Form the website: “(1994-96) The Epiphany Project was a two-year national grant project funded by an Annenberg/CPB grant. The grant supported the project as it provided strategies and support to assist mainstream writing faculty with integrating technology into their classroom. Epiphany provided materials and workshops for over 40 institutions across the United States.” The Field Guide to 21st Century Writing offers articles on a variety of topics related to using computers in writing and teaching the use of technology in writing, including instructions in the use of MOOs, creating websites, and rhetorical considerations related to writing and teaching with technology.

from the publisher's Website: This foundational volume examines the potential of electronic portfolios: * Rationales for creating an electronic portfolio * Features * Examples of current practice * Cautions * Recommendations Chapters by 19 portfolio practitioners from a range of disciplines and institutions describe the constructing of electronic portfolios: * By students to display and reflect on work for a specific course or program * By faculty to document and reflect on their classroom practice and allow comment by colleagues or others * By institutions to demonstrate accountability to their stakeholders and as a vehicle for institution-wide reflection, learning, and improvement

A brief overview of the history of online community as a construction of virtual public space. As online space is constructed space, Condon maintains that teachers, administrators, and rhetoricians bear responsibility for participating in the construction of that space rather than allowing other interests to prevail. He argues that as the Age of Information gives way to the “Age of Interaction,” online interactions are and will be shaped by the online spaces in which they take place. If the online agora is to live up to its potential as an equitable public forum in which individual voices may have a real impact, a larger and broader audience may participate, and ideas will carry more weight than the speaker’s status, online learning environments must be broadly accessible and must provide some means of privacy so as to mitigate the risk of the OLE acting as “the ultimate panopticon.”

David Crystal understands the language evolution on the Internet in terms of "netspeak." His linguistic analysis offers insight into the ways electronic communication is changing our understanding of language.

Meta-analyses were performed on 26 studies conducted between 1992–2002 which focused on the comparison between K–12 students writing with computers vs. paper-and-pencil. The analyses indicate that, on average, instructional use of computers for writing has a positive effect on the quantity and quality of writing students produce. Studies focused on revision behaviors between these two writing conditions (n=6) revealed mixed results. Others studies collected for the meta-analysis which did not meet the statistical criteria were also reviewed briefly. These articles (n=35) indicate that the writing process is more collaborative, iterative, and social in computer classrooms as compared with paper-and-pencil environments. For educational leaders questioning whether computers should be used to help students develop writing skills, the results of the meta-analyses suggest that on average students who use computers when learning to write are not only more engaged and motivated in their writing, but they produce written work that is of greater length and higher quality.

Originally published as "Transactional Dynamics of Paired Fiction Writing," this is the best writing lesson I have ever used. I believe that students and teachers can use story writing quickly and easily to experience a wide range of topics and this lesson plan will enable teachers across the curriculum to use writing to build an improved sense of community and creativity in their classes.

After teachers articulate their goals for incorporating writing into courses, working backwards from the goals to specific assignments can be relatively straightforward. This article provides a process for teachers to determine goals and then devise writing assignments to fit those goals.

For teachers across the curriculum, responding to student writing is often one of the most time-consuming and even dreaded parts of teaching. This article reviews some strategies for in-process as well as final evaluation of student papers.

Examines student ethos in computer-assisted English classrooms. Lenard claims that these classes are more "egalitarian," but lists potential problems with online discussion forums. Students may not consider their audience, or forget they are talking to other individuals, and be rude, inappropriate, racist, homophobic, etc. Lenard suggests strategies for avoiding thse problems.

An important new collection updating WAC theory and practice.

Recent advances in computer and computer-network technologies make it possible to consider an alternative to the indirect, top-down pedagogy used in most writing-across-the-curriculum (WAC) programs (e.g., a pedagogy that views faculty as the primary audience for WAC training). Drawing on the results of a 4-year effort to establish a campus-wide, computer-supported writing environment, we suggest that computer networks and specifically designed instructional software (e.g., multimedia instructional materials and interactive writing exercises) can provide the basis for a network-supported writing-center-based WAC program. Our discussion focuses on development of network communication tools and hypermedia courseware to support WAC.

This article describes and analyzes specific institutional impediments to CAC and the solutions that include targeting students rather than faculty as the primary audience of CAC, use of computer technologies, and placement of CAC function in the Writing Center.

Electronic Communication Across the Curriculum is an edited collection in which teachers and program heads throughout the United States present adaptable models of computer-supported communication using the pedagogies of writing for learning and writing with computers -- including science, math, history, philosophy, technical writing, accounting, literature, and marketing. Edited by Donna Reiss, Dickie Selfe, and Art Young (NCTE, 1998) Also available at http://bookstore.ncte.org/default.asp?id_product=3066

Sherman situates WAC in a broader movement towards “Computer Supported Intentional Learning Environments.” He calls for all disciplines, particularly his own, Psychology, to adopt these online environments. He gives examples of these, including Blackboard, and one he developed for his own department. Sherman argues from a Postmodern position, saying that now more than ever students are aware of difference in their lives and in the university, and tend to distrust information from the teacher presented as fact. If it is presented as part of a forum, in which they can see ideas and conflict and join the debate, the knowledge they take away will seem “real” to them.