Describes several situations faced by teachers in writing-intensive classrooms--experiences common to most teachers of writing. Shares examples to explore how issues related to plagiarism and its effects are both reproduced and changed in new research spaces. Discusses how to best handle plagiarism in first-year writing classrooms and how to best…

Describes the use of interactive fiction (a form of writing which regularly calls upon the reader to respond in some way) in a first-year writing course on the literature of fantasy. Suggests that this form of writing helps engage students in an encounter with literature, forming a new community of critical and creative discourse. (SR)

Offers a narrative of the collaborative creation of a HyperCard hypertext called the E.A.R., and describes how the ideas developed in that project were adapted into a first-year composition course. Hopes to gain insight into both the larger aims of the border crossings central to bell hooks' ongoing project and the more local goals of hypertext…

Argues that electronic mail and other forms of computer networking do not ensure equality. Explores the kinds of exclusions that still occur on synchronous networks. Describes certain kinds of network discourse as "classroom terrorism." Provides examples from actual classroom settings. (HB)

Ponders whether multimedia composition can help first-year composition students learn how authors sort memories to make narrations powerful. Describes students' experiences in a composition course when they were asked to digitize sound and graphics to add meaning to written texts--to make their narrations more powerful and concrete. Suggests an…

Addresses how first-year students understand the influence of computers by cultural assumptions about technology. Presents three meaning perspectives on technology that students expressed based on formative experiences they have had with it. Discusses implications for how computers and composition scholars incorporate computer technology into…

Recounts and analyzes how e-zines were used in first-year writing courses to enhance students' rhetorical sensitivity to considerations of audience. Concludes that through the use of e-zines, students, on their own initiative, began exploring ways to use writing to provoke an audience to consider alternative views, a project which encouraged some…

Discusses creativity and the teacher's importance in providing a context that encourages creative thought. Contrasts the author's success in teaching technical writing to college juniors and seniors with her experiences in using the Macintosh personal computer to teach first year composition. Notes that computers alone cannot stimulate creativity.…

Examines graduate student teaching assistants' (TAs') adjustment to their first teaching experience in first-year composition (FYC) classrooms. Notes that the experience mirrors that of their FYC students. Considers how both new groups work within initially uncomfortable but ultimately developmentally positive levels of ambiguity, multiplicity,…

Discusses Julia Kristeva's notion of text--the tension between the semiotic and the symbolic--and how the tension can be made visible through typeface variation and other shaping techniques possible with word-processing software. Shares ways the author encourages students in first-year English classes to explore possibilities for incorporating…

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)

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)

Describes a modification of the software "Punctuation and Style," and a study of the modified software program. Reports that teachers rated computer evaluations of student compositions as helpful more often than did students. Notes that teachers and students agreed generally on the helpfulness of the program's most frequent comments. Argues that…

Outlines a first-day lesson plan for a first-year writing class in which the instructor engages students at the outset in building an electronic online community. Provides step-by-step methods and discusses specific advice for what to do and not to do within the context of achieving an online emphasis. (HB)

Appraises the computer as a prewriting aid. Evaluates both the quality and quantity of ideas produced by various invention techniques and programs, and compares results of similar studies by Hugh Burns and Helen Schwartz. (NKA)