The case method uses real-life scenarios to motivate students to engage with issues in the narratives and develop greater interest in their writing.

This book is an edited collection is based on two assumptions. The first assumption serves as the editors’ opening sentence: “if you want something done right when it comes to information technology and writing instruction and research, you have to do it yourself." The second assumption also appears early in the Introduction when the editors describe “software” or, more broadly, any technology as a “web of interconnecting workflows that amount to a social and intellectual environment; a place that influences the creation and exchange of ideas.” The authors indicate the relatively high level of technical knowledge that writing instructors are expected to bring to the text, and they emphasize beliefs about technology that shape the way chapter authors integrate technology into the teaching of writing. For writing instructors who bring this technical expertise to the text and who share its assumption about technology and environment, this book is an important new resource. It provides an overview of web-based application design that is technologically sound and pedagogically cohesive.

Students can draw from their own knowledge of gender to become more aware of stereotypes of gender and language.

Abstract Focusing on an environmental debate that took place in southeastern Louisiana, this study analyzes the experiences of several women who were identified as the debate's domestic, virtuous women: nurturing caretakers who entered public space to speak out as conservators of home and family. While acknowledging how powerful this public stance can be, this study also highlights the limitations of an identity that enables women to access political spheres traditionally closed to them but ultimately dismisses these voices when decisions about the environment must be made.

Hemmeter all identify definition as an issue critically important to the writing center community. Ede and Runciman assert that current definitions inadequately describe what happens in centers and invite us to redefine our positions within centers and the academy as a whole. Addressing such redefinitions, Carino states, "In one sense, this is how it should be. . . [Definition is always already tenuous, for to define is to symbolize, to create metaphors, to be in language" ("What Do" 31). Although Carino commends these re-creations, he nevertheless warns that "we must maintain critical consciousness about ourselves" (39), an idea shared by Hemmeter, who likewise remarks that we "need to become more self-conscious of how we talk to ourselves" (44). Examining the act of definition itself, both Hemmeter and Carino investigate the impact current definitions have on writing centers, and suggest that only through continual self-reflection will we understand how these definitions influence our theorizing about writing centers and our activities within centers.