Language games and computer-aided composition
Wittgenstein's theory of the "language game" looks at the specific context in which language finds meaning. This theory significantly influences composition theory and practice within the problematic context of the computer-aided classroom, a much more complex and fast-paced environment than the traditional composition classroom. Students face a challenging, semester-long language game of creating a context from learning and meaning by actively participating in the rule-making processes of language. As a result, they are responsible for creating and maintaining their own language games by negotiating their ways through chatrooms (synchronous discussions), email (asynchronous discussions), virus complications, and other technological problems. Therefore, this thesis examines how students must define yet another context for their writing and how this "new" context forces them to engage with each other as fellow writers.
Networked Digital Library of Theses and Dissertations