This study assesses the benefits and drawbacks of assigning a collaboratively written midterm paper in nontraditional and traditional introductory college composition courses. Students’ responses suggest a radically different model to be tested in the future.

Introducing Web-based literary hypertexts in an introductory writing course motivates students to ponder both the changing techniques of writing and reading and their own attitudes toward these two interrelated activities in a wholly new way. Evaluating a novice literature launches novice readers and writers on a journey to becoming “experts” at facing with confidence the many challenges that college and life will bring, including a fundamentally new approach to reading and writing.