Hypersocial-Interactive Writing: An Audience of Readers-as-Writers

  • Rik Hunter University of Tennessee-Chattanooga
Keywords: audience, authorship, collaboration, collaborative writing, digital writing, literacy, literacy sponsorship, participatory culture, wiki

Abstract

This article theorizes the development of a hybrid literate identity—one of both reader and writer. That is, prior to the emergence of social and digital media, the act of meaning-making in models of audience and writing developed in or emerging from the social turn in composition were more heavily dependent on the writer. Based on analysis of wiki talk pages, I describe a model of writing that accounts for “readers-as-writers.” Consequently, this article builds upon audience scholarship to develop a “hypersocial-interactive model of writing” to help us to better understand possible reader and writer roles in digital writing environments.

Author Biography

Rik Hunter, University of Tennessee-Chattanooga
Dr. Hunter’s research interests include collaborative writing, digital rhetoric and literacies, fan studies, and theories of authorship and audience. He teaches courses in rhetoric and writing, digital literacies, professional writing, and visual rhetoric.

His work has appeared in Computers and Composition. He is currently working on the following projects: “Hypersocial-Interactive Writing: An Audience of Readers-as-Writers” accounts for reader and writer roles in meaning-making on wikis; “Teaching Writing with Google Apps” explores ways to increase teacher/student and student/collaborative practices regarding the use of Google Apps for Education in First-Year Writing courses; and a related project considers Google Apps for Education as an alternative to learning management systems such as Blackboard.

Among other jobs, Dr. Hunter has worked as an fisherman in Alaska, and a Persia-Farsi “military intelligence voice and signal communications interceptor and analyst” in the U.S. Army.
Published
2014-11-24
Section
Articles