Heterotropes: learning the rhetoric of hyperlinks
Abstract
Hypertext links are often considered merely the vehicle which shuttles readers from one page of information to another. But although they do not necessarily exist in the linguistic code, they are nevertheless necessary to the reading of a hypertext and do much to create meaning. It is time we shifted our analytical focus a little, to see “not connection as conceptual negative space, but connection itself being a figure against the ground of writing” (Guyer & Petry, 1991, p. 82). Drawing on two different rhetorical traditions, this paper offers two possible sets of categories for link functions, and evaluates their usefulness for identifying the work links do in (among other things) causing disjunction as well as conjunction and creating granularity in otherwise continuous prose. The paper concludes by considering some pedagogical approaches for teaching the writing and reading of links.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Links are typically used to orient the reader toward the arrival node, but they are often used to disorient the reader or undermine their expectations.
“In their causal and semantic connections, links are typically used to orient the reader toward the arrival node, but they are often used to disorient the reader or undermine their expectations as well.”
From A Framework for Choice Hermeneutics (2022) · cites this paper as Morgan 2002
Conjunctive function creates meaningful relationships between two nodes; disjunctive function describes ways hyperlinks are used for dissonant effects.
“Conjunctive functionality is the way in which a hyperlink creates meaningful relationships between two nodes, and disjunctive functionality describes ways in which hyperlinks are used for various dissonant effects.”
From A Framework for Choice Hermeneutics (2022) · cites this paper as Morgan 2002
No citation lists for this paper
No citation lists for this paper yet — checked again daily.
References 24 · Cited by 10
- Authors
- Morgan, W.
- Corresponding author
- Morgan, Wendy
- Venue
- Education, Communication & Information
- Publisher
- Informa UK Limited
- Published
- 2002-12
- Volume
- 2
- Issue
- 2-3
- Pages
- 215-233
- ISSN
- 1463-631X (ISSN-L)
- 1470-6725
- OpenAlex
- W2050971058
- Cited by
- 10
- References
- 24
- Citations by year
- 2023: 1 · 2021: 1 · 2019: 1 · 2016: 1 · 2014: 1 · 2013: 1
- FWCI
- 4.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education Communication and Information (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Philosophy › Linguistics and Discourse Analysis
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Keywords
- hyperlinks, link functions, granularity, hypertext reading, hypertext writing, rhetorical categories
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
