form, by photostat, microfilm, retrieval system, or any other
means, without prior written permission of the publisher.
Lawrence Erlbaum Associates, Inc., Publishers
10 Industrial Avenue
Mahwah, NJ 07430
Cover design by Susan Hagan
Library of Congress Cataloging-in-Publication Data
Kaufer, David S.
Designing interactive worlds with words : a representational theory of
writing / David S. Kaufer, Brian S. Butler
p. cm.
Includes bibliographical references and indexes.
ISBN 0-8058-3423-0 ISBN 0-8058-3424-9 (pbk.)
1. English languageRhetoricStudy and teaching. 2. Report writ
ingStudy and teaching. 3. Representation (Philosophy) 4. Authors
and readers. I. Butler, Brian S. II. Title.
PE1404.K38 2000
808'.042'07dc21 99-054341
CIP
Books published by Lawrence Erlbaum Associates are printed on
acid-free paper, and their bindings are chosen for strength and durability.
Page v
To Robert Simon, Role Model
D. S. K.
To Michelle and Paul
B. S. B.
Page vii
CONTENTS
Foreword
ix
Preface
xv
Acknowledgements
xxiii
Introduction: Writing and Representational Composition
1
I. Portraiture
1. Self-Portraiture
21
2. Observer Portraiture
49
II. Landscapes
3. The Feel of Extended Space
83
4. The Feel of Elapsed Time
122
III. Invitations for Interaction
5. Invitations to Learn
165
6. Invitations to Do and Learn
213
7. Invitations to Decide
236
Epilogue: The Promise of Representational Theory in Writing Education
273

Page viii
References
279
Author Index
281
Subject Index
283

Page ix
FOREWORD
Joseph Petraglia
TCU
For over a century, educators in disciplines across the academy have been in a rut. In our pursuit to create tasks and environments that facilitate student learning, most of our efforts have been directed at making learning cognitively "elegant," at reducing the complexity of problems to what is believed to be their barest bones. This reduction is carried out in the belief that pedagogically sound problems are simple problems. In the last decade, however, many psychologists and educators have begun to call into question these reductive assumptions. Bundling information into increasingly streamlined cognitive packages, they argue, does not appear to be the answer. Research such as that conducted by psychologist Mihaly Csikszentmihaly eloquently demonstrates what most teachers intuitively know: students cannot be made to learn if they are not motivated to learn and if they perceive school tasks as irrelevant. Moreover, other research suggests that students have good cause for doubting the relevance of much schooling: many of the assignments we give students are, in fact, academic in the worst sense of the word. For these reasons, I have long argued that a central problem that educators face is that of making tasks "real" or authentic to students.
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