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Synopsis

Video games, contributors to Rhetoric/Composition/Play assume, can be not only productive to play, but can greatly enhance learning—specifically reading, writing, and critical thinking—in myriad ways. The collection explores games as rhetorical objects, as texts equally as sophisticated as their media counterparts (films and books), and as foundations on which a classroom curriculum can be built. Scholars in this volume investigate video games' theoretical and applied dimensions, offering innovative ways to enhance composition-rhetoric scholarship and teaching through the study of games, gamers, and gaming culture.


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