Composition pegagogy often disputes alternative approaches to this breakdown of argument. In a DJ-based pedagogy, the first instinct is to placate such fears by demonstrating how this method doesn't contradict traditional approaches and is, therefore, appropriate for writing instruction. Yet we might go beyond that first impulse and consider a form of argumentation that conflicts with previous definitions, one whose claim emerges out of a series of juxtapositions, whose supports are fragmented entries sampled from a variety of sources (temporal, spatial, genre-specific), and which obliges us to reconsider the forms writing takes when shaped by technology.