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ERIC Number: ED423535
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
The Play Element in Student Hypertext Composition and the Creation of Dramatic Experience.
Rouzie, Albert J.
A composition instructor became interested in the playfulness of electronic discourse and how it might reshape student composition. He noticed that playfulness sets many hypertexts off from their better-behaved print ancestors, suspecting that the playful elements of student hypertexts were more than mere "play," that they opened writers and readers to the text as dramatic, symbolic action. In students' hypertextual play, composers may play up and upon its difference from the stereotypical student academic essay as well as in simulation and parody of an array of other genres such as newspapers and guides. In creating a fluid, graphical, and textual space, students exhibit keen awareness that as composers they can create a dramatic space through a narrative frame or metaphor that may yield an experience of information for the audience. Authors can easily include alternative texts within a document, creating uncertainty in the framing of any particular segment. Authors must learn to accept the playful, slippery conditions of hypertext writing and use it to some effect. Playful movements, choices, and effects are the ways authors make a play for the reader's approval and sustained attention. (CR)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A