The Roles of Writing In Knowledge Societies: Questions, Exigencies, and Implications for the Study and Teaching of Writing

Abstract

Making Legal Knowledge in Global Digital Environments political issues that arise when one considers why one court might openly attribute another, and why another court might have reservations about doing so (as evidenced, for example, by the debate between Ginsberg and Scalia). These issues in the context of legal writing may inform how we understand remix writing, attribution, and intertextuality in more local settings, such as our writing classrooms.Using comparative techniques to teach differences and similarities between new texts and old texts, to examine the process of remix, to examine intertextuality in new contexts including legal forums, and to raise the issue of power and politics in the strategies of remix writing itself, gives students an awareness of how complicated digital writing might be from a legal standpoint (see also Yancey, 2009). In gaining increased awareness of these issues, it is generative for composition teachers to explore judicial opinions using the tools that they always have-examining rhetorical turns taken by judges. Such explorations provide opportunities to examine the power of writing.Copyright law and fair use/fair dealing are important to writing teachers and their students in the digital age because these legal concepts shape knowledge-making practices (Rife, 2007). Copyright law, law that deals specifically with writing, shapes our classroom practices as well as how (and whether) field knowledge is constructed, whether we acknowledge this or not (Durack, 2006;Westbrook, 2006).Copyright law is important to writing teachers and researchers because such law attempts to control the process and product with which we are most concerned: writing. For educators, fair dealing/use is crucial in order to teach and in order to encourage student learning. It follows then that copyright should be taught in writing classes, and along this trajectory, it will also be productive to examine the law itself as writing, and how the law-as-knowledge is constructed by writing, thus illuminating the power that can be achieved through the remix, creation, and circulation of texts such as judicial opinions, in global contexts.

Dyscyplina naukowa i tożsamość naukowca

“…Akceptuję twierdzenie Doreen Starke-Meyerring i Anthony Paré, że "cykliczny ruch między mentalnymi reprezentacjami w umyśle a symbolicznymi reprezentacjami na stronie ma charakter generatywny" 12 . Pisanie jest oczywiście "narzędziem myślenia", jednak "pisanie nie tylko wymaga myślenia, ale jest także środkiem myślenia".…”