For faculty seeking to engage students in inquiry-based, emergent, and primary research in first-year composition courses, Google Documents provides both an efficient and effective means.

Peer-response remains a central process in first-year composition; faculty can make it effective and efficient by “spotlighting”—designing the process as digital, emergent, and distributive.

An effective assignment design for writing classes unfolds at the crossroads of theory and practice; instruction and reflection; and experience and serendipity.

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.

Offers future researchers many opportunities for research in two-year college English. Considers input about issues, problems, and questions which the research community still needs to engage. Assumes that research clusters around several “fault lines” shared by other groups and institutions not directly tied to education; the fault lines selected are identity, technology, diversity, pedagogy, literacy, and methodology.

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