\contentsline {extrachapter}{ACKNOWLEDGMENTS}{iv}{chapter*.1}
\contentsline {extrachapter}{PREFACE}{v}{chapter*.2}
\contentsline {extrachapter}{LIST OF TABLES}{viii}{chapter*.4}
\contentsline {extrachapter}{LIST OF FIGURES}{ix}{chapter*.5}
\contentsline {extrachapter}{ABSTRACT}{x}{chapter*.5}
\contentsline {chapter}{\numberline {1}INTRODUCTION}{1}{chapter.1}
\contentsline {section}{\numberline {1.1}Why Ease?}{1}{section.1.1}
\contentsline {section}{\numberline {1.2}Upon Further Review\dots }{10}{section.1.2}
\contentsline {subsection}{\numberline {1.2.1}The Qualities of Ease}{11}{subsection.1.2.1}
\contentsline {chapter}{\numberline {2}THE CONCEPT OF EASE}{13}{chapter.2}
\contentsline {section}{\numberline {2.1}Overwhelmed? The Answer is Easy!}{14}{section.2.1}
\contentsline {section}{\numberline {2.2}Historicizing and Defining Ease}{18}{section.2.2}
\contentsline {subsection}{\numberline {2.2.1}Historical and Popular Definitions}{20}{subsection.2.2.1}
\contentsline {subsubsection}{The qualities of ease: comfort, effortlessness, and transparency}{21}{section*.6}
\contentsline {subsection}{\numberline {2.2.2}Reforming Education in England, 1680--1740}{24}{subsection.2.2.2}
\contentsline {subsubsection}{The qualities of ease: simplicity and pragmatism}{27}{section*.7}
\contentsline {subsection}{\numberline {2.2.3}Bringing Ease Home in America, 1880--1930}{30}{subsection.2.2.3}
\contentsline {subsubsection}{The qualities of ease: femininity}{33}{section*.8}
\contentsline {subsection}{\numberline {2.2.4}Humanizing Technology, 1939--1958}{34}{subsection.2.2.4}
\contentsline {subsubsection}{The qualities of ease: expediency}{36}{section*.9}
\contentsline {subsection}{\numberline {2.2.5}Computing Made Easy, 1984--present}{38}{subsection.2.2.5}
\contentsline {subsubsection}{The qualities of ease: pictorialism}{42}{section*.10}
\contentsline {section}{\numberline {2.3}The Role of Ease Today}{44}{section.2.3}
\contentsline {chapter}{\numberline {3}EVALUATING EASE}{46}{chapter.3}
\contentsline {section}{\numberline {3.1}Is Ease Good or Bad?}{46}{section.3.1}
\contentsline {subsection}{\numberline {3.1.1}Technology and Ease}{47}{subsection.3.1.1}
\contentsline {subsection}{\numberline {3.1.2}The Ideology of Ease}{49}{subsection.3.1.2}
\contentsline {subsubsection}{Stuart Hall's concept of ideology}{50}{section*.11}
\contentsline {subsubsection}{The ideology of ease today}{51}{section*.12}
\contentsline {section}{\numberline {3.2}Critical Evaluation of Ease}{53}{section.3.2}
\contentsline {subsection}{\numberline {3.2.1}Benefits of Ease}{53}{subsection.3.2.1}
\contentsline {subsubsection}{Quality of life}{54}{section*.13}
\contentsline {subsubsection}{Safety and security}{54}{section*.14}
\contentsline {subsubsection}{Reduced cost}{55}{section*.15}
\contentsline {subsubsection}{Practicality}{55}{section*.16}
\contentsline {subsubsection}{Legitimation of the pictorial}{56}{section*.17}
\contentsline {subsubsection}{Pedagogy}{56}{section*.18}
\contentsline {subsection}{\numberline {3.2.2}Problems Caused by Ease}{57}{subsection.3.2.2}
\contentsline {subsubsection}{Self-reinforcement}{57}{section*.19}
\contentsline {subsubsection}{Supporting uncritical assumptions about technology}{62}{section*.20}
\contentsline {subsubsection}{Reinforcement of stereotypical gender roles}{64}{section*.21}
\contentsline {subsubsection}{Repression of critique}{67}{section*.22}
\contentsline {subsubsection}{Increased cost}{71}{section*.23}
\contentsline {subsubsection}{Rendering cause or effect invisible}{72}{section*.24}
\contentsline {subsubsection}{Repression of experimentation}{75}{section*.25}
\contentsline {section}{\numberline {3.3}Conclusion}{78}{section.3.3}
\contentsline {chapter}{\numberline {4}MAKING WRITING EASY}{79}{chapter.4}
\contentsline {section}{\numberline {4.1}Introduction}{79}{section.4.1}
\contentsline {subsection}{\numberline {4.1.1}The English Roots of Ease in Writing}{80}{subsection.4.1.1}
\contentsline {subsection}{\numberline {4.1.2}Transforming Philosophy to Pedagogy: Major Figures}{86}{subsection.4.1.2}
\contentsline {subsection}{\numberline {4.1.3}Caveat Facilitor}{93}{subsection.4.1.3}
\contentsline {subsection}{\numberline {4.1.4}Four Assumptions About Ease and Writing}{95}{subsection.4.1.4}
\contentsline {section}{\numberline {4.2}Students Should Find Writing Easy}{97}{section.4.2}
\contentsline {subsection}{\numberline {4.2.1}Early Exemplars}{100}{subsection.4.2.1}
\contentsline {subsubsection}{The influence of Watts's \emph {Logick}}{101}{section*.26}
\contentsline {subsubsection}{Holmes's \emph {Rhetoric Made Easy}}{103}{section*.27}
\contentsline {subsection}{\numberline {4.2.2}Strategies for Making Writing Easy}{105}{subsection.4.2.2}
\contentsline {subsubsection}{Brevity}{105}{section*.28}
\contentsline {subsubsection}{Simplification}{106}{section*.29}
\contentsline {subsubsection}{Atomization and gradation}{107}{section*.30}
\contentsline {subsubsection}{Alphabetization and alliteration}{109}{section*.31}
\contentsline {subsubsection}{Inclusion of ``teaching aids''}{110}{section*.32}
\contentsline {subsection}{\numberline {4.2.3}Emotional Needs: Comfort and Familiarity}{111}{subsection.4.2.3}
\contentsline {subsubsection}{Write what you know}{115}{section*.33}
\contentsline {subsection}{\numberline {4.2.4}It's Just That Easy}{120}{subsection.4.2.4}
\contentsline {subsection}{\numberline {4.2.5}A Mixed Bag of Ease}{122}{subsection.4.2.5}
\contentsline {subsection}{\numberline {4.2.6}The Results}{124}{subsection.4.2.6}
\contentsline {section}{\numberline {4.3}Students Should Write Easy-To-Read Prose}{125}{section.4.3}
\contentsline {subsection}{\numberline {4.3.1}Clarity}{126}{subsection.4.3.1}
\contentsline {subsection}{\numberline {4.3.2}Brevity and Conciseness}{129}{subsection.4.3.2}
\contentsline {subsubsection}{Brevity and the paradox of ease}{130}{section*.34}
\contentsline {subsection}{\numberline {4.3.3}Simplicity}{131}{subsection.4.3.3}
\contentsline {section}{\numberline {4.4}Teaching Writing is Easy}{133}{section.4.4}
\contentsline {subsection}{\numberline {4.4.1}Textbooks and Other Tools}{136}{subsection.4.4.1}
\contentsline {subsection}{\numberline {4.4.2}The Curriculum}{137}{subsection.4.4.2}
\contentsline {subsection}{\numberline {4.4.3}Composition and the Institution}{141}{subsection.4.4.3}
\contentsline {subsubsection}{The feminization of composition}{142}{section*.35}
\contentsline {section}{\numberline {4.5}Writing as Gatekeeper to a ``Life of Ease''}{143}{section.4.5}
\contentsline {subsection}{\numberline {4.5.1}Ease, Vulgarity, and Gentility}{146}{subsection.4.5.1}
\contentsline {subsection}{\numberline {4.5.2}Writing and Upward Mobility}{148}{subsection.4.5.2}
\contentsline {section}{\numberline {4.6}Conclusion}{149}{section.4.6}
\contentsline {chapter}{\numberline {5}BEYOND EASE}{152}{chapter.5}
\contentsline {section}{\numberline {5.1}The Endurance of Ease}{152}{section.5.1}
\contentsline {section}{\numberline {5.2}The Transitional Apparatus}{161}{section.5.2}
\contentsline {subsection}{\numberline {5.2.1}The Principles of New Media}{162}{subsection.5.2.1}
\contentsline {subsubsection}{Numerical representation}{163}{section*.36}
\contentsline {subsubsection}{Modularity}{165}{section*.37}
\contentsline {subsubsection}{Automation}{166}{section*.38}
\contentsline {subsubsection}{Variability}{167}{section*.39}
\contentsline {subsubsection}{Transcoding}{170}{section*.40}
\contentsline {subsection}{\numberline {5.2.2}Supplementing the essay}{171}{subsection.5.2.2}
\contentsline {subsubsection}{Institutions}{175}{section*.41}
\contentsline {subsection}{\numberline {5.2.3}The Logic of Conduction}{179}{subsection.5.2.3}
\contentsline {subsubsection}{Two notes}{182}{section*.42}
\contentsline {section}{\numberline {5.3}Supplementing Ease}{183}{section.5.3}
\contentsline {subsection}{\numberline {5.3.1}Translucence}{183}{subsection.5.3.1}
\contentsline {subsection}{\numberline {5.3.2}The Complex}{186}{subsection.5.3.2}
\contentsline {subsection}{\numberline {5.3.3}Repetition and Iteration}{189}{subsection.5.3.3}
\contentsline {extrachapter}{WORKS CITED}{192}{chapter*.43}
\contentsline {extrachapter}{BIOGRAPHICAL SKETCH}{198}{chapter*.44}