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In a reassessment of peer review practices, Lee-Ann Kastman Breuch explores how computer technology changes our understanding of this activity. She defines “virtual peer review” as the use of computer technology to exchange and respond to one another’s writing in order to improve it. Arguing that peer review goes through a remediation when conducted in virtual environments, the author suggests that virtual peer review highlights a unique intersection of social theories of language and technological literacy.

Gail Hawisher and Cynthia Selfe created a volume that set the agenda in the field of computers and composition scholarship for a decade. The technology changes that scholars of composition studies faced as the new century opened couldn't have been more deserving of passionate study. While we have always used technologies (e.g., the pencil) to communicate with each other, the electronic technologies we now use have changed the world in ways that we have yet to identify or appreciate fully. Likewise, the study of language and literate exchange, even our understanding of terms like literacy, text, and visual, has changed beyond recognition, challenging even our capacity to articulate them.As Hawisher, Selfe, and their contributors engage these challenges and explore their importance, they \"find themselves engaged in the messy, contradictory, and fascinating work of understanding how to live in a new world and a new century.\" The result is a broad, deep, and rewarding anthology of work still among the standard works of computers and composition study.

Based on the systematic analysis of large amounts of computer-readable text, this book shows how the English language has been changing in the recent past, often in unexpected and previously undocumented ways. The study is based on a group of matching corpora, known as the 'Brown family' of corpora, supplemented by a range of other corpus materials, both written and spoken, drawn mainly from the later twentieth century. Among the matters receiving particular attention are the influence of American English on British English, the role of the press, the 'colloquialization' of written English, and a wide range of grammatical topics, including the modal auxiliaries, progressive, subjunctive, passive, genitive and relative clauses. These subjects build an overall picture of how English grammar is changing, and the linguistic and social factors that are contributing to this process.

In a reassessment of peer review practices, Lee-Ann Kastman Breuch explores how computer technology changes our understanding of this activity. She defines \"virtual peer review\" as the use of computer technology to exchange and respond to one another's writing in order to improve it. Arguing that peer review goes through a remediation when conducted in virtual environments, the author suggests that virtual peer review highlights a unique intersection of social theories of language and technological literacy.

The ultimate goal of Computational Linguistics is to teach the computer to understand Natural Language. This research monograph presents a description of English according to algorithms which can be programmed into a computer to analyse natural language texts. The algorithmic approach uses series of instructions, written in Natural Language and organised in flow charts, with the aim of analysing certain aspects of the grammar of a sentence. One problem with text processing is the difficulty in distinguishing word forms that belong to parts of speech taken out of context. In order to solve this problem, Hristo Georgiev starts with the assumption that every word is either a verb or a non-verb. From here he presents an algorithm which allows the computer to recognise parts of speech which to a human would be obvious though the meaning of the words. Emphasis for a computer is placed on verbs, nouns, participles and adjectives. English Algorithmic Grammar presents information for computers to recognise tenses, syntax, parsing, reference, and clauses. The final chapters of the book examine the further applications of an algorithmic approach to English grammar, and suggests ways in which the computer can be programmed to recognise meaning. This is an innovative, cutting-edge approach to computational linguistics that will be essential reading for academics researching computational linguistics, machine translation and natural language processing.

This indispensible volume reviews outstanding European, American and Australian research in the cognitive, social and cultural implications of writing for digital media. It addresses writing modes and environments, writing and communication, digital tools for writing research, online educational environments, and social and philosophical aspects.

Can techniques traditionally thought to be outside the scope of literature, including word processing, databasing, identity ciphering, and intensive programming, inspire the reinvention of writing? The Internet and the digital environment present writers with new challenges and opportunities to reconceive creativity, authorship, and their relationship to language. Confronted with an unprecedented amount of texts and language, writers have the opportunity to move beyond the creation of new texts and manage, parse, appropriate, and reconstruct those that already exist. In addition to explaining his concept of uncreative writing, which is also the name of his popular course at the University of Pennsylvania, Goldsmith reads the work of writers who have taken up this challenge. Examining a wide range of texts and techniques, including the use of Google searches to create poetry, the appropriation of courtroom testimony, and the possibility of robo-poetics, Goldsmith joins this recent work to practices that date back to the early twentieth century. Writers and artists such as Walter Benjamin, Gertrude Stein, James Joyce, and Andy Warhol embodied an ethos in which the construction or conception of a text was just as important as the resultant text itself. By extending this tradition into the digital realm, uncreative writing offers new ways of thinking about identity and the making of meaning.

Learning to perform academic writing in university content classrooms is a major challenge facing nonnative-English-speaker (NNS) students. Computer-mediated communication (CMC) offers new possibilities for bidirectional peer-to-peer scaffolding in which students interact and negotiate meaning concerning academic writing and thus represents a new pathway to academic literacy development. This case study examined how CMC influenced a group of NNS graduate students' development of academic literacy in applied linguistics courses. Data were gathered from multiple sources: questionnaires, online discussion posts, students' written assignments, and general as well as discoursebased interviews. The data were analyzed qualitatively using different methods and allowed substantial data triangulation. Results of the data analysis indicated that CMC allowed two-way collective scaffolding, which played an important role in facilitating the participants' development of academic literacy skills. Specifically, computer-mediated collective scaffolding helped the participants orient themselves to the writing tasks, provided them with opportunities to rehearse writing and negotiate revisions of writing, and allowed them to develop an understanding of academic citation conventions.