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Principled/Digital: Composition's “Ethics of Attunement” and the Writing MOOC

Principled/Digital: Composition's “Ethics of Attunement” and the Writing MOOC

Matthew Overstreet
Copyright: © 2017 |Pages: 12
ISBN13: 9781522517184|ISBN10: 1522517189|EISBN13: 9781522517191
DOI: 10.4018/978-1-5225-1718-4.ch005
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MLA

Overstreet, Matthew. "Principled/Digital: Composition's “Ethics of Attunement” and the Writing MOOC." Handbook of Research on Writing and Composing in the Age of MOOCs, edited by Elizabeth A. Monske and Kristine L. Blair, IGI Global, 2017, pp. 75-86. https://doi.org/10.4018/978-1-5225-1718-4.ch005

APA

Overstreet, M. (2017). Principled/Digital: Composition's “Ethics of Attunement” and the Writing MOOC. In E. Monske & K. Blair (Eds.), Handbook of Research on Writing and Composing in the Age of MOOCs (pp. 75-86). IGI Global. https://doi.org/10.4018/978-1-5225-1718-4.ch005

Chicago

Overstreet, Matthew. "Principled/Digital: Composition's “Ethics of Attunement” and the Writing MOOC." In Handbook of Research on Writing and Composing in the Age of MOOCs, edited by Elizabeth A. Monske and Kristine L. Blair, 75-86. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1718-4.ch005

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Abstract

This essay argues that the primary goal of writing instruction should be the cultivation of an ethics of attunement. This is a habit of mind that allows a writer to adapt to the demands of context and therefore engage in successful rhetorical action. The ability to cultivate this habit of mind is the standard by which MOOCs, or any other writing instruction technology, should be judged. Working from this premise, the essay critiques MOOC-based instruction methods. It finds a deep tension between MOOC models and the theories of knowledge, learning and being which underlie contemporary writing pedagogy. This indicates that MOOCs, as they now exist, may be unable to satisfy composition's ethical imperative.

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