A hybrid assignment, a research-based academic essay paired with a research-based weblog, incorporates elements from both personal and academic writing to challenge students to critically think about how and why they write privately and publically. Students writing into this new model of public discourse can experiment with stance and tone across genres to exercise their abilities as responsible and flexible writers.

Classifying the literature survey course as an exit from literary study more often than an “introduction” to advanced courses, this article explores how sophomore-level literature courses can use the genre of published literary blogs to help student writers find relevance in their reading of unfamiliar texts.

This article promotes the use and study of blogs in the composition classroom in order to motivate students toward academic writing.

The author offers her experience of modeling mistakes—lots of them—and writing spontaneously in the computer classroom to get students’ attention and elicit their editorial response.

The professional e-mail assignment allows students to gain digital literacies via community, critical engagement, and application.

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Considers how although students’ frustration level may rise with the inclusion of computer technology in writing classes, so too do the number of "wow moments" – those times when students finally achieve something for which they have long struggled. Examines the efficacy of including technology in first–year writing courses. Finds that a sizable majority of students indicated that the use of computers had some positive effect on their writing.

E-mail peer response teaches students about audience and text more effectively than synchronous peer response.

This article explores the possibilities of the paperless classroom achieved through e-mail strategies and the use of Blackboard, an e-learning software platform.

With the help of recent research on teaching with digital technologies, this article critically reflects upon the changes in instruction and identity that occur in computer classrooms, online course supplements, and Internet classes.

Reviews four books: Listening Up: Reinventing Ourselves as Teachers and Students, by Rachel Martin; Disturbing the Peace, by Nancy Newman; Let Them Eat Data: How Computers Affect Education, Cultural Diversity, and the Prospects of Ecological Sustainability, by C. A. Bowers; Assessing the Portfolio: Principles for Practice, Theory, and Research, by Liz Hamp-Lyons and William Condon.

Discusses how an online environment enhances the effectiveness of peer critique. Describes experiences with peer critiquing by computer. Notes that students responded favorably to online critiquing. Concludes that the results were critiques that were lively and personable—not matter-of-fact and dull like many handwritten ones.

Describes a workshop used with classes doing Web research for their English papers in a computer lab. Shows how this is a good opportunity for students to learn to find, evaluate, and save Web sources, how to read critically and annotate the sources, and how to weave them into working drafts and avoid plagiarism.

Outlines detrimental effects of word processing in the composition classroom on planning, reading, organizing, revising, error detection, and spelling and vocabulary skill development. Discusses strategies instructors can use to teach students to use the computer at each stage of the writing process in ways that encourage and develop the higher-order thinking essential to good writing.

Discusses how certain strategies can enable successful chat rooms in academic courses. Examines some of the author’s own pedagogical trials, errors, and successes with chat rooms. Offers some strategies for conducting effective participation among students in such settings. Discusses several models of teacher-student interaction for developing the instructor’s role in academic chat rooms.

Examines how a shift to an online writing course affected underprepared students. Finds the guided writing environment enhanced instruction and improved student retention and pass rates.

Suggests teachers helping older students in computer-aided classrooms should (1) expect these students to perform more slowly and to make more errors; (2) avoid comparisons that cause confusion due to students’ prior knowledge; (3) be aware of the danger of overload from information clutter; and (4) sequence assignments based on scaffolding concepts and on building skills through repetition.

Describes computer-software programs that “read” and score college-placement essays. Argues they may impress administrators, but they also (1) marginalize students by disregarding what they have to say; (2) disregard decades of research on the writing process; and (3) ignore faculty’s professional expertise. Argues assessment practices should be guided by theoretical soundness and sensitivity to issues affecting real people.

Argues that networked classrooms offer a number of opportunities for effective writing instruction. Argues that shared discourse in the networked-computer classroom has three levels forming a continuum of interactivity: students sending messages “at,” “to,” and “between” each other. Offers classroom examples of each level of discourse.

Presents eight separate short descriptions of teaching tips or classroom activities for composition classes submitted by teachers, including tips on writing exchanges, grammar problems, peer evaluation, revision, mock quizzes, critical thinking regarding television news, computer–assisted commenting, and an educational and entertaining end–of–term review activity period.

Serial collaboration promotes the many possibilities of developing and revising student texts.

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