Offers a monomeric narrative intended as a side-chain narrative to "WOE," a hypertext read-only narrative computer file included on disk with this journal. (SR)

Uses multiple typefaces to express multiple voices that call into question the conventional wisdom about collaboration and collaborative writing. Presents vignettes. Discusses "indefinite definitions," multivalent texts/ambivalent authors, collaboration and community, collaboration and identity, and collaboration qua textuality. (RS)

Studies verbal pretexts, social subtexts, and interpretive contexts of works by Langston Hughes, Richard Wright, and Martin Luther King, Jr. Notes that cultural repression is propagated (and dispelled) in part through the power of language. Notes that these texts are relevant for teaching textual power in hopes of affecting social change. (RS)

Examines the relationship between a sentence and its context by exploring the role of partial repetition in the interpretation of a text and its component sentences. Shows patterns in the lexico-semantic interactions in a text, and shows that these patterns affect the interpretation of the text's individual messages. (SR)

Investigates the influence of metaphors on text processing. Varies the degree of explicitness provided between a metaphor and new information. Finds that metaphors increase learning of the idea units strongly related to the metaphors, and thus can be used to increase learning of particular material in text. (SR)

Finds that subjects rating their impressions of authors of bureaucratic and simple writing rated the author of the bureaucratic style higher in expertise but not significantly different from the author of the simple style in trustworthiness and open-mindedness. Shows that subjects consistently preferred the simple to the bureaucratic writing. (SR)

Weighs the costs and benefits of various strategies for converting existing, formatted text into Standard General Markup Language tagged files for all types of source materials. Illustrates the challenge of converting the implicit structure of tables and other common document features. Gives tips for creating a conversion plan. (SR)

Presents four interstitials, each followed by a contour on understanding the nature of and relationships among different media: the book, electronic text, and hypertext. (NH)

Lists some of the major typographic variables involved in structured abstracts (containing sub-headings). Illustrates how typography can affect clarity by presenting seven examples that illustrate the effects of these typographic variables in practice. Concludes with a final example of an effective approach. (SR)

Offers a narrative of the collaborative creation of a HyperCard hypertext called the E.A.R., and describes how the ideas developed in that project were adapted into a first-year composition course. Hopes to gain insight into both the larger aims of the border crossings central to bell hooks' ongoing project and the more local goals of hypertext…

College students with either high or low prior domain knowledge (PK) read a text chapter presented in short pages on a computer monitor. Half of the participants read with headings present and half with headings absent. The computer recorded time spent reading and rereading each short page. Learning was assessed through a structured recall task.…

Reader, writers, and teachers of expository prose should pay closer attention to the question and answer (Q&A) format's theoretical and practical implications. The Q&A format contributes to the seemingly endless succession of questions and answers and is part of that flight from one signifier to another characteristic of postmodern…

This paper discusses self-reference in the text, in order to examine its rhetorical intentions, and the writing strategies it offers an author. Following a brief introduction, the first section deals with definitions, and classifies self-reference "markers." The second section discusses intentions and self-reference, while the third…

Discusses two ways of organizing writing: "imitative" or "natural" order, which reflects either chronology or spatiality; and "imposed" order, in which topical materials have been restructured in a significant way. Argues that all rhetorical alternatives should be considered when teaching writing. (MM)

Shows how students majoring in technical writing can use the professional vocabularies of their own disciplines (engineering, business, and computer science) to explain literature and gain fresh insights into how writers write. (SR)