Green Squiggly Lines:

Opening Sequence

It would seem that these central acts of teacherly identity and power should have changed irrevocably in the last twenty years; technological shifts in the media of composition-the advent and wide adoption of word processing, synchronous and asynchronous discussion spaces, and hypertext-have transformed students' writing environments. But, have the changes in composing environments corresponded with changes in the way writing teachers read, respond to, and evaluate student work?