In April 2011, I spoke at the annual Conference on College Composition and Communication (CCCC or 4Cs). This was the first year I was invited to speak at the conference, and I was eager to present my theory of the rhetorical aspects of procedurality (Bogost, 2007) to this large and influential group of composition-rhetoric teachers and scholars. But during the Q&A session following my panel, I was surprised to hear one of the attendees ask explicitly about the possibility of using “gamification” to improve students’ performance with and engagement in the writing classroom.
KeywordsDust Marketing Defend Stake Suffix
Unable to display preview. Download preview PDF.