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Comunicar Journal 28: Media Education in Europe (Vol. 14 - 2007)
Hypertextual rethoric: towards a model for interactive fiction analysis
Rosanna Mestre-Pérez
This paper proposes a model for textual analysis in explorative hyperfictions that may serve as a didactic tool for teaching hypertextual literature in both middle and upper levels. The proposal includes ten sections (with descriptors, justification and examples for each of them) and is based on two conceptual premises: it is essential to make use of analysis models which respond to the inherent features of the interactive textuality, and to work with a teaching model that encourages comprehensive learning.
Keywords
Methodology, textual analysis, electronic literature, explorative hyperfiction, meaningful learning