Notes that, although networked writing classrooms are more egalitarian than non-networked classrooms, networks cannot prevent discrimination. Social identity theory, from social psychology, suggests that instructors must be careful when focusing courses on divisive social issues; the presentation of these issues can break down into binary…

Examines effects of teaching hypertext markup language on students' perceptions of class goals in a networked composition classroom. Suggests sending documents via file transfer protocol by command line and viewing the Web with a textual browser shifted emphasis from writing to coding. Argues that helping students identify a balance between…

Suggests that the revolutionary potentials of network technologies are not intrinsic to the technologies. Uses experiences of Daedalus Interchange in composition classrooms to argue for critical engagement with technologies. Suggests that unless writing teachers critically address students' perceptions of writing, they will replicate the same…

Examines issues of diversity and literacy education in terms of "non-negotiable difference." Argues that networked classrooms provide writing instructors with unique extra-linguistic cues (body language) that can help teachers and students become more responsive to racial difference. Discusses three African-American students' experiences…