ABSTRACT
Understanding technology as being embodied requires us to examine the various parts that make up a technology and how those parts are designed and shaped based on bodily experiences with them. Different bodily experiences with technology mean different bodily understandings. This chapter, therefore, will examine several examples of how our bodies understand texts. Our writing and the texts we produce are textured, for example, and can invite or inhibit the bodies we write for. Those textures are created through materials. That is, they are produced by the materials we use in writing. For us as writers, our choices in textures and thus materials do matter. In addition to examples of textures, readers will also consider how they write with sound (specifically in podcasting) and emotions since they can provide yet another way to understand the complexity of writing in a technological world. To say that sound belongs in a writing classroom is not a novel idea. A look back at history shows that many cultures used sound in all facets of education. In some cultures, for instance, integrating oratory, speeches, declamations, and music alongside or in lieu of the creation of handwritten texts was an important part of the curriculum.
