Examines the ways in which writing teachers present themselves in a virtual classroom--a computer networked first-year composition classroom. Discusses how the teachers' online presence relate to their off-line, "live" presence. Suggests that differences among teacher are more important than similarities. (RS)

Employs three approaches in a summative evaluation of ENFI (Electronic Networks for Interaction), a local area network used to teach writing through the use of software that supports real-time communication. Suggests that the ENFI setting allows a writing teacher to more easily model the creation of a writing persona. (RS)

Observes two writing teachers, enthusiastic about computers, teaching for the first time in networked computer classrooms. Finds resistance to change attributable to unfamiliarity with hardware and software, the need to cope with print text and electronic text, and conflict between models of writing instruction brought to the facility and that…

Examines some of the issues attached to the egalitarianism narrative, which has rapidly gained credence in the composition field and which serves as a powerful term of authorization. Pursues the question of egalitarianism in the computer networked composition classroom using an interpretive methodology. (RS)

Examines the work of five researchers who have conducted studies of writing with computers or writing with computer-assisted instruction in the following areas: composing with word processing; writing improvement attributed to computers; instructional software; computer networks for writing; and collaborative writing through telecommunications.…

Presents a research agenda for examining learners' and teachers' conceptions of computers, language, and writing and their relations to one another. Claims that theories of computer usage are connected to notions of language and writing. Provides a theoretical foundation for proceeding with needed research. (HB)

Examines different ways in which a range of computer-mediated communication tools can be used in similar classroom settings. Argues that curriculum design for writing classes is inextricably tied to how computer communications will be used in the class. Presents results of a semester-long study of two first-year writing classes using computers.…

Describes how using conferencing software in a computer-assisted writing environment became a catalyst for a distinctive learning ecology that interrelated prosocial student behaviors, learner-centered teaching, and assessment. Argues that the conferencing class not only helped students apply critical thinking and problem-solving skills in…

Describes how an online conference was used in a graduate poetry class with students not accustomed to using technology in their coursework. Suggests that it extended the depth and quality of discussion, opening up new areas of discourse; and that students went beyond assigned topics to create and engage in their own discourse enriched by their…