ERIC Number: ED463545
Record Type: Non-Journal
Publication Date: 2001-Mar
Assessing Sex: Who Benefits from De-Gendered Writing and Visual Rhetoric in the Computer-Mediated Classroom?
Wills, Katherine V.
Student/initiates into visual, textual, and theoretical Web-based self-constructions do not necessarily wish to be gender, race, class, or ethnicity invisible or neutral. To best teach writing and critical thinking according to her departmental objectives, one instructor felt she had to broach student's assumptions about themselves as they textually--that is, graphically and lexically--constructed their online personas. These students grew up with electronic games, television, and the hypertext of soundbytes and other texting native to electronic media, yet their forays into Web authoring seem to emanate from the colloquial and familial. Students' academic Web pages and Web texts seek to instantiate identity by iconic visual representations. This paper, while focusing on gender, does not ignore the "simultaneity of oppression" in race, class, and age. The paper focuses on how students unconsciously apply the subtext of Camille Paglia's retrofeminism as critiqued by Teresa Ebert to their gendered Web pages; what unexamined theoretical beliefs students apply to their sites; and why it is important for instructors to introduce students to a myriad of visual and conceptual possibilities for their Web authoring in undergraduate writing courses. Additionally, it addresses who might benefit from students' forays into online sexing and commodification by framing student Web authorship within Judith Butler's and Rosemary Hennessy's materialist feminism. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A