Relating to “A Cyberwriter’s Tale”

In “Why technology matters to writing: A cyberwriter’s tale,” Jim Porter makes the case of how technology impacts and benefits writing through his personal narrative. He details how technology impacts writing based on the applications of the technology and the disposition of the writer. Each technology has a different purpose, and through his story of developing as a writer, he tracks his development through different composing tools (handwriting, typewriting, and cyberwriting). Porter’s story demonstrates how each composing tool not only influences writer’s practices but congeals to the writer. He asserts that composing tools work with the writer in unison, and therefore he suggests theorist and researchers need to celebrate the “variations of form and the complexity and fluidity of identity” that is being a digital writer (388). His examination ends by pressing readers to shift from a humanist viewpoint of “whether technology is good or bad, useful or not, humanizing or not” to the posthumanist viewpoint of “how we can shape technologies to improve human life” (388).

Porter discusses his early experience with writing teachers and learning” good penmanship (that is, readability) mattered” (377). Albeit my experience was different than his, but I could relate to his “hours and hours of disciplined handwriting practice” (377). I moved regularly as a child, and because of that I never learned how to write in cursive. By the time I reached high school, most of my teachers wrote in cursive on the board or in my feedback and I could barely decipher what they wrote. I spent hours and hours teaching myself to write and read cursive as a teenager so that I could read my others penmanship. Now I look at technology and I work with my old high school teachers who have started doing everything on PowerPoint, and I realize that cursive is becoming less and less a requirement “in terms of the credibility and character of the writer” (377).

Porter also discusses his experience learning to type. He recalls his learning how type on a typewriter, and “typing and retyping the same lines over and over” (378). Although I did not learn to type using a typewriter, my early education placed extreme importance on learning to type. From first to eighth grade I was also forced to retype the same lines over and over again, but I did not get the same experience of “examin[ing], reread[ing], contemplat[ing], and refin[ing] my style” (378) because I was simply reproducing in my typing classes. This made me think how valuable it would have been to practice my own writing in typing courses instead of reproducing sentences like ‘The dog ran up the hill.’ I have also regularly thought about how writing and engaging with process by retyping has dramatically changed in the era of the word processor. I very rarely use things like my spell or grammar check first when reviewing an essay on my word processor because I feel like that distracts from my own reflection and refinement of a text.

While word processor programs make completing writing tasks highly “efficient,” I cannot help but feel like I am missing out on some sort of deeper writing process by always having to engage with my computer. When I was younger, I could not go into a bookstore without buying a journal. I have started countless journals where I have written daily in the first 15-20 pages and then slowly stopped and forgotten about the journal in favor of consuming my time with technology. But each time I return to a bookstore and head for the check out I cannot help but pick up a new journal thinking that somehow, some way putting pen to paper will make me a better or more active writer. It took me years to realize that I was already writing and journaling by emailing, using social media, and keeping up with my school and work assignments. I was already improving my process by using technology despite how the transaction of typing versus writing may make me feel. Composing tools may vary and be ever evolving, but they all improve process if one is still participating in the transaction of creating text.

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