Category: 14) Tiptoeing Through The Button Bars

Chapter Summary

This chapter explores the author’s process of remediating a print text for publication as a piece of new media scholarship. Robert Whipple found that there is a profound difference between the composing processes involved in creating a linear text as opposed to the production of a new media text. However, in discovering these differences, he also discovered how the new media version of his text still shares many similarities. As a writing professor, he humbly admits that he found it less difficult to teach new media than to produce it. He writes, “In remediating scholarship, we are simply—or perhaps not so simply—learning to write again, developing new media writing processes.”

Robert Whipple, Jr.



Robert Whipple, Jr. is a professor of English at Creighton University, and was holder of the A.F. Jacobson Chair in Communication from 2001–08. He received his MA from the University of Texas at Austin, and a PhD in rhetoric and composition from Miami University located in Oxford, Ohio. He teaches courses in first-year writing, technical and professional writing, and grammar and usage. His research area focuses on intersections between technology and human literacy. He currently serves on the 7Cs Task Force and is a member of the editorial board of Kairos.


Adams, Douglas. (1999). Predicting the future. h2g2. Retrieved April 25, 2004, from

Anderson, Daniel. (2003). Prosumer approaches to new media composition: Consumption and production in continuum. Kairos: Rhetoric, Technology, Pedagogy, 8(1). Retrieved February 16, 2008, from

Bolter, Jay David & Grusin, Richard (2000). Remediation: Understanding new media. Cambridge, MA: MIT.

Kalmbach, James. (2006). Reading the archives: Ten years of nonlinear (Kairos) history. Kairos: Rhetoric, Technology, Pedagogy, 11(1). Retrieved September 20,2006, from

Kemp, Fred. (1996). An open letter to Kairos. Kairos: Rhetoric, Technology, Pedagogy, 1(1). Retrieved February 1, 2008, from

Kress, Gunther. (2005). Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 22, 5–22.

Rea, Alan, & White, Doug. (1999). The changing nature of writing: Prose or code in the classroom. Computers and Composition, 16, 421–436.

Rice, Rich. (2004, March 26). Tied to the mast? The alluring sights and sounds of technology. Paper presented at the Conference on College Composition and Communication, San Antonio, TX.

Rice, Rich, & Ball, Cheryl E. (2006). Reading the text: Remediating the text. Kairos: Rhetoric, Technology, Pedagogy, 10(2). Retrieved February 1, 2008, from

Strunk, William. (1999). Elements of style. [publisher]. Retrieved November 19, 2007, from (Original work published 1918)

Walker, Joyce. (2006). Hyper.activity. Kairos: Rhetoric, Technology, Pedagogy, 10(2). Retrieved February 1, 2008, from

Whipple, Robert D., & Dornsife, Robert S. (2003, March 22). So much, so far, so what? Gauging progress in the technological transformation of writing instruction. Paper presented at the Conference of College Composition and Communication, New York.

Whipple, Robert D., & Dornsife, Robert S. (2004). So much, so far, so what? Progress and prediction in technorhetoric. Kairos: Rhetoric, Technology, Pedagogy, 9(1). Retrieved February 1, 2008, from