You are here:

Textual Adventures: Writing and Game Development in the Undergraduate Classroom
ARTICLE

Computers and Composition Volume 37, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

Building on scholarship in video game studies, this article argues that rather than writing about games as textual artifacts or playing games to reveal what they can teach us about writing, we should design curricula that introduce students to all of the writing that supports a successful game. The broader claim is that good writing leads to good software. In this case the software in question just happens to be a video game. The software and information technology industries value skilled writers, and those involved with writing pedagogy should continue to explore new methods for preparing students for these opportunities. Building on existing narratological approaches to teaching games is recommended as a place to begin. This article documents a specific endeavor to teach writing through software and game development. The article demonstrates how students experience the entire software development life cycle and its many writing challenges while developing their own text-based adventure games from the ground up.

Citation

Ballentine, B.D. (2015). Textual Adventures: Writing and Game Development in the Undergraduate Classroom. Computers and Composition, 37(1), 31-43. Elsevier Ltd. Retrieved October 22, 2019 from .

This record was imported from Computers and Composition on January 29, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compcom.2015.06.003

Keywords