As I was reading, “Toward the Rhetorical Study of Code”, it was interesting to acknowledge that the rhetorical study of code can address multiple kinds and modes of rhetorical activity and interaction. The kinds and modes of rhetorical activity and interaction are communication and relationships among: developers, between developers and users, developers and technology, and lastly users and technology. There are three characteristics of code. The first is the set of rhetorical qualities and capacities of code. The second is discourse surrounding the development and use of code. Lastly, the set of social, cultural, and historical contexts that facilitate its composition, dissemination and critique.
This reading has made me understand that there is a lot more to code than the simple knowledge of its existence. Rhetorical code studies are built upon the three characteristics of code. The third characteristic of code is important as it is frequently discussed in academic settings. It can assist schools in understanding that lower income families cannot afford technology. That’s why many schools now are giving their students access to technology. They are able to do their school work and then they return the technology at the end of the school year. I remember this really began to be implemented during my 8th grade year. We weren’t allowed to take the devices home. We were able to do online, in class assignments and then return them once the class was over.
Procedural Rhetoric and Digital Rhetoric
Now, procedural rhetoric is a concept that could be considered part of digital rhetoric, but it has its own distinct focus and application. They have their relations and their differences. Procedural rhetoric is more applied in games and simulations where users would experience the rhetoric through engagement. Digital rhetoric is much broader. Digital rhetoric includes websites, social media, memes, pictures, art and more. Procedural rhetoric is kind of like a subset of digital rhetoric.
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