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1. Editorial Process and the Idea of Genre in Electronic Literature in the Electronic Literature Collection, Volume 1

   The article focuses on two subjects: the process of editing the Electronic Literature Collection, Volume 1 (2006), and the idea of genre in electronic literature. The author was one of four editors of the first volume of the Collection, along with N. Katherine Hayles, Nick Montfort, and Stephanie Strickland. The Collection, which will be published on a regular basis, is intended to distribute contemporary electronic literature to a wider audience, and to provide a contextual and bibliographic apparatus to make electronic literature more accessible to audiences and educators. In the past decades, the forms of literary artifacts described as electronic literature have diversified to the extent that it is difficult to continue describe them using traditional terms of literary genre. The essay addresses some of the problems involved in classifying digital artifacts by genre, and suggests some avenues of addressing these epistemological challenges. The essay calls for a contextual understanding of works of electronic literature, based both on their nature as procedural artifacts and on their position within a historical continuum of avant-garde practices.

   Scott Rettberg - 13.01.2011 - 15:49

2. Reading, Writing, and Teaching Creative Hypertext: A Genre-Based Pedagogy

   The present essay contributes a genre-based pedagogy, until now only hinted at by hypertext theorists and not imported into the domain of hypertext by genre theorists. While I focus on creative hypertexts—autobiographies and popular genres like soap operas and road trip stories—a genre-based pedagogy can also be used to guide students through the production of informational, academic, community or club Web sites, personal home pages, and whatever blurred or evolving genres students are inspired by and see fit to explore.

   I advance a genre-based pedagogy for teaching the reading and writing of creative hypertext to enable teachers of hypertext to start from what they know and to provide them and their students with concrete terms and models. Such a pedagogy, especially if informed by recent scholarship on genre's flexible and rhetorical nature, requires students to make various choices not only about form but about compositional concerns: tone, diction, prose style, character development, plot, setting, visual design, and hypertext navigation strategies. (Source: from actual paper)

   Jill Walker Rettberg - 01.11.2011 - 12:22

3. The Law of Genre

   Jacques Derrida discusses “the law of genre” – the idea that genre has
   the function of imposing norms on literary and cultural practices: “As
   soon as the word ‘genre’ is sounded, as soon as it is heard, as soon as one
   attempts to conceive it, a limit is drawn. And when a limit is established,
   norms and interdictions are not far behind: ‘Do,’ ‘Do not’ says ‘genre,’
   the word ‘genre,’ the figure, the voice, or the law of genre” (Derrida 1980,
   p. 56). In Derrida’s view, genre functions more to exclude forms of literary
   practice than to elucidate them: “… as soon as a genre announces itself,
   one must respect a norm, one must cross a line of demarcation, one must
   not risk impurity, anomaly, or monstrosity” (p. 57).

   (Source: Electronic Literature by Scott Rettberg)

   Ana Castello - 02.10.2018 - 17:47