Abstract

Pedagogy that encourages more play in college-level writing courses is often coupled with an acknowledgment of technology as an increasing influence in students’ lives (Sirc, 2001; Moberly, 2008; Robison, 2008; Shultz Colby & Colby, 2008). Writing scholars’ revisiting and/or revitalization of classical Greek words like kairos and techne is motivated by similar purposes, that is, teaching writing while acknowledging related technical and technological influences (Moeller & McAllister, 2002; Penrod, 2005; Losh, 2009). In light of research in play and the revival of classical rhetorical language for the purposes of composition-rhetoric pedagogy, I desire to bring these two research areas together by arguing for an understanding of techne as play.